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Aims, goals, and philosophy are used interchangeably for the broad purpose of education. Aims are the broad intent of Education.

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Aims

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Educators need to translate general aims into statements that will describe what schools are expected to accomplish. These translations of aims into more specific, subject-related terms are called goals. These provide direction for educators, but do not specify achievement levels. Subject-specific educational goals are written as a bridge to even more explicit learning objectives.

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Goals

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The more precise translations of district goals and are stated in curriculum guides. Subject-specific course goals can be translated and broken down into more explicit educational objectives used in unit or weekly plans

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Subject-specific course goals

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are 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.

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Educational objectives

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

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Instructional objectives

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looking at a situation to fully understand it and to find clues for deciding what to do. Successful diagnosis reveals (1) the students' aptitudes, aspirations, backgrounds, problems, and needs; (2) the level of learning your students have reached; and (3) where your students are weak and strong.

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Diagnosis

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Given _______students will____with___accuracy.

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specific measurable learning objective

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The condition under which learning takes place.

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Condition

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What you want students to do or to demonstrate

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Behavior

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How well you want the students to do it.

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Criterion

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Students will use maps and other geographic representations, tools, and technologies to acquire, process, and report information from spatial representation.

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Example of Standard

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students understand how to measure distances on a variety of maps.

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example of goal

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given a map, the student will be able to accurately measure the distance between two points with inches with 80% accuracy.

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example of objective

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I will know the objective is met if when the students are given a map, the student will be able to accurately measure the distance between two points with inches with 80% accuracy.

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Assessment

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information processing, problem solving, using mental strategies for tasks, and continuous learning. Children in a classroom will differ in their cognitive abilities to perform these tasks. Thus, there may be a range of low-academic-ability to high-academic-ability students in a classroom.

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Cognitive activity

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describe what teachers should know and be able to do to ensure their students reach meaningful learning goals in relation to curriculum

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InTASC teaching standards

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organized plan or set of standards that defines the content to be learned in terms of clear, definable standards for what students should know and be able to do. The purpose of state curriculum frameworks is to provide guidelines for local school districts to prepare their K-12 curriculum

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curriculum framework

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initiative is a state-led effort coordinated by the National Governors Association Center for Best Practices (NGA Center) 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. The standards underwent a series of drafts and revisions, incorporating input from state departments of education, teachers' unions, curriculum content associations, and the general public.

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Common Core State Standards

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change to the course of study. Children's lessons are modified to their level.

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modifications

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Students level of work is the same, but accommodations are made for them like giving them more time, fewer problems to complete, etc.

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accomadations

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can be defined as the collection, evaluation, and use of information to help teachers make decisions that improve student learning (McMillan, 2011). It is more than testing and measurement.

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Classroom assessment

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means that teachers use information from many sources to make decisions about planning, teaching, and assessing.

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Data-driven decision making

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is used to interpret a score of an individual by comparing it with the scores of other individuals.

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Norm-referenced evaluation

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is used to interpret an individual's performance by comparing it to some specified criterion, such as a performance standard.

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criterion-referenced evaluation

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teachers tell the students the concept or skill to be learned and then lead students through most of the instructional activities designed to bring about student learning. Direct instructional approaches include direct instruction, presentations, demonstrations, questions, recitations, practice and drills, reviews, and guided practice and homework.

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Direct instructional approaches

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are those that involve some type of exploratory activity that helps lead students to discover a concept or generalization. Teachers employ several strategies to help students attain the concepts. Inductive approaches include concept attainment strategies, inquiry lessons, and projects, reports, and problems.

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Inductive instructional approaches

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have students working together in various ways to gather, process, and learn information or skills. The teacher acts as a facilitator, rather than the information giver. Social approaches include discussions, cooperative learning, panels and debates, role playing, simulations, and games.

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Social instructional approaches

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allow students to pursue content independently with less teacher direction than other lessons. Students sometimes are permitted to pursue their own interests. Independent approaches include learning centers, contracts, and independent work.

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Independent instructional approaches

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With direct instruction, the teacher typically selects the instructional objectives, the corresponding content, and the instructional strategies that will be used in the lessons. The teacher structures the learning environment and is primarily the conveyer of information in teacher-directed instructional activities (e.g., presentations, demonstrations, recitations, drill and practice).

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Teacher-centered instructional strategies are sometimes referred to as direct instruction

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With indirect instruction, the teacher often takes the lead in identifying the instructional objectives and corresponding content, but students may be involved in this process to some degree. Instructional strategies are used that actively involve students through cooperative and interactive approaches such as projects, cooperative learning, problem-based learning, and inquiry approaches.

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Student-centered instructional strategies are sometimes referred to as indirect instruction.

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involve deductive reasoning in which the teacher starts with a known principle or concept followed by examples of the concept.

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Deductive Stagegies-Direct

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involve inductive reasoning where the lesson begins with examples, and the students examine the examples in an effort to identify the main principle or concept.

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Inductive Statagies-Indirect

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Concept attainment is an indirect learning approach based on the idea that learning occurs best when examples are provided. Concept attainment requires a strategic, structured inquiry process that assists learners to categorize and differentiate information.

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CONCEPT ATTAINMENT

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Concept development is an inductive model approach to teaching lessons where the teacher's objective is to have students explore a key concept and its relationships with other concepts. The teacher provides specific examples to students and they construct new knowledge, work collaboratively with others, and identify essential characteristics of a concept that allows for generalizations

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CONCEPT DEVELOPMENT

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The integrative model is a purpose-driven instructional model in which the teacher guides students to learn independently and think critically. Students learn to infer ideas about relationships and concept characteristics based on complex bodies of information.

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INTEGRATIVE

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Flipped Learning is a pedagogical approach in which direct instruction moves from the group learning space to the individual learning space, and the resulting group space is transformed into a dynamic, interactive learning environment where the educator guides students as they apply concepts and engage creatively in the subject matter.

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Flipped Learning

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The National Research Council suggests that educational research has two purposes: "...to add to fundamental understanding of education-related phenomena and events, and to inform practical decision making" (Towne, Wise, & Winters, 2004). As any teacher or school administrator knows, there are countless journals, articles, and websites that produce educational research, so practitioners must be savvy about selecting research to apply to their classroom.

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research based instruction

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is a student-centered approach in which students learn about a subject by working in groups to solve an open-ended problem.

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Problem-based learning

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explicit hints concerning what students are about to experience

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Cues

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are organizational frameworks that teachers present to students prior to teaching new content to prepare students for what they are about to learn.

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Advance organizers

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First, activate students' prior knowledge. What students already know about a topic is their prior knowledge. Teachers can ask students to identify and share what they already know about a given subject so they can actively link relevant background knowledge with the lesson goals. This can be done in various ways such as a K-W-L chart (What I Know; What I Want to Know; What I've Learned), a questionnaire, and charts and diagrams.

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prior learning

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awareness, and understanding of one's own thought process

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metagognition

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discourse that supports, rather than undermines, the societal good. Democratic societies must be societies where arguments are tolerated and encouraged, but this is not always easy. "To engage in a healthy political argument is to acknowledge the possibility that one's own arguments could be falsified or proven wrong,"

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civil discourse

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when teachers of different subjects work together to link what everyone is teaching together. For example, an English teacher could choose to read a book on World War 2, while the history teacher is also teaching about world war 2 in their class.

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Integrated Curriculum

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Relating to more than just one subject

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Interdisciplinary Approach

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the entire class is taught as a group. In the large group, you can (1) lecture, demonstrate, and explain a topic; (2) ask and answer a question in front of the entire class; (3) provide the same recitation, practice, and drill exercises for the entire class; (4) work on the same problems; and (5) use the same materials.

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whole-group instruction

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small groups enable students to be more actively engaged in learning, and teachers can better monitor student progress. Groups of four students often work well. In a group of more than six, generally not everyone will actively participate.

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small-group instruction

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refers to a variety of teaching methods in which students work in small groups to help one another to learn academic content (Slavin, 2012). One such approach involves student team learning methods in which there are team goals, and success is achieved if all team members learn the objectives being taught. Other types of cooperative learning groups include group investigations, jigsaw activities, and complex instruction.

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Cooperative learning groups

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involves the clustering of students who are judged to be similar in their academic ability into classes for instruction. There are two common types of ability grouping: between-class grouping and within-class grouping.

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Ability groups

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involves having separate classes for students of different abilities.

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Between-class grouping

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a goal that takes 1-2 class periods

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short term goals

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a goal that takes a unit to complete

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Long term goals

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