chapter 13
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Created by:
yasminz3421 on December 4, 2011
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31 terms
Terms | Definitions |
|---|---|
 expert teachers | experienced effective teachers who have developed solutions for classroom problems. their knowledge of teaching process and content is extensive and well organized |
| reflective | thoughtful and inventive. reflective teachers think back over situations to analyze what they did and why and to consider how they might improve learning for their students |
| lesson study | as a group teachers develop, test, improve, and retest lesson until they are satisfied with the final version |
| instructional objectives | clear statement of what students are intended to learn through instruction |
| behavioral objectives | instructional objectives stated in terms of observational behaviors |
| cognitive objectives | instructional objectives stated in terms of higher level thinking operations |
| taxonomy | classification system |
| cognitive domain | in bloom's taxonomy, memory and reasoning objectives |
| affective domain | objectives focusing on attitudes and feelings |
| psycho-motor domain | physical ability and coordination objectives |
| constructivist approach | view that emphasizes the active role of the learner in building understanding and making sense of information |
| expository teaching | ausubel's method- teachers present material in complete, organized form, moving from broadest to more specific concepts |
| meaningful verbal learning | focused and organized relationships among ideas and verbal information |
| deductive reasoning | drawing conclusions by applying rules or principles; logically moving from a general rule or principle to a specific solution |
| advance organizer | statement of inclusive concepts to introduce and sum up material that follows |
| direct instruction/ explicit teaching | systematic instruction for mastery of basic skills, facts, and information |
| active teaching | teaching characterized by high levels of teacher explanation, demonstrations, and interaction with students |
| basic skills | clearly structured knowledge that is needed for later learning and that can be taught step by step |
| scripted cooperation | learning strategy in which two students take turns summarizing material and criticizing the summaries |
| seatwork | independent classroom work |
| convergent questions | questions that have a single correct answer |
| divergent questions | questions that have no single correct answer |
| group discussion | conversation in which the teacher does not have the dominant role, students pose answer their own questions |
| whole language approach | a philosophical approach to teaching and learning that stresses learning through authentic, real-life task, emphasizes using language to learn, integrating learning across skills and subject, and respecting the language abilities of student and teacher |
| morphological awareness | understanding how parts of words go together to make meaning |
| conceptual change teaching in science | a method that helps students understand (rather than memorize) concepts in science by using and challenging the students' current ideas |
| differentiated instruction | a flexible approach to teaching that matches content,process, and product based on student differences in readiness, interests, and learning needs |
| within class ability grouping | system of grouping in which students in a class are divided into two or three groups based on ability in an attempt to accommodate student differences |
| flexible grouping | grouping and regrouping students based on learning needs |
| assistive technology | devices, systems, and services that support and improve the capabilities of individuals with disabilities |
| universal design | considering the needs of all users in the design of new tools, learning programs , or websites |
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