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| Examples of incidental learning |
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| Winning; Being on time; Following the rules |
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| Focuses on specialized and separate content course |
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| The "how"; It's the art and science of teaching |
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| Replaced the TAKS test; Is intended to be more rigorous |
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| State mandated student assessment program in Texas; Was replaced 2011-2012 |
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| State-mandated curriculum guidelines that establish what every student should know and be able to do (from elementary though high school) in Texas |
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| the process of requiring students to demonstrate understanding of the topics they study as measured by standardized tests, as well as holding educators responsible for students' performance |
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| The "A B C D" of a multiple choice question |
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| The process teachers use to gather information and make decisions about students' learning and development |
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| Criterion referenced tests |
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| Measure student performance against some agreed on level of performance |
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| Systematic teacher attempts to gather information from each students; Can take many forms such as quizzes, tests, and homework; Can provide you as the teacher with picture of learning that is occurring in your classroom |
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| National Committee on Excellence in Education |
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Definition
| Published "A Nation at Risk" |
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| Developed the idea of the Spiral Curriculum |
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| Detail what students should know and be able to do in each subject; are efforts to define common subject matter guidelines |
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| Explicit/Formal Curriculum |
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| Is the organization of intended outcomes for which schools take responsibility; Is reflected in such things as curriculum guides, courses offered, syllabi, tests gives; Is the planned content of instruction that enables schools to meet its aims |
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| Forces/factors that influence curriculum |
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Definition
| Teachers, Parents, Students, Admins, Colleges and universities, Education commissions and committees, Professional organizations, Special interest groups, Publishers, Government, Textbooks, Standards and accountability |
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| Implicit/Hidden Curriculum |
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Definition
| Emerges incidentally from the interadion between the students and the environments of school; influences the attitudes and values |
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| The strategies teachers use to help reach learning goals in the curriculum |
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| Attempt to integrate the curriculum, combining and relating concepts and skills from different disciplines |
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| Repeition, returning to the topic; Some topic may be examined at more detailed and difficult levels as grade level increases |
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| Began in 1983; This report noted education's shortcomings and advocated for back the the basics |
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| Designed to promote students' procedural knowledge (knowing how to do something); teacher centered model is "businesslike" and task oriented |
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| Formative Evaluation/Assessment |
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Definition
| Collect before and during instruction; Intended to inform teachers about their students' prior knowledge and skills in order to assist with planning; used to make judgments about student grouping, unit and lesson plans, and instructional strategies; can include formal and informal assessments |
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| Standardized assessments that states and districts use to determine whether students will advance from one grade to another, graduate high school, or have access to specific fields of study |
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| Gathered continually during instruction; Used to make split-second instructional and management decisions |
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| Commonly traced back to publication of "A Nation at Risk: The Imperative for Educational Reform"; Published by the National Commission on Excellence in Education |
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| Syntax of Direct Instruction |
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Definition
Phase 1: Provide objectives and establish set
Phase 2: Demonstrate knowledge or skill
Phase 3: Provide guided practive
Phrase 4: check for understanding and provide feedback
Phase 5: Provide extended practice |
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| Academic Learning time/ALT |
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Definition
| Amount of time students are both engaged and successful |
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| Time students actually spend actively involved in learning activities |
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| Amount left for teaching after routine management and administrative tasks are completed |
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| A place in which the teacher and all the students work together to help everyone learn |
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| The cooperation of students according to Doyle |
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| When teacher addresses the misbehavior while continuing the lesson |
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| "Eyes in the back of your head"; When misbehavior occurs, the teacher is quick and accurate in addressing the issue |
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| Knowing how to do something |
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| Describes the quality of assessment information |
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| An educator associated with the second education reform wave; recommends that students cover fewer topics but study them in greater depth |
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| The Part of a multiple choice question that presents the problem |
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| Related Assessment related Acrivity |
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| Summative Assessment/Evaluation |
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| Collected after instruction has happened; typically at end of unit or lesson; Purpose to see how well a particular student or group of students performed the learning objective; Used by teachers to make decisions about grades |
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| Provide content and lesson specific information about learning process; designed to provide feedback for both teachers and students; administered frequently throughout the school year |
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| Refers to the extent to which assessment results are interpreted and used appropriately |
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| When a teacher starts an activity, leaves it, and never returns to it |
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| Any occurrence that is seriousness enough, that if not dealt with will lead to widening management problems |
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| When a teacher stats a topic or activity, leaves it, and returns |
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| When it occurs, it makes transitions bumpy; When teacher over breaks down instruction into overly detailed instructions |
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| Questioning technique to keep students on their toes |
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| Teacher go over and over it even after students get it; Can apply to academic content or infer as well as correcting misbehavior |
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| Positive Classroom Climate |
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Definition
| Refers to a class in which learners feel physically and emotionally safe, personally connected to both their teacher and their peers |
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| Useful in terms of preventative management; can be extremely useful; useful during unstable periods; Can have many of these |
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| Only about 3 - 5; Posted somewhere in the classroom; should be fair and reasonable; for the growth and maturation of students; be applied consistently and impartially; should be stated positively |
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| When the class goes from one activity to another; cue and signals |
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| 3-1 split between vowels to consonants in multiple choice questions |
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| Choice C is over used in multiple choice questions |
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| Grammatical clue Item Fault |
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| using A or AN to help the student to establish the correct answer in multiple choice questions |
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| One choice is longer than the rest in multiple choice questions |
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| The stem does not present a clear, single, definate problem |
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| Part of the "invisible curriculum"; What is left out of the formal curriculum; what is not taught or learned but students know that it exists; it refers to subjects that are not taught or learned by students know it exists |
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| Not accurate when giving blame to a student who misbehaves |
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| When teacher verbalizes a random thought while teaching and/or while students are engaged in work |
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| Assess how well students are meeting content standards; such as TAKS and STAAR |
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