the amount of time students are successfully engaged (actively engaged in learning leads to success)

amount of time teachers assign to different content areas or topics

 the process of gathering information about learning progress and making instructional decisions based on the information. (e.g. homework, quizzes, samples of student work)

-          Required by NCLB to “measure the depth and breath of the state academic standard…”

-          Mechanism to ensure the intent of the standard matches the assessment (NCLB required)

Blooms Taxonomy (levels of cognition under depth of knowledge )

(hint: K.C.A.A.S.E)

-          Knowledge (level 1 recall)

-          Comprehension (level 1 recall)

-          Application (level 2 skill/ concept)

-          Analysis (level 3 strategic thinking)

-          Synthesis (level 4 extended thinking)

-          Evaluation (level 4 extended thinking)

Goal  

def 1. a statement that describes in broad terms what the learner will do. 

def 2. a general statement of a desired state toward which a program is directed

takes into account the long-range vision and states it in short-range measures

-          Must be directly related to the student needs at present level

-          Positive statements of student or teacher performance

-          Must address reasonable, broader outcomes

-          Provide the logical connection between student needs and service implications

Good objectives

(hint:  S.M.M.A.R.T)

-          Specific- tells what change is going to occur. Has  a clear focus

-          Meaningful- relates to identified needs

-          Measurable- empirically observable means to measure change

-          Assigned to a specific target audience

-          Realistic- can be accomplished

-          Timed- specific time to be achieved by

 teachers ability to empathize with and invest in the protection and development of young people

the emotional and academic tone in the classrooms

the process of summarizing a topic and preparing for future learning

(an element of teacher clarity) means that the teacher’s presentation is logically connected and leads to a point

Effective communication

(hint: P.C.T.E)

-          Precise terminology

-          Connected discourse

-          Transition signals

-     emphasis

Effective use of time/ organization

(hint: A.I.E.A)

-          allocated time

-          instructional time

-          engaged time

-          academic learning time

communicating that an idea or topic has special significance

-          Forms of emphasis-verbal statements, nonverbal behaviors, repetition, written signals

the proportion of instructional time that students are focused and on task

the process teachers use to attract and maintain student’s attention during a learning activity

 the process of gathering information about learning progress and making instructional decisions based on the information

 the process of gathering incidental information about students’ understanding during learning activities

 direct teaching after routines are completes. (def 2)the amount of time available for learning activities

Instructional Model

-          Lesson beginning: review and focus on new learning

-          Lesson development: content, involving students, practiced feedback

         -      Lesson ending: closure and assessment

 hierarchy, network

 the imitation of our actions

a statement in specific and measurable terms that describes what the learner will know and be able to do.

conditions, measurable verb/ behavior, criteria

 surveys, taxonomies, benchmarks, standards, analysis of data

 the belief that teachers and schools can have an important positive effect on students

(an element of teacher clarity) means that teachers eliminate vague and ambiguous words and phrases in their lessons.

examines information that has been covered in earlier lessons, activates learners’ backround knowledge, and sets the stage for the new topic

 the inferences teachers make about students’ future academic potential and achievement

 these differences in the actions of high-achieving students’ teachers compared to low-achieving students teachers make up the body of knowledge

 communicates that one idea is ending and another is beginning and explains the link between the two.