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| 4 Things Expert Teachers Do |
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| Plan, Monitor, Evaluate, Automatize |
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| Attributes of Successful Students |
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| 1. Use Effective Learning Strategies. 2. Possess incremental view of intelligence. 3. Have high aspirations. 4. Have high perceived self-efficacy. 5. Pursue a task to completion. 6. Take responsibility for themselves and their actions. 7. Can delay gratification. |
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| 1. Categorical Clustering. 2. Interactive Images. 3. Pegwords. 4. Method of loci. 5. Acronym. 6. Acrostic. 7. Keywords |
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| You think aloud and methodically state your steps in solving a problem or doing a task. |
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| Incremental view of intelligence |
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| the belief that intelligence can be increased |
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| Entity view of intelligence |
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| the belief that intelligence is fixed |
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| students are concerned with mastery of the material; associated with incremental view of intelligence. |
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| Performance-oriented beliefs |
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| students are concerned with performing well. |
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| the tendency for a student to pursue a goal once the student began to take action to reach that goal. |
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| your beliefs about how competent you are |
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| internal vs. external personality patterns |
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| Internals tend to take responsibility for their lives. Externals tend to place responsibility outside of themselves (i.e. blaming the world). |
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| processes in which one "thinks about thinking"; associated with planning, monitoring, and evaluating. |
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| developing the ability to perform important tasks without thinking too much about them (staying between the lines while driving; in a classroom, a teacher silencing a student in the back without getting the class off track) |
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| use a broad base of organized knowledge and experience efficiently and creatively to solve the many kinds of problems that occur in educational settings. |
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| use strategies to help them learn efficiently and are open to challenge sand willing to overcome problems to achieve learning goals. |
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| reflecting on your progress at teaching, and attempting to understand what you are doing right and doing wrong and why. |
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| pedagogical content knowledge |
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| knowledge of how to teach what is specific to the subject that is being taught |
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| 7 Skills that make an expert teacher |
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| 1. content knowledge. 2. pedagogical knowledge. 3. pedagogical-content knowledge. 4. well-organized knowledge. 5. interrelated knowledge. 6. efficiency. 7. creative insight. |
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| Global parts of lesson plan (examples) |
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| routines for checking homework, presenting new material (not related to the specific subject) |
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| Local parts of the lesson plan (examples) |
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| routines for presenting particular concepts (tailored to the content being taught. |
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| Decision elements in lesson plans |
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| tell the teacher what to do when typical types of questions are asked, and allow for unanticipated circumstances. |
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| a scientist observes and describes what is happening in a situation without changing its dynamics |
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| when one thing increases, the other does too |
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| when one thing increases, the other decreases |
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| statistically significant |
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| means that results are unlikely to be caused by random or chance variation |
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| an in-depth observation of one individual |
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| Giuseppi Mazinni and Risorgimento |
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