Verbiage

Question 1

NCLB:

Answer 1

No Child Left Behind

Question 2

No Child Left Behind Act:

Answer 2

Signed into law on January 8, 2002

Question 3

NCLB reasons:

Answer 3

To ensure accountability for teachers in preparing their students to graduate high school with competent skills.

Question 4

Standards:

Answer 4

Establishes a rationale for teaching standards and working with classroom practitioners to design and test various models and approaches to professionalize teaching.

Question 5

Teacher Preparation:

Answer 5

Most states now require that prospective teachers pass licensure/certification exams to be highly qualified. Some states even require that beginning teachers be supervised by an entry-year committee during their initial year of teaching and be recommended for their permanent license by this committee.

Question 6

Assessing Standards:

Answer 6

States have several testing methods to assure teacher competency.

Question 7

Goals:

Answer 7

Are usually broad statements used to describe the purposes of schooling or the purposes of a course. It is what the teacher wishes to accomplish in the broadest sense.

Question 8

Objective:

Answer 8

Not a statement of what you plan to do; instead, it is a statement of what your students should be able to do after instruction. The objective establishes the framework for instruction. It is a narrower statement of the intended learning of a unit or specific lesson. It tells what the student will do to show that he or she is competent in that area.

Question 9

Instructional objectives:

Answer 9

Precisely communicate learning intent. They contain the following:

Performance
Product
Conditions
Criterion

Question 10

Informational objectives:

Answer 10

Are abbreviated instructional objectives.

Question 11

Taxonomies of Objective:

Answer 11

Affective
Psychomotor
Cognitive

Question 12

Cognitive Domain:

Answer 12

Objectives in the cognitive domain are concerned with students’ thinking and reasoning abilities. Because the ability to think can range from simple recall of information to more complex thinking behaviors.

Question 13

Benjamin Bloom:

Answer 13

Developed a hierarchical classification system, or taxonomy, to help teachers gain a better perspective on the behaviors to be emphasized in instructional planning.
Bloom et al.’s (1956) Taxonomy of Educational Objectives classifies cognitive ability into six categories, ranging from the fairly simple recall of information to the complex assimilation of information and evaluation.