Instructional Planning and Presentation
Quiz yourself by thinking what should be in
each of the black spaces below before clicking
on it to display the answer.
Help!
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| show | NOT an activity for civil discourse
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| Assertion Jar | show 🗑
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| Behavior | show 🗑
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| Condition | show 🗑
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| Cooperative Learning | show 🗑
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| show | States the performance level for mastery
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| Debate | show 🗑
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| show | activity for civil discourse
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| show | the teacher starts with a known principle or concept followed by examples of the
concept
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| Demonstration | show 🗑
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| show | Students engage in different pathways to learning designed to meet their needs and abilities.
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| Direct Command | show 🗑
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| Discovery | show 🗑
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| Discussion | show 🗑
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| Formal | show 🗑
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| show | a group of objectives (or daily learning targets)
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| Ground Rule For Discussion | show 🗑
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| show | Mixed ability grouping (geared towards activity based learning
goals)
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| Homogeneous | show 🗑
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| Independent Study | show 🗑
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| Inductive Strategies | show 🗑
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| show | Grouping strategy used to quick peer collaboration (shoulder partner)
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| show | Students explore course content and learn to ask questions, make discoveries, or solve problems.
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| Integration of Curriculum | show 🗑
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| show | What I know about ___________________
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| show | +prompts prior knowledge
+allows students to use a metacognitive
+strategy during the lesson
+allows closure to the lesson
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| Lecture | show 🗑
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| show | activity for civil discourse
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| show | What I learned about _________________________
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| show | are higher level on Bloom's Taxonomy and will take longer amounts of time to complete
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| show | How you monitor and assess your thinking
-Thinking about thinking
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| Metacognitive Strategy: Pre-Assessment | show 🗑
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| show | allowing students to recognize changes in thinking.
(Before this lesson I thought evolution was ____, now I know that evolution is____)
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| Metacognitive Strategy: Think Aloud | show 🗑
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| Modeling | show 🗑
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| Objective | show 🗑
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| show | 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)
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| show | Learners construct meaning and understanding through prior knowledge and apply that knowledge to new and current situations
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| show | 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
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| Putting Students on trial | show 🗑
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| Role of the student in PBL | show 🗑
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| Role of the teacher in PBL | show 🗑
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| Role Playing | show 🗑
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| Short-Term | show 🗑
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| Simulation | show 🗑
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| Simulation/Games | show 🗑
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| show | Teacher uses questions to draw out student thinking and analysis
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| show | parameters specified usually from the state level to indicate the learning that should be attained during a specific grade
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| Student's Role in Metacognition | show 🗑
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| show | activity for civil discourse
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| Teacher's Role in Metacognition | show 🗑
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| show | activity for civil discourse
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| Think-Pair-Share | show 🗑
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| show | What I want to know about ____________________
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| Patterns, functions, and algebraic structures | show 🗑
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| Number sense, properties, and operations | show 🗑
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| Shape, dimension, and geometric relationships | show 🗑
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| Data analysis, statistics, and probability | show 🗑
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| show | A student summarizing the material
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| Jigsaw | show 🗑
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| STAD | show 🗑
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| Task-Force | show 🗑
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| Panel | show 🗑
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| Learning Centers | show 🗑
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| Symposium | show 🗑
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| TGT | show 🗑
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| show | A combination of individualized instruction and team learning. Each student studies individualized materials.
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| Whole Group Instruction | show 🗑
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| Within Class Grouping | show 🗑
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| show | Having separate classes for different ability groups. (Tracking)
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| Peer Tutoring | show 🗑
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Review the information in the table. When you are ready to quiz yourself you can hide individual columns or the entire table. Then you can click on the empty cells to reveal the answer. Try to recall what will be displayed before clicking the empty cell.
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You may also shuffle the rows of the table by clicking on the "Shuffle" button.
Or sort by any of the columns using the down arrow next to any column heading.
If you know all the data on any row, you can temporarily remove it by tapping the trash can to the right of the row.
To hide a column, click on the column name.
To hide the entire table, click on the "Hide All" button.
You may also shuffle the rows of the table by clicking on the "Shuffle" button.
Or sort by any of the columns using the down arrow next to any column heading.
If you know all the data on any row, you can temporarily remove it by tapping the trash can to the right of the row.
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Created by:
may21887
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