Chapter 14 Teaching Every Student

Question 1

Experienced, effective teachers who have developed solutions for classroom problems. Their knowledge of teaching process and content is extensive and well organized

Answer 1

Expert teachers

Question 2

Teacher knowledge that combines mastery of academic content with knowing how to teach the content and how to match instruction to student differences

Answer 2

Pedagogical content knowledge (pck)

Question 3

Thoughtful and inventive. Reflective teachers think back over situations to analyze what they did and why, and to consider how they might improve learning for their students

Answer 3

Reflective

Question 4

As a group, teachers develop, test, improve, and retest lessons until they are satisfied with the final version

Answer 4

Lesson Study

Question 5

Taxonomy

Answer 5

Classification system

Question 6

In Bloom’s taxonomy, memory and reasoning objectives

Answer 6

Cognitive domain

Question 7

Affective domain

Answer 7

Objectives focusing on attitudes and feelings

Question 8

Physical ability and coordination objectives

Answer 8

Psychomotor domain

Question 9

Systematic instruction for mastery of basic skills, facts, and information

Answer 9

Direct instruction/explicit teaching

Question 10

Teaching characterized by high levels of teacher explanations, demonstration, and interaction with students

Answer 10

Active Teaching

Question 11

Clearly structured knowledge that is needed for later learning and that can be taught step by step

Answer 11

Basic Skills

Question 12

Learning strategy in which two students take turns summarizing material and criticizing the summaries

Answer 12

Scripted Cooperation

Question 13

Seatwork

Answer 13

Independent classroom work

Question 14

Questions with only one right answer-usually factual questions or rote knowledge questions

Answer 14

Convergent Questions

Question 15

Questions that have no single correct answer

Answer 15

Divergent Knowledge

Question 16

Conversation in which the teacher does not have the dominant role; students pose and answer their own questions

Answer 16

Group Discussion

Question 17

A system of lesson and unit planning that starts with key objectives for understanding and then moves backwards to design assessments and learning activities

Answer 17

Understanding by Design (UbD)

Question 18

A flexible approach to teaching that matches content, process, and product based on student differences in readiness, interests, and learning needs. Takes into account students’ abilities, prior knowledge, and challenges so that instruction matches not only subject being taught but also students’ need

Answer 18

Differentiated Instruction

Question 19

System of grouping in which students in a class are divided into two or three groups based on ability in an attempt to accommodate student differences

Answer 19

Within-class ability grouping

Question 20

Grouping and regrouping students based on learning needs

Answer 20

Flexible grouping

Question 21

Provides all students with challenging instruction and uses supports when needed, but removes these supports as students become able to handle more on their own

Answer 21

Adaptive teaching

Question 22

Devices, systems. and services that support and improve the capabilities of individuals with disabilities

Answer 22

Assistive technology

Question 23

Considering the needs of all users in the design of new tools, learning programs, or websites

Answer 23

Universal Design

Question 24

Exceptional progress by a student as a result of high teacher expectations for that student

Answer 24

Pygmalion Effect

Question 25

A groundless expectation that is confirmed because it has been expected

Answer 25

Self-fulfilling prophecy

Question 26

Student performance is maintained at a certain level because teachers don’t recognize improvements

Answer 26

Sustaining expectation effect