Flashcards
Navaed
Cards in this deck (30)
- 1Backward DesignThis model or framework for designing lessons begins with the end in mind. In other words, determine
where the students need to be at the end of the lesson, unit, semester, and school year and plan
assessments and lessons accordingly. - 2Formative AssessmentsTechnically,
anything can be turned into a formative assessment if it is used
to drive future instruction and support the learning process. - 3Summative AssessmentAre the end measure of mastery of
the standards. They are used for grades and can also be used
to measure teacher performance - 4Exit tickets • Show of hands • Checklists • Learning, double entry, or reflective journals • Peer review • Observations • Anecdotal notesFormative Assessment
- 5Mid-term/final exam • District benchmark assessments • State assessments • Teacher-created tests or textbook chapter tests • Final research papers or projectsSummative Assessments
- 6Critical ThinkingStudents must analyze,
evaluate, interpret, and synthesize
information to reach a conclusion or make a
judgment. This is multi-step, high-level
thinking. - 7Creative ThinkingThis requires the student
to think outside of the box to draw unique
conclusions and develop products with a
fresh perspective. - 8Reflective ThinkingStudents look back on
and reflect upon their learning process to promote abstract thinking and to encourage the application of
learning strategies to new situations. This may happen at the end of a unit or lab. - 9Bloom’s TaxonomyCreate
Evaluate
Analyze
Apply
Understand
Remember - 10RedirectionThis technique allows the
students to rethink their responses without feeling defensive about offering an incorrect answer. - 11Specific FeedbackLet the students know using
specific language regarding what is correct or incorrect about their answers. - 12Cooperative LearningInstructional strategy focuses on students working together to achieve a common goal.
- 13Concept-basedThis critical thinking approach focuses on a broad idea versus subject-specific content. Good for thematic, cross-curricular, or multidisciplinary units.
- 14Project-basedA student-centered, inquiry-based model where students gain a deep knowledge by investigating a subject over an extended period of time
- 15Problem-basedA student-centered model where learners are given a problem and learn in the process of working out resolutions in a small group setting.
- 16DeweyLearning by exploring and doing (experiential learning)
- 17PiagetStages of Cognitive Development; prior knowledge (schema); discovery learning
- 18VygotskyZone of Proximal Development
- 19SkinnerBehaviorism
- 20MaslowHierarchy of Needs
- 21GoalsGoals, unlike objectives, are broader statements that focus on what learners will know at the end of the year or the end of a course.
- 22ObjectivesAn objective is a specific statement that includes a description of the behaviors and skills a student will acquire at the end of instruction
- 23Homogeneous GroupsEveryone is the same.
- 24Heterogeneous GroupsDiversity within the group
- 25Modeled Reading (Read Aloud)The teacher reads a text aloud and includes think-alouds
(metacognition). Students benefit from hearing a fluent reader and from the demonstration of how good
readers think while they are reading - 26Guided Reading.This is a small group, teacher-driven instructional model designed to provide
differentiated teaching that supports students in developing proficiency - 27Reader’s Theater.Texts are turned into scripts with specific parts and then read aloud
- 28ComprehensionThis is when students begin to form images in their minds as
they read. They are able to predict what might happen next in a story because they understand the context
of the story. - 29Read Aloud, Think AloudThe teacher or the
student reads and stops to think aloud about
what the text means. - 30—
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- Description
- Teaching FTCE Professional Educaton Flashcards on Navaed, created by Lashayle Dodson on 20/08/2017.
- Created by
- Lashayle Dodson · Aug 2017
- Updated
- Aug 22, 2017
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