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C368-Instructional
Instructional Planning and Presentation
| Term | Definition |
|---|---|
| Allowing students to choose punishment for peers | NOT an activity for civil discourse |
| Assertion Jar | activity for civil discourse |
| Behavior | Measurable and observable |
| Condition | Prompts a response from students |
| Cooperative Learning | Students work together to perform specific tasks in small mixed-ability groups with shared responsibility for learning. |
| Criterion | States the performance level for mastery |
| Debate | Competitive discussion of topic between individuals or teams of students |
| Debate/Discussion | activity for civil discourse |
| Deductive Strategies | the teacher starts with a known principle or concept followed by examples of the concept |
| Demonstration | Teacher exhibits or displays an experiment, process, or skill to the class and discusses concepts embedded in lesson |
| Differentiated Instruction | Students engage in different pathways to learning designed to meet their needs and abilities. |
| Direct Command | NOT an activity for civil discourse |
| Discovery | Students take an active role in their learning process by answering a series of questions or solving problems designed to introduce a concept or skill |
| Discussion | Students are active in processing information, defining problems, understanding different points of view. |
| Formal | Grouping Strategy used to intentionally for longer periods of time (reading-ability groups) |
| Goal | a group of objectives (or daily learning targets) |
| Ground Rule For Discussion | activity for civil discourse |
| Heterogeneous | Mixed ability grouping (geared towards activity based learning goals) |
| Homogeneous | Like ability grouping |
| Independent Study | Student works with teacher to define a topic or concept for an individualized plan of study |
| Inductive Strategies | the lesson begins with examples, and the students examine the examples in an effort to identify the main principle or concept. |
| Informal | Grouping strategy used to quick peer collaboration (shoulder partner) |
| Inquiry | Students explore course content and learn to ask questions, make discoveries, or solve problems. |
| Integration of Curriculum | cross-curricular activities and assessments |
| K of the KWL Chart | What I know about ___________________ |
| KWL Chart | +prompts prior knowledge +allows students to use a metacognitive +strategy during the lesson +allows closure to the lesson |
| Lecture | Teacher-directed lesson with teacher verbalizing for a majority of the class time with questions often asked and answered |
| Letter to the Editor | activity for civil discourse |
| L of the KWL chart | What I learned about _________________________ |
| Long-Term | are higher level on Bloom's Taxonomy and will take longer amounts of time to complete |
| Metacognitive | How you monitor and assess your thinking -Thinking about thinking |
| Metacognitive Strategy: Pre-Assessment | encouraging students to reflect on what they already know about a topic to guide their learning |
| Metacognitive Strategy: Retrospective Post Assessment | allowing students to recognize changes in thinking. (Before this lesson I thought evolution was ____, now I know that evolution is____) |
| Metacognitive Strategy: Think Aloud | Teacher models how to think through problem strategy |
| Modeling | Teacher clearly describes the skill or concept often in multi-sensory manner (tactile, visual, auditory, kinesthetic) and thinks aloud during modeling. |
| Objective | written for daily lesson plans and are stated in terms that indicate what is to be observed and measured |
| Prior Learning | Allows learners in on what is to take place in the classroom Allows learners an opportunity to find a connection to informatOuion that they already know. Engages the learner in the topic of the day (HOOK) |
| Constructivist Theory | Learners construct meaning and understanding through prior knowledge and apply that knowledge to new and current situations |
| PBL or Problem Based Problem | Students are presented with a problem Students describe what is creating the problem Students identify solutions Students gather data and try solutions Students analyze the data |
| Putting Students on trial | NOT an activity for civil discourse |
| Role of the student in PBL | Students will be using resources and most likely peers to work on identifying a potential solution to a problem (inside the circle)m |
| Role of the teacher in PBL | Teachers are facilitators during the process (outside the circle) |
| Role Playing | Students act out roles or situations followed by a debriefing to define what they have learned. |
| Short-Term | are lower level on Bloom's Taxonomy and can be completed in one or few lessons |
| Simulation | Participation in a mock event |
| Simulation/Games | Students engage by becoming directly involved in mock events or conflict. |
| Socratic | Teacher uses questions to draw out student thinking and analysis |
| Standard | parameters specified usually from the state level to indicate the learning that should be attained during a specific grade |
| Student's Role in Metacognition | Use of reflective thinking, about progress towards a goal |
| Talk it over | activity for civil discourse |
| Teacher's Role in Metacognition | Model how to use critical thinking skills |
| Teaching Controversy | activity for civil discourse |
| Think-Pair-Share | Often used as groups of 2 to discuss or collaborate about a topic |
| W of the KWL Chart | What I want to know about ____________________ |
| Patterns, functions, and algebraic structures | Practice solving equations using a balance or create a graph based on time and distance |
| Number sense, properties, and operations | Use number properties to rewrite expressions |
| Shape, dimension, and geometric relationships | Read a book about finding circumference and area |
| Data analysis, statistics, and probability | Play a game that involves rolling two sets of dice and examining the outcomes |
| Reciprocal Teaching | A student summarizing the material |
| Jigsaw | Each student expert gives a formal presentation to the class |
| STAD | Heterogeneous group that takes a pre-test or a post-test. The winning team increases their team the most. |
| Task-Force | A particular problem is investigated with possible solutions presented to the whole class |
| Panel | A student group presents different perspectives of an issue to the class, who then asks group members questions |
| Learning Centers | Student groups move complete different learning activities in different areas of the classroom. |
| Symposium | Each student expert gives a formal presentation to the whole class |
| TGT | A homogenous group that takes a pre-test/post-test. The competition is within the group. |
| TAI | A combination of individualized instruction and team learning. Each student studies individualized materials. |
| Whole Group Instruction | A topic is discussed by all members of the class together |
| Within Class Grouping | short-term homogenous groups within the class. Best used with flexible grouping strategies. |
| Between Class Grouping | Having separate classes for different ability groups. (Tracking) |
| Peer Tutoring | a higher-ability student is paired with a lower-ability student. |
Created by:
may21887
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