Chapter 14- Teaching Every Student

Question 1

expert teachers

Answer 1

experienced, effective teachers who have developed solutions for classroom problems, their knowledge of teaching process and content is extensive and well organized, they are organized, clear, and have high levels of warmth and enthusiasm for their subjects, understand student mistakes and know how to reteach to fix them, and ways to test if the reteaching was successful, have clear goals and take individual differences into account when planning for their students

Question 2

pedagogical content knowledge

Answer 2

teacher knowledge that combines mastery of academic content with knowing how to teach the content and how to match instruction to student differences, specific to the situation, topic, students, and even the individual teacher, teachers with greater content and pedagogical knowledge have students who learn more, knowledgeable teachers are clearer, more organized, and more responsive to student questions

Question 3

reflective

Answer 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, constantly try to understand and improve their work with students

Question 4

lesson study

Answer 4

as a group, teachers develop, test, improve, and retest lessons until they are satisfied with the final version, works best for planning lessons

Question 5

instructional objectives

Answer 5

clear statements of what students are intended to learn through instruction, learning outcomes, the types of performances that students will demonstrate after instruction to show what they have learned, bad instructional design: activity-focused teaching with no clear goal, or coverage-focused teaching with no goal, mager (good for specific objectives): good objective has three parts, describes the intended behaviour, lists the conditions under which the behaviour will occur, and gives the criteria for acceptable performance on the test, gronlund (good for cognitive objectives): objective should be stated first in general terms, then the teacher should clarify by listing examples of behaviour that would provide evidence that the student has attained the objective

Question 6

cognitive objectives

Answer 6

instructional objectives stated in terms of higher level thinking operations, gronlund: objective should be stated first in general terms, then the teacher should clarify by listing examples of behaviour that would provide evidence that the student has attained the objective

Question 7

taxonomy

Answer 7

classification system for educational objectives developed by bloom, divided into three domains: cognitive, affective, and psychomotor

Question 8

cognitive domain

Answer 8

in blooms taxonomy: memory and reasoning objectives, six basic objectives within this domain: knowledge (factual, conceptual, procedural, metacognitive), comprehension, application, analysis, synthesis, and evaluation (revised to remembering, understanding, applying, analyzing, evaluating, and creating)

Question 9

affective domain

Answer 9

in blooms taxonomy: objectives focusing on attitudes and feelings, range from least committed to most committed, five basic objectives: receiving, responding, valuing, organization, and characterization by value

Question 10

psychomotor domain

Answer 10

in blooms taxonomy: realm of physical ability and coordination objectives, the ability to perform a certain skill

Question 11

constructivist approach

Answer 11

view that emphasizes the active role of the learner in building understanding and making sense of information, planning is shared and negotiated, teachers and students make decisions about content, activities, and approaches,

Question 12

direct instruction or explicit teaching

Answer 12

systematic instruction for mastery of basic skills, facts, and information, lecture is a classic form, can be taught step by step and tested objectively, rosenshine: review and check previous days work/reteach, present new material with examples, provide guided practice, give feedback, provide independent practice, review weekly and monthly

Question 13

active teaching

Answer 13

teaching characterized by high levels of teacher explanation, demonstration, and interaction with students

Question 14

basic skills

Answer 14

clearly structured knowledge that is needed for later learning and that can be taught step by step, best taught through direct instruction or explicit teaching

Question 15

advance organizer

Answer 15

statement of inclusive concepts to introduce and sum up material that follows, introductory statement that is broad enough to encompass all the information that will follow, three purposes: direct attention to importance of new material, highlight relationships among ideas that will be presented, and remind of relevant information you already know, two categories: comparative (activates already existing schemas, remind of what is already known), and expository (provide new knowledge that students will need in order to understand the upcoming information), to be effective, the organizer must be understood by the students and the organizer must really be an organizer

Question 16

scripted cooperation

Answer 16

learning strategy in which two students take turns summarizing material and criticizing the summaries, one way to incorporate active learning in direct instruction,

Question 17

seatwork

Answer 17

independent classroom work, often overused, should not be main mode of instruction, objectives should be clear, the materials should be provided, and the work should be easy enough that students can succeed on their own

Question 18

convergent questions

Answer 18

questions that have a single correct answer

Question 19

divergent questions

Answer 19

questions that have no single correct answer

Question 20

differentiated instruction

Answer 20

teaching that takes into account students’ abilities, prior knowledge, and challenges so that instruction matches not only the subject being taught but also student needs

Question 21

within-class ability grouping

Answer 21

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, students in low ability groups are less likely to be asked critical questions and given fewer opportunities to make choices about what to read, point should be to provide appropriate challenge and support- reach children within their zone of proximal development

Question 22

flexible grouping

Answer 22

grouping and regrouping based on learning needs, continuous assessment ensures that all students are working within their ZPD, include high level instruction and high expectations for all students, no matter what their group placement, working at a challenging level, but one you can master with effort and support, is more likely to encourage learning and motivation

Question 23

adaptive teaching

Answer 23

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, addresses learner differences, novice students: teaching is direct and includes motivational strategies to keep engaged, stronger students: teaching moves to modelling, guided practice, and coaching, strongest students: teaching can move to guided discovery, independent study, and peer tutoring

Question 24

pygmalion effect

Answer 24

exceptional progress by a student will result in higher teacher expectations for the student

Question 25

self-fulfilling prophecy

Answer 25

a groundless expectation that is confirmed because it has been expected, stronger in early grades, lower SES and minority groups have stronger self-fulfilling prophecies

Question 26

sustaining expectation effect

Answer 26

student performance maintained at a certain level because teachers do not recognize improvement, occurs when teachers are fairly accurate in their initial reading, and respond to students appropriately, problems arise when some students show improvement, teachers unchanging expectation sustains the students achievement at the expected level, stronger in later grades, young students with lower cognitive abilities who exhibit more behaviour problems and come from families who face adversity are at the greatest risk for low expectations

Question 27

recitation

Answer 27

whole class instruction that involves initiation, response, evaluation, teacher asks a question and students put hands up to respond, three parts: structure (introduce activity by giving background/framework), solicitation (ask questions), reaction (give feedback, praise, correct, elaborate)
questioning/initiation: adjust question to level of students and learning goals, divergent and convergent questions, wait 3-5 seconds, cover range of knowledge and process types (blooms)
responding/evaluation: listen, identify elements that are correct/incorrect, repeat needed knowledge