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Examples of incidental learning |
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Winning; Being on time; Following the rules |
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Focuses on specialized and separate content course |
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The "how"; It's the art and science of teaching |
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Replaced the TAKS test; Is intended to be more rigorous |
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State mandated student assessment program in Texas; Was replaced 2011-2012 |
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State-mandated curriculum guidelines that establish what every student should know and be able to do (from elementary though high school) in Texas |
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the process of requiring students to demonstrate understanding of the topics they study as measured by standardized tests, as well as holding educators responsible for students' performance |
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The "A B C D" of a multiple choice question |
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The process teachers use to gather information and make decisions about students' learning and development |
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Criterion referenced tests |
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Measure student performance against some agreed on level of performance |
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Systematic teacher attempts to gather information from each students; Can take many forms such as quizzes, tests, and homework; Can provide you as the teacher with picture of learning that is occurring in your classroom |
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National Committee on Excellence in Education |
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Published "A Nation at Risk" |
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Developed the idea of the Spiral Curriculum |
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Detail what students should know and be able to do in each subject; are efforts to define common subject matter guidelines |
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Explicit/Formal Curriculum |
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Is the organization of intended outcomes for which schools take responsibility; Is reflected in such things as curriculum guides, courses offered, syllabi, tests gives; Is the planned content of instruction that enables schools to meet its aims |
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Forces/factors that influence curriculum |
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Teachers, Parents, Students, Admins, Colleges and universities, Education commissions and committees, Professional organizations, Special interest groups, Publishers, Government, Textbooks, Standards and accountability |
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Implicit/Hidden Curriculum |
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Emerges incidentally from the interadion between the students and the environments of school; influences the attitudes and values |
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The strategies teachers use to help reach learning goals in the curriculum |
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Attempt to integrate the curriculum, combining and relating concepts and skills from different disciplines |
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Repeition, returning to the topic; Some topic may be examined at more detailed and difficult levels as grade level increases |
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Began in 1983; This report noted education's shortcomings and advocated for back the the basics |
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Designed to promote students' procedural knowledge (knowing how to do something); teacher centered model is "businesslike" and task oriented |
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Formative Evaluation/Assessment |
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Collect before and during instruction; Intended to inform teachers about their students' prior knowledge and skills in order to assist with planning; used to make judgments about student grouping, unit and lesson plans, and instructional strategies; can include formal and informal assessments |
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Standardized assessments that states and districts use to determine whether students will advance from one grade to another, graduate high school, or have access to specific fields of study |
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Gathered continually during instruction; Used to make split-second instructional and management decisions |
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Commonly traced back to publication of "A Nation at Risk: The Imperative for Educational Reform"; Published by the National Commission on Excellence in Education |
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Syntax of Direct Instruction |
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Phase 1: Provide objectives and establish set Phase 2: Demonstrate knowledge or skill Phase 3: Provide guided practive Phrase 4: check for understanding and provide feedback Phase 5: Provide extended practice |
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Academic Learning time/ALT |
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Amount of time students are both engaged and successful |
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Time students actually spend actively involved in learning activities |
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Amount left for teaching after routine management and administrative tasks are completed |
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A place in which the teacher and all the students work together to help everyone learn |
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The cooperation of students according to Doyle |
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When teacher addresses the misbehavior while continuing the lesson |
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"Eyes in the back of your head"; When misbehavior occurs, the teacher is quick and accurate in addressing the issue |
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Knowing how to do something |
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Describes the quality of assessment information |
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An educator associated with the second education reform wave; recommends that students cover fewer topics but study them in greater depth |
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The Part of a multiple choice question that presents the problem |
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Related Assessment related Acrivity |
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Summative Assessment/Evaluation |
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Collected after instruction has happened; typically at end of unit or lesson; Purpose to see how well a particular student or group of students performed the learning objective; Used by teachers to make decisions about grades |
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Provide content and lesson specific information about learning process; designed to provide feedback for both teachers and students; administered frequently throughout the school year |
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Refers to the extent to which assessment results are interpreted and used appropriately |
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When a teacher starts an activity, leaves it, and never returns to it |
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Any occurrence that is seriousness enough, that if not dealt with will lead to widening management problems |
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When a teacher stats a topic or activity, leaves it, and returns |
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When it occurs, it makes transitions bumpy; When teacher over breaks down instruction into overly detailed instructions |
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Questioning technique to keep students on their toes |
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Teacher go over and over it even after students get it; Can apply to academic content or infer as well as correcting misbehavior |
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Positive Classroom Climate |
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Refers to a class in which learners feel physically and emotionally safe, personally connected to both their teacher and their peers |
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Useful in terms of preventative management; can be extremely useful; useful during unstable periods; Can have many of these |
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Only about 3 - 5; Posted somewhere in the classroom; should be fair and reasonable; for the growth and maturation of students; be applied consistently and impartially; should be stated positively |
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When the class goes from one activity to another; cue and signals |
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3-1 split between vowels to consonants in multiple choice questions |
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Choice C is over used in multiple choice questions |
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Grammatical clue Item Fault |
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using A or AN to help the student to establish the correct answer in multiple choice questions |
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One choice is longer than the rest in multiple choice questions |
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The stem does not present a clear, single, definate problem |
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Part of the "invisible curriculum"; What is left out of the formal curriculum; what is not taught or learned but students know that it exists; it refers to subjects that are not taught or learned by students know it exists |
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Not accurate when giving blame to a student who misbehaves |
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When teacher verbalizes a random thought while teaching and/or while students are engaged in work |
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Assess how well students are meeting content standards; such as TAKS and STAAR |
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