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| Student will be able to... with % of accuracy on what activity |
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| Explains why the lesson is important |
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| The process of breaking content down into component parts and making decisions about sequencing the parts |
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Retention Lecture= 5% Reading= 10% Audio/Visual= 20% Demonstration= 30% Discussion Group= 50% Practice by Doing= 75% Teach others/Immediate use of Learning= 90% |
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| The amount of time students are successfully engaged |
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the amount of time assigned to different content areas |
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| Amount of time students are attending and involved in learning activities |
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| the emotional and academic tone in the classroom |
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| The process of summarizing a topic and preparing for future learning |
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| The process teachers use to attract and maintain students' attention during a learning activity |
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| The amount of time available for learning activities |
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| The display of behaviours that are imitated by others |
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The part of our messages that we convey without spoken words |
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| Personal Teaching Efficacy |
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Definition
The belief that teacher and schools can have an important positive effect on students |
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| inferences teachers make about students' future academic achievements, behaviours and attitudes |
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Definition
| Communicates that one idea is ending and another is beginning, and explains the link between the two |
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Knowledge Comprehension Application Analysis Synthesis Evaluation |
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| Match, restate, paraphrase |
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| Analyze, research, survey |
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| Answer given by a student before being recognized by the teacher |
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| Describes a question pattern in which all the students in the class are called on as equally as possible |
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| Cues teachers provide or other questions they ask when students are unable to correctly answer the original question |
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| The number of questions teachers ask over a period of time |
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| asking students to reconsider a question or a point that has been made earlier in the lesson |
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| students beliefs about their capabilities of accomplishing learning tasks. |
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Teacher thoughts, plans and actions that create an orderly learning environment |
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| Disciplin (management) interventions |
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Definition
| Teacher actions designed to eliminate undesirable student behavior |
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| Provides the lesson with strength and direction |
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| Teacher's ability to keep a lesson flowing smoothly and comfortably while simultaneously maintaining order |
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| The ability to attend to two events at the same time |
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| Describes a lesson's continuity |
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| Teacher is aware of the total classroom environment and communicates this awareness to students |
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| Interaction between teacher and students and among themselves |
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| Questio nor problem that is real to students and that can serve as the focal point for student investigations |
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Definition
| Approach that uses social interactio nto facilitate student growth and development |
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| students teaching students |
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| Problem based instruction |
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| collection of integrative teaching strategies that use problems as the focal point, teaching problem-solving skills while developing self-directed learning |
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| instructionarl support teachers provide as students acquire new content |
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Term
Characteristics of teacher centered instruction |
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Definition
- Goal oriented
- Focused and aligned
- teacher scaffolding
- opportunities for practice and feedback
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| Goal of Direct Instruction-Teaching |
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Definition
| teacher presents the knowledge and explicitly directs the learning process. |
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| Zone of proximal development |
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Definition
| the learning area in which a students cannot solve a problem or perform a skill alone, but can successfully with the help of the teacher |
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Term
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Definition
| when concepts and skills are overlearned to the point where they can be used with little conscious effort |
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| when a skill learned in one context can later be applied in a different context |
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| form of modeling in which teachers describe their thinking while working with examples |
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teacher supplies students additional examples or probs and provides students only enough scaffolding to ensure they can make progress on their own |
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Introduction Presentation Comprehension monitoring Integration Closure |
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| Information-gathering and decision-making process |
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Term
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| directly measure student performance through "real-life" tasks |
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Term
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Definition
- 1 or more dimensions serve as basis for assessing student performance
- Description of each dimension
- Scale of values on which dim. is rated
- Definitions of each value on the scale
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Term
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Definition
| The degree to which the assessment measures what it is suppoesd to measure |
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| The extent to which measurements are consistent |
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Evaluation is practical- does not consume excessive amount of time and energy |
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Definition
| Instruction is aligned with teacher goals, and tests are aligned with instruction and teacher goals |
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Term
| Criterion Referenced Evaluation |
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Definition
| Uses pre-established percentages or number total for grades |
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| Norm Referenced Evaluation |
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Definition
Compares students' performance to each other. Grading on a curve |
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Correlates of Effective Schools |
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Definition
Strong Instructional Leadership Clear and Focused School Mission High Expectations for Students and Staff Emphasis on Student Attainment of Basic Skills Frequent Monitoring of Student Progress Positive Home School Relations Positive School Climate for Learning |
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