Flashcards
ED 370 Finals
Cards in this deck (49)
- 1Backward DesignApproach to designing a curriculum/unit that begins in the end in mind and designs toward the end
- 2Twin SinsActivity Oriented
Coverage - 3Activity OrientedHands on without being minds on. Engaging experience that leads only to accidental insight/achievement
- 4CoverageStudents march through textbook-Cover to cover.
- 53 Stages of UBDIdentify Desired Results
Determine Acceptable Evidence
Plan Learning Experience and Instruction - 6Stage 1: Identify desired resultsWhat students know, understand, and are able to do? (Essential Questions)
- 7Stage 2: Determine Acceptable EvidenceHow will we know if students have achieved the desired results? (Quizzes, worksheets, journals, etc.)
- 8Stage 3: Plan learning experiences and instructionWith clear and identified results with appropriate evidence, its time to think about the most appropriate instructional activities
- 9KnowledgeFacts and what we know about the subject
- 10UnderstandingHow to apply knowledge and concepts into reality/the real world
- 11Academic LanguageRange of language used in academic settings (school)
- 12Social LanguageMore concrete than abstract. Supported by gestures/body language, facial expressions
- 13Elements of Academic Language and LiteracyBackground schema
Native Background Transfer
Phonemic awareness and phonics
Fluency
Vocabulary
Comprehension Strategies: Reading and listening
Oral Language
Writing
Grammar
Classroom Discourse
Genre Knowledge
Alphabetic
Prosody, Paralinguistic - 14Types of Essential QuestionsOverarching
Topical - 15OverarchingBig Idea
EX: How do our various body systems interact? - 16TopicalSpecific
EX: How does food turn into energy? - 17Examples of UnderstandingWhen liquid disappears, it turns into water vapor and can reappear as liquid if the air is cooled.
- 18Difference between Types of UnderstandingsOverarching Understandings: Provide a link to the main idea
Topical Understandings: Topic-Specific insights - 19GRASPSGoal
Role
Audience
Situation
Product
Standard - 20Describe Stage 1: Identify Desired ResultsStandards and Benchmarks (PSS/NGSS/CCSS)
Big Ideas
Essential Questions
Activities using Bloom's Taxonomy Verbs
Students will know...(end Result of activities) - 21Describe Stage 2: Determine Acceptable EvidencePerformance Task Rubrics using GRASPS
Other Evidence such as quizzes, tests, observations, work samples
Student Self-Assessment and Reflection - 22Six Facet of UnderstandingExplanation
Interpretation
Application
Perspective
Empathy
Self-Knowledge - 23ExplanationTheories and Illustrations
- 24InterpretationInterpretations, narratives, translations to provide meaning
- 25ApplicationUse knowledge effectively in new situations and realistic contexts
- 26PerspectiveCritical insight and POV
- 27EmpathyAbility to get inside a person's feelings/worldview
- 28Self-knowledgeWisdom to know one's ignorance and how one's patterns of thought/action inform as well as prejudice understanding
- 29RubricsHolistic and Analytic
- 30HolisticOveral impressions about a performance
- 31AnalyticType of scoring that uses distinct criteria to evaluate student products/performance
- 32WHERETOWhere and Why
Hook and Hold
Equip
Reflect
Evaluate
Tailor
Organize - 33WHERETO: Where and WhyWhere the unit is headed and why?
- 34WHERETO: HookHook students and hold their attention throughout
- 35WHERETO: EquipEquip students with tools knowledge, know-how to meet performance goals
- 36WHERETO: ReflectOpportunities to Rethink big ideas; reflect on progress; revise work
- 37WHERETO: EvaluateOpportunities to evaluate progress and self-assess
- 38WHERETO: TailorBe tailored to reflect individual talents/interests/styles/needs
- 39WHERETO: OrganizeBe organized to optimize deep understanding as opposed to superficial coverage
- 40Recommended Practices for providing recognition1. Promote a mastery-goal orientation
2. Provide praise that is specific and aligned with specific performance and behaviors
3. Use concrete symbols of recognition - 41Elements of cooperative learning model Group Processing1. Positive Interdependence
2. Face-to-face interaction
3. Individual and Group accountability
4. Interpersonal and Small group skills
5. Group processing - 423 recommendations for classroom practice that used cooperative learning1. Include elements of both positive interdependence and individual accountability
2. Keep group size small
3. Use cooperative learning consistently and systematically - 43Classroom Cues and Questions1. Focus on what is important
2. Use explicit cues
3. Ask inferential questions (Prior knowledge)
4. Ask analytic questions (How do you feel?) - 444 formats of advanced organizersGraphic
Expository
Narrative
Skimming - 45Examples of Nonlinguistic Representations1. Use graphic organizers
2. Make physical model/manipulative
3. Generate mental pictures
4. Create pictures/illustrations/pictographs
5. Engage in kinesthetic activities - 46Summarizing Strategies1. Teach students rule-based summarizing strategies
2. Use summary frames
3. Engage students in reciprocal teaching - 47Note-taking Strategies1. Give each student teacher-prepared notes
2. Teach students a variety of note-taking formats
3. Provide opportunities for each student to revise their notes and use them for review - 48Classroom Practice for Providing Practice1. Clearly identify and communicate purpose of practice activities
2. Design practice sessions that are short, focused, and distributed over time
3. Provide feedback on practice sessions - 494 strategies in identifying the similarities and differences category1. Comparing
2. Classifying
3. Creating metaphors
4. Creating analogies
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- Education Flashcards on ED 370 Finals , created by Romana Chong on 03/12/2017.
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- Romana Chong
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