Teaching Every Student (chapter That Follows) Flashcards
(51 cards)
Cognitive domain
In Bloom’s taxonomy, memory and reasoning objectives
Affective domain
Objectives focusing on attitudes and feelings
Psychomotor domain
Physical ability and coordination objectives
Constructivism approach
Learner is active part of learning process
Direct instruction
Systematic instruction for mastery of basic skills and facts
Active teaching
High levels of teacher explanation, demonstration and interaction with students
Basic skills
Needed for later learning
Convergent questions
One correct answer
Divergent questions
No single correct answer
Group discussion
Students participate in question and answering
Differentiated instruction
Matches content, process and product to fit students (c p p)
Within-class ability grouping
Students are grouped based on ability to accommodate student differences
Flexible grouping
Regrouping based on students needs
Adaptive teaching
Provides all students with challenging instruction and uses supports when needed
Pygmalion effect
Student radically improves based on higher teacher expectations
Standardized tests
Given under uniform conditions and scored according to set procedures
Classroom assessments
Tests, essays, portfolios, projects or performances used by teacher to assess the class
Measurement
Expressed in quantities
Assessment
Procedures used to obtain information
Formative assessment
Ungraded testing used before or during instruction
Pretest
Formative test for assessing students needs
Summative assessment
Testing that follows instruction to assess what students learned
Norm-referenced testing
Scores compared to averages of other test takers
Norm group
Test takers (comparison group)
