Term
| Explain how the climate of your classroom will be determined. |
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Definition
| The climate of your classroom will be determined by how you interact with your students and "by the manner and degree to which you excercise, authority, show warmth and support, encourage competivenes or cooperation, and allow for independent judgement and choice." |
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Term
| Differentiate between within-class ability grouping and between-class ability grouping. |
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Definition
| Between-class ability grouping is the practice of grouping students at the middle and high school levels for instruction on the basis of ability or achievement, often called tracking. Within-class ability grouping is the practice of creating small, homogeneous groups of students within a single classroom for the purpose of instruction, usually in reading or mathematics, at the elementary level. |
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Term
| Differentiate among the concepts of allocated time, time on task, academic learning time, and oppurtunity to learn. |
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Definition
| Allocated time is the time teachers allow for instruction in various areas of the cirriculum. Time on task is the amount of time students are actively engaged in learning activites that is directly related to learning. academic learning time is the amount of time a student spends working on academic tasks with a high level of success (80 percent or higher.) Oppurtunity to learn is based on the premise that teachers should use time to provide all students with challenging contrent through approprite instruction. |
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Term
What is constructive assertiveness? What are its three basic elements?
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Definition
| Constructive assertiveness is and approach to classroom management that calls for the teacher to communicate to misbehaving student(s) a direct, clear statement of the problem; maintain direct eye contact with the student(s); and insist upon correct behavior. Constructive assertiveness includes three basic elements: 1. A direct, clear statement of the problem. 2. Body language that is unambiguous. 3. Firm unwavering insistence on correct behavior. |
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Term
| Explain when and how to use the instructional method of direct instruction. |
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Definition
| Direct instruction is a systematic instructional method that focuses on the transmission of knowledge and skills from the teacher to the student. Direct instruction is organized on the basis of observable learning behaviors and the actual products of learning. Generally, direct instruction is most appropriate for step-by-step knowledge acquisition and basic skill development, but it is not appropriate for teaching less structured, higher-order skills such as writing, the analysis of social issues, and problem solving. |
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Term
| What are the two assumptions that mastery learning is based upon? |
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Definition
| 1. Almost all students can learn material if they are given enough time and taught appropriately. 2. students can learn best when they participate in a structured, systematic program of learning that enables them to progress in small, sequenced steps. |
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Term
| What are the three steps you would use in "modeling" |
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Definition
| 1. Demonstrating to students the thinking involved in a task. 2. Making students aware of the thinking involved, and 3. focusing students on applying and thinking. |
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Term
| Describe peer-mediated instruction. Give four examples of peer-mediated instruction. |
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Definition
| Peer-mediated instruction approaches to teaching, such as cooperative learning and group investigation, that use the social relationships among students to promote their learning. Examples 1. Cooperative learning. 2. Group investigation. 3. Peer tutoring 4. cross-age tutoring |
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Term
| Describe the concepts of inquiry learning and discovery learning. |
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Definition
| Inquiry learning is an approach that gives students oppurtunities to explore or enquire into subjects so that they can develop their own answers to problem situations. Discovery learning is an approach to teaching that gives students opportunites to inquire into subjects so that they "discover" knowledge for themselves. |
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