question

lesson clarity, instructional variety, teacher task orientation, engagement in the learning process, and student success rate

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key behaviors of effective teachers (skeleton)

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understanding student ideas and contributions, structuring, questioning, probing, and teacher affect (teacher-learner relationship)

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helping behaviors of effective teachers

question

how clear a teacher's presentation is to the class (clear ideas at different levels, explains concepts in step-by-step order, direction, audible and free of distracting mannerisms in delivery)

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lesson clarity

question

variability of flexibility of delivery during teh presentation of a lesson

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instructional variety

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key behavior that refers to how much classroom time the teacher devotes to teaching an academic subject

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teacher task orientation

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amount of time students devote to learning in your classroom (actively thinking about, working with, or using what is being presnted)

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engaged learning time

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rate at which your students understand and correctly complete exercises and assignments

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student success rate

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acknowledging, modifying, applying, comparing and summarizing student responses to promote goals of a lesson and encourage participation

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using student ideas and contributions

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taking correct responses and repeating to class (lesson clarity)

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acknowledging

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rephrasing in other words (creates variety)

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modifying

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to teach an inference or take to another step (increases success rate)

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applying

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drawing a relationship between student's idea and earlier idea (engagement in learning process)

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comparing

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using what was said by a student or a group of students as a recapitulation or review (enhances task orientation)

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summarizing

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helps learners restructure what is being learned using their own ideas, experiences, and thought patters

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teacher-mediated dialogue

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teacher comments made for the purpose of organizing what is to come or summarizing what has gone on before

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structuring

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type of structuring that clearly alerts students to the impending change

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signal

question

type of structuring that alerts students to knowledge and understanding expected at the conclusion of activity

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emphasis

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type of structuring devise to clue the kids of something important "Now Remember"

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verbal markers

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set of related tasks that differ in cognitive complexity and that to some degree may be placed uder the control of the learner (used to engage students in the learning process)

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activity structure

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helping behavior

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questioning

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questions teachers ask students to see if they can recall and understand specific material

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content questions

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direct, lower order, convergent, closed, fact

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types of content questions

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require no interpretation or alternative meaning

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direct questions

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questions require the recall only if readily available facts are known (not generalizations and/or inferences)

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lower order questions

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different data soures lead to the same answer

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convergent questions

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no other alternative answer or interpretation

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closed questions

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question requires the recall only of discrete pieces of well-accepted knowledge

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fact question

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used to problem solve, to guide, to arouse curiosity, to encourage creativity, to analyze, to synthesize, and to judge

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process questions

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indirect, higher order, divergent, open, and concept

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types of process questions

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various interpretations and alternative meanings

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indirect questions

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questions that require more complex mental process than simple recall facts

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higher order

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different data sources will lead to different correct answers

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divergent questions

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single correct answer is not expected

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open question

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question requires the processes of abstraction, generalization, and inference

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concept question

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emphasize the learner's direct experience and the dialogue of the classroom as instructional tools while deemphasizing leacturing and telling

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constructivist teaching strategies

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teacher statements that encourage students to elaborate on an answer (eliciting, soliciting, and redirecting) But what do you test? What do you mean? What's another word?

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probing

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foundation on which you can build a warm and nurturing relationship with your learners (teachers should be exciting about what they are teaching)

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teacher affect

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approximate index of one's income and education level

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SES

question

impoverished area schools; based on median income of parents (schools qualify for federal assistance)

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Title I School

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10 principles standards of teacher knowledge, dispositions, and performances (what teachers should know)

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INTASC standards

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learners with disabilities

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special populations

question

applying different instructional stratigies to different groups of learners so teh natural divesity prevailing in the classroom does not prevent any learner from achieving.

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adaptive teaching

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provides the learner with the prerequisite knowledge, skill, or behavior needed to benefit from the planned instruction.

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remediation approach

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teacher chooses an instructional method to compensate for the lack of information, skill, or ability known to exist among learners by altering the content presentation to circumvent a weakness and promote a strength

answer

compensatory approach

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instructional approaches vary according to the individual whose academic success is or culd be enhanced by a more targeted and individualized approach

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differentiated instruction

question

criticizes teh use of general ability tests in the school in the belief that they are culturally biased

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enviornmentalist position

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concludes that heredity rather than enviornment is the major factor determining intelligences

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hereditarian position

question

factors other than IQ that contribute to learners success: motivation, health, social skills, quality of teaching, prior knowledge, emotional well-being, and family support

answer

social competence

question

identify what needs to be known by the learner at each previous step before new learning can take place

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learning structures

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the effect of teachers from one culture interpreting children's behaviors differently than teacher from another culture

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reciprocal distancing

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using genetically or culturally inspired factors to explain differences in such things as aptitude and language between cultural minorities and mainstream learners

answer

cultural deficit model

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focusing on solutions that require culturally sensitive links to and responses from the school to improve the performance of students who are socially, ecnomically, and linguistically different from the mainstream

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cultural difference model

question

the individual's frame of reference acquired from experience, that is the lens through which he or she interprets and responds to events

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cultural frame

question

successful relationships with peers that meet learners' need for belonging and allow them to acquire and practice important social skills

answer

horizontal relationships

question

successful relationships with parents and teachers that meet learners' needs for safety, security, and protection

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vertical relationships

question

instructional and classroom conditions under which an individual prefers to learn

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learning style

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seeing the world in terms of its specific parts

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field independent

question

seeing the in terms of large, connected patterns

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field dependent

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opportunities for school and family involvment, such as parent teacher conferences, home visits, teachers' participating in community events, newsletters, phone calls, personal notes, parents' volunteering as classroom aides, and using home-based curriculum materials

answer

family-school linking mechanisms

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viewing the learner as an ecosystem in which the major systems include teh family, school, and peer group; behavior is considered a product of the learner and teh demands and forces operating within the systems of which he or she is a member

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systems-ecological perspective

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derived from standards to more specifically identify what must be accomplished and who must do what for stadards to be met

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goals

question

general expressions of educational values that provide a sense of direction in decision making

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standards

question

statements that convey to learners the specific behaviors to be attained, the conditions under which the behaviors must be demonstrated, and the proficiency at which the behaviors must be domonstrated

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objectives

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one that focuses on teaching learners how to think critcally, reason, and solve problems in authentic, real-world contexts

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thinking curriculum

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a written statement that identifies specific classroom strategies to achieve desired goals and expresses these strategies in a format that allows their effects on learners to be measured

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behavorial objectives

question

the means of achieving learning outcomes

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learning activities

question

the specific conditions under which learning will occur

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learning conditions

question

the degree of performance required to achieve a learning objective

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criterion level

question

behaviors that relate to the development of intellectual abilities and skills; knowledge, comprehension, application, analysis, synthesis, and evaluation

answer

cognitive domain

question

behaviors that relate to the development of attitudes, beliefs, and values: recieving, responding, valuing, organizing, and characterizing

answer

affective domain

question

behaviors that relate to the coordination of physical movements and performances

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psychomotor domain

question

facts, concepts, rules, and generalizations pertaining to a specific area or topic; intended to be spoken or written

answer

declarative (factual) knowledge

question

action sequences or procedures used in a problem-solving or decision-making task; learning action sequences or procedures to follow; knowledge of how to do things

answer

procedural konwledge

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thinking about one's thinking to become aware of one's level of kowledge

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metacogntive knowledge

question

learners show what tehy know by suing complex cognituve skills to perform authentic, real-world tasks; tests that measure a skill or behavior directly, as tehy are used in teh world outside the classroom

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performance assessment

question

tests that ask learners to display their skills and behaviors in the way they would be displayed in the real world, outside the classroom

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authentic tests

question

types of performances required in the real world

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authentic behaviors

question

one student teaches another; the tutor may be one or more years or grade levels above the learner

answer

cross-age tutoring

question

grade, department, or school district specifications about what content must be covered in what period of time

answer

curriculum guides

question

relating content and material from various subject areas

answer

integrated thematic teaching

question

lessons on CD-ROM that use questions and prompts to actively engage learners and give them immediate feedback

answer

interactive individualized practice activities

question

a laterally planned unit of study in which topics are integrated to focus on a specific theme

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interdisciplinary unit

question

planning units that integrate knowledge across disciplines or content areas to convey relationships, patterns, and abstractions

answer

lateral unit planning

question

using multimedia, often over the Internet, to create a fluid and personalized learning enviornment

answer

living curriculum

question

one student teaches another at the same grade and age level

answer

peer tutoring

question

teaching that is inspired by the tacit or personal knowledge gained from day-to-day experiences

answer

reflective practice

question

planning lessons to be part of the larger system of interrelated learning , or the unit

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system perspective

question

teacher's reflection on what works in the classroom, as discovered over time and through personal experiences

answer

tacit knowledge

question

a variety of activities and materials focused in several related content areas and taught using different instructional strategies

answer

thematic units

question

methods that are flexible, allow rapid movement within and across content, provide immediate feedback and accuracy of responses, and gradually shift responsibility for learning from the teacher to student

answer

tutorial and communications technologies

question

a method of developing units in a discipline by arranging the content to be taught hierarchically or in steps and in an order that ensures that all task-relevant prior knowledge required for subsequent lessons has been taught in previous lessons.

answer

vertical unit planning

question

orally responding to the question, writing out the correct answer, calculating an answer, physically making a response

answer

active responding

question

first strategy in D.I. emphasizes the relationship between lessons so that students remember previous knowledge and see connections, provides sense of wholeness and continuity.

answer

daily review and checking

question

Teacher-centered instruction which includes lecture, presentation, and recitation.

answer

direct instruction

question

strategy for handling the right and wrong answers

answer

feedback and correctives

question

model or demonstrate for learners (point, or do the gesture)

answer

gestural prompts

question

3rd step in D.I model. teacher guided, provide students with guided practice so that you can organize and direct.

answer

guided student practice

question

The phase of instruction that occurs after skills and strategies have been explicitly taught and practiced under teacher direction or supervision. Independent practice involves the application of newly taught skills in familiar formats or tasks and reinforces skill acquisition.

answer

independent practice

question

teaching strategies that emphasize concept learning, inquiry, and problem solving to teach concepts, patterns, and abstractions

answer

indirect instruction

question

System of instruction that emphasizes the achievement of instructional objectives by all students by allowing learning time to vary.

answer

mastery learning

question

Communication that includes not only what is said but also the relationship of those involved in the interaction. It is a message that conveys the sender's attitude toward the self, the message, and the attitudes, feelings, and intentions toward the listener.

answer

metacommunication

question

systematically go through the class and expect students to respond when their turn arrives

answer

ordered turns

question

listening to a teachers answer, reading about the correct answer or listening to classmate say correct answer

answer

passive responding

question

use hand over hand assistance to guide the learner to the correct performance.

answer

physical prompts

question

2nd strategy in D.I involves presenting material in small steps.

answer

presenting and structuring

question

give a rule, then an example, followed by repetition of the rule. REPETITION!!

answer

rule-example-rule order

question

the theory that we learn social behavior by observing and imitating and by being rewarded or punished

answer

social learning theory

question

cues, reminders, or instructions to learners that help them perform correctly the skill you are teaching

answer

verbal prompts

question

helps to ensure long-term retention and allow for easier application & generalization of newly acquired skills.

answer

weekly and monthly reviews

question

An introduction to a lesson that provides an overall organizational scheme for the lesson.

answer

advance organizer

question

theoretical perspective proposing that learners construct, rather than absorb, knowledge from their experiences

answer

constructivism

question

reasoning from the general to the particular (or from cause to effect)

answer

deduction

question

In classical conditioning, the ability to distinguish the conditioned stimulus from other stimuli that are similar

answer

discrimination

question

Brief references to specific items or events that are used for both proof and clarification. Examples can either be given in a list or each one described briefly. Should use at least two.

answer

examples

question

student to teacher exchanges grow into protracted interactions among large numbers of students

answer

full-group discussion

question

conclusion drawn from specific information that is used to make a broad statement about a topic or person

answer

generalization

question

reasoning from detailed facts to general principles

answer

induction

question

units and lessons that stress connections between ideas and the logical coherence of interrelated topics

answer

integrated bodies of knowledge

question

means by which the teacher orients the students to the objective of the discussion; provides new or more accurate information; reviews, summarizes, and relates facts and opinions; and redirects the flow of informaiton and ideas back to the objective

answer

moderating tasks

question

fail to represent the concept being taught by purposely not including one or more of the attributes essential for recognizing it as a member of some larger class

answer

nonexamples

question

best used when the task is highly structured, some consensus about the topic already exists, and the orienting instructions fully define each member's roles

answer

pair or team discussions

question

a discussion among four to six students in a group working independently of a teacher

answer

small-group discussions

question

the context in which a message is received and understood

answer

social framing

question

allows students to select both the form and substance

answer

student-centered learning

question

Students: 1) think about the lesson topic; 2) pair up with partners and share according to the guidelines the teacher has provided; 3) share their discussions with the rest of the class. Each person takes a turn retelling their partners' information.

answer

think, pair, share

question

to maintain high levels of student interest, selecting content based on student problems or interests and providing individually tailored feedback

answer

unguided discovery learning

EDUC 5501 Effective Teaching Methods: Research Based Practice – Flashcards

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