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Terms in this set (35)
words that are traditionally used in academic dialogue and text. Specifically, it refers to words that are not necessarily common or frequently encountered in informal conversation.
Communication technique that requires the listener to provide feedback on what he or she hears to the speaker, by way of restating or paraphrasing what they have heard in their own words.
Basic Interpersonal Communication Skills. The language skills needed to interact in social situations.
How you get students from where they have been academically to where they should go academically. What skills or dispositions do you need to connect and bridge the knowledge gap.
Cognitive Academic Language Proficiency. The language-related term developed by Jim Cummins which refers to formal academic learning.
Context refers to the teaching environment.
Contextual factors are the individual characteristics of students, the classroom,
the school, the district, and the community that impact the teaching environment.
Educational data literacy for teachers is defined as the capacity to continuously, effectively, and ethically access,, interpret, act on, and communicate multiple types of data from state, local, classroom, and other sources in order to improve outcomes for students in a manner appropriate to their professional roles and responsibilities.
A teacher's proactive response to learner needs shaped by mindset and guided by general principles of differentiation. Teacher can differentiate through Content, Process, Product, Affect/Environment according to student's Readiness, Interests, and Learning profile through a variety of strategies.
Differentiation of Context
Can happen in a variety of ways, but the two primary means include 91) using different content to teach the same subject to students with different needs (2) enhancing or augmenting existing content to make it accessible to all students.
Differentiation of Process
Providing differing ways for students to take in and make sense of the content. (1) instructional strategies (2) Learning activities.
Differentiation of Product
Offering options for how students will express their understanding of the target learning goals and objectives.
the degree of attention, curiosity, interest, optimism, and passion that students show when they are learning or being taught, which extends to the level of motivation they have to learn and progress in their education.
English Language Proficiency Levels
Entering, beginning, developing, expanding, bridging, and reaching. The five language proficiency levels outline the progression of language development implied in the acquisition of English as an additional language.
Feedback is an important component of the formative assessment process. (1)information about reactions to a product, a person's performance of a task, etc. used as a basis for improvement (2) the modification or control of a process or system by its results or effects, e.g., in a biochemical pathway or behavioral response.
Formative Assessment is the ongoing daily assessment before, during and after instruction to identify needs and provide continuous feedback. Formative assessment drives instructional planning.
A short introductory moment that captures what's interesting and engaging about the material
and puts it out front.
The most detailed part of the lesson plan and ties to the center part of the objective. Reflects all of the content, concept, ideas, and vocabulary to be taught.
Refer to the structure, system, methods, techniques, procedures and processes that a teacher uses during instruction. These are strategies the teacher employs to assist student learning.
Include speaking, listening, reading, and writing. Together they form the foundation of learning and growing.
Refer to the teacher guided instructional tasks or assignments for students These are student activities that build content knowledge and understanding.
In explicit modeling, the teacher clearly describes the concept. Models the desired outcome by using visual, auditory, tactile, and/or kinesthetic instructional techniques. Thinks aloud. Provides examples and non-examples.
A strategy that requires students to generate a representation of new information in a way that does not require verbal language.
statements that define the expected goal of a lesson or activity in terms of demonstrable skills or knowledge that will be acquired by a student as a result of instruction.
Questioning is the second most commonly used instructional strategy. Can be used in any content area, at any grade level. There are two categories: lower-order questioning and higher-order questioning.
the process of refocusing students to the lesson and increasing their level of interest in the content.
Additional support building prerequisite skills to grow with new material.
Going back over the same material or concept in a different way.
deliberate activities designed to reiterate the content that has been taught. May occur at the end of a daily lesson or at the end of a unit of study.
RTI- Response To Intervention
is a multi-tier approach to the early identification and support of students with learning and behavior needs.
criteria for grading a performance or product
Used as an extension of modeling, especially if the process or skill is complicated. An instructional strategy involving teachers providing temporary supports to help students gain skills and/or attain higher levels of comprehension.
Developed at the state level to guide grade level and content level materials to be covered, as well as evaluation instructional effectiveness.
Summative Assessments are assessments that provide evidence of student achievement for the purpose of making a judgement about student competence or program effectiveness.
The WIDA Consortium (formerly World-Class Instructional Design and Assessment) is an educational consortium of state departments of education. WIDA develops and provides proven tools and support to help multilingual learners, and their educators, succeed.
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