Chapter 3 B&B Vocab

Planning for instruction: decisions that are made about organizing, implementing, and evaluation instruction. 

Content: the knowledge, skill, rule, concept, or creative process you wish students to learn

Materials: the tangible written, physical, or visual stimuli that are used in instruction

Curriculum framework: an organized plan or set of standards that defines the content to be learned inn terms of clear, definable standards food what students should know and be able to do. 

Common Core State Standards: coordinated by the National Governors Association Center for Best Practices and the Council of Chief State School Officers (CCSSO). The curriculum standards were developed in collaboration with teachers, school administrators, and education experts to provide a clear and consistent framework to prepare students for college and the workforce. 

21st-century learning: generally used to refer to certain core competencies such as collaboration, digital literacy, critical thinking, and problem-solving.
Backward mapping: a planning tool that prompts you to begin planning by asking the following questions: What intended learning outcomes or goals do you have for your students? How will students demonstrate their achievement or understanding of these learning outcomes?

Course: a complete sequence of instruction that includes a major division of the subject matter

Course planning: involves organizing and scheduling the content to be taught during the time allotted for the course, whether that time is for a year, semester, trimester, or quarter. 

Term: the amount of time the school district designates for the length of a marking period (typically 8 to 10 weeks) for report cards

Term planning: involves the preparation of more detailed outlines of the content to be covered within a marking period or term

Unit: a major subdivision of a course involving planned instruction about some central theme, topic, issue, or problem for a period of several days to a maximum of three weeks. 

Unit planning: involves developing a sequence of daily plans that addresses the topic of the unit in a cohesive way

Weekly planning: involves laying out the week’s activities within the framework of the daily schedule throughout the week

Plan book: used to display weekly plans in a brief way, commonly on a two-page grid format

Lesson: a subdivision of a unit, usually taught in a single class period or, on occasion, two or three successive period 

Daily planning: involves preparing notes about objectives, materials, activities, evaluation, and other information for a lesson for a particular day but in more detail than in the weekly plan 

Linear-rational approach: involves sequential decisions about the formation of goals, specification of objectives, assessment of student needs relative to the stated goals and objectives, selection of strategies and learning activities linked to the objectives, and evaluation of student performance 

Aim: refers to broad statements about the intent of education

  • Often written by national or state panels, commissions, or policy-making groups

  • Express a philosophy of education and concepts about the social role of schools and the needs of children

Goals: more definite than aims. Nonbehavioral and provide direction for educators, but they do not specify achievement levels

  • Often written by professional associations and state and local educational agencies to serve as guidelines for school and curriculum guides for what all students should accomplish over their entire school career 

Subject-specific course goals: more precise translations of district goals and are stated in curriculum guides

  • Can be translated and broken down into more explicit educational objectives used in unit or weekly plans

Educational objectives: statements of what is hoped that students will achieve through instruction, are narrower in scope than subject-specific goals, and are commonly used in units

Instructional objectives: written for daily lesson plans and are stated in terms that indicate what is to be observed and measured  

Needs assessment/diagnosis: looking at a situation to fully understand it and to find clues for deciding what to do

  • Successful=

    • reveals your students’ aptitudes, aspirations, backgrounds, problems, and needs

    • The level of learning your students have reached 

    • Where your students are weak and strong

Curriculum: content to be taught

Curriculum guide: a document that identifies the objectives and content for a given subject at a given grade level

Teacher-student Planning: the teacher does not make all the decisions about the curriculum and instruction and students are involved to some degree in the planning and decision-making

Team planning: occurs when two or more teachers collaboratively prepare instructional plans

Interdisciplinary planning: involves planning and coordinating instructional activities and assignments for each subject area represented by the teachers

Syllabus: a written statement about the content, procedures, and requirements of a particular course

Assignment: a written statement specifying a charge and a process for accomplishing something

Motivation: those processes that can arouse and initiate student behavior, give direction and purpose to behavior, help behavior to persist, and help the student choose a particular behavior

Time on task: the time students are actually paying attention and are engaged in action

Academic learning time: the amount of time a student engages in learning tasks that yield fairly high rates of success

Response to Intervention (RTI): a method to ensure that students receive early intervention and assistance before falling too far behind their peers; Requires that these students receive supplementary support, guided by regularly gathered assessment data, referred to as progress monitoring.