FTCE Professional Education Test - Competency 1: Instructional Design and Planning (1/8)
Terms in this set (31)
Competency 1: Instructional Design and Planning
Competency 1: Instructional Design and Planning
Instructional Design and Planning
The decision-making process teachers use to develop instructional plans. Well-designed instructional plans are the key to improved student learning.
The decision-making process in which a teacher decides what, why, when, and how to teach.
Effective planning is an important component of ______ _______.
After developing a lesson plan, teachers _______. That is, they go through the lesson mentally from a student's point of view and anticipate explanations, information, directions, additional instruction, and so on that they will need in order to carry out the lesson successfully.
Teacher's steps in planning a lesson:
1) Identify, within the framework of the
for the lesson.
2) Deciding on the
research-and/or evidence-based instructional methods
that will best support the instructional objectives and result student achievement.
3) Teachers should take into account
input from students
. - learning preferences, interests, prior knowledge etc.
4) Decide on the
: how to determine that the students "got it." It is aligned with the curriculum and how i is taught.
Planning is critical to successful _________ of curriculum, instruction, and assessment.
When designing instruction, teachers should focus on the desired instructional __________.
Good assessment reflects what is ______.
When planning lessons, teachers should rely solely on their textbooks.
Worksheets and drills are the hallmarks of effective instruction.
The _____ specify the core content knowledge and skills that K-12 public school students are expected to acquire for language arts, mathematics, science, social studies, visual and performing arts, physical education, health, and foreign language.
The standards are divided into smaller units called __________, which outline the specific content, knowledge, and skills that students are expected to learn in school.
The NGSSS establish the core _____ of the curricula to be taught in Florida.
Florida law specifies that the standards must be relevant, _____, and logically sequential.
The standards are divided into smaller units called __________.
______ is the State of Florida's official source for standards information and course descriptions.
A clearly written statement of what students are expected to know and be able to do as a result of an instructional learning experience.
Well written instructional objectives consist of three elements:
, what the students will do
, the circumstances in which the action will take place
Level of Mastery
, the level of proficiency expected for the action
Teachers need to be sure that instructional objectives are written as
; as behaviors that can be...
observed, recorded, and assessed.
The best way to write measurable objectives is to use ______ _____ such as analyze, arrange, assess, classify, compare, predict, summarize, etc. to describe exactly what the student is expected to do to achieve the objective.
The process of identifying the prerequisite skill and prior knowledge that students must have in order to achieve the instructional objective with a higher degree of success.
The _______ ______ is the category for learning that involves thinking capabilities, from recalling simple facts to judging the quality of an argument.
The _________ ______ is the category for learning that involves feeling, values, and dispositions.
The ___________ ______ is the category for learning that involves manual, athletic, and other physical skills.
The circumstances in which the actions of an instructional objective will take place are called the __________.
"The student will catch the ball" is an action that falls in the ___________ domain of instructional objectives.
The process of identifying the prerequisite skills and prior knowledge that students must have in order to achieve an instructional objective is called ____ ________.
The cognitive domain is the category for learning that involves thinking capabilities.
The action is an instructional objective must be observable.
Refers to the level of cognitive demand that standards and curriculum place on learners.
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