2024-10-28T18:14:58+03:00[Europe/Moscow] en true Objectives:, Texas Essential Knowledge and Skills (TEKS):, Bloom’s Taxonomy:, Knowledge (Bloom’s Taxonomy):, Comprehension (Bloom’s Taxonomy):, Application (Bloom’s Taxonomy):, Analysis (Bloom’s Taxonomy):, Synthesis (Bloom’s Taxonomy):, Evaluation (Bloom’s Taxonomy):, Lesson cycle:, Thematic unit:, Curriculum mapping:, Assessment:, Semantic Feature Analysis:, <p>Direct instruction:</p>, Demonstrations:, Inquiry-based learning:, Systematic instruction:, Basal approach:, Language experience approach:, Literature-based instruction:, Project-based learning:, Problem solving:, Indirect teaching:, Procedural text:, Venn diagram:, Lesson plans:, Inclusive practices:, <p>Explicit instruction:</p> flashcards

Domain 1, Comp 3: PPR EC-12

The teacher understands procedures for designing effective and coherent instruction and assessment based on appropriate learning goals and objectives.

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  • Objectives:
    Also called goals, standards, or outcomes. Should always be clear, measurable, relevant, and aligned to district and state standards
  • Texas Essential Knowledge and Skills (TEKS):
    All curriculum in Texas is based off of this; includes almost every subject. Teacher must teach all standards, and can enrich the curriculum with other objectives
  • Bloom’s Taxonomy:
    developed to provide a common language for teachers to discuss and exchange learning and assessment methods. Specific learning outcomes can be derived from this, though it is most commonly used to assess learning on a variety of cognitive levels. Hierarchical and involves more higher order thinking as it goes up the list
  • Knowledge (Bloom’s Taxonomy):
    ability to recall information (Closed questions, with one right answer/objective questions)
  • Comprehension (Bloom’s Taxonomy):
    ability to demonstrate understanding of information (explaining it in their own words)
  • Application (Bloom’s Taxonomy):
    Ability to apply information to new and familiar situations
  • Analysis (Bloom’s Taxonomy):
    Ability to separate complex information into parts, and to be able to make connections between the parts (Involves taking something apart, looking at all the pieces, and then making a response)
  • Synthesis (Bloom’s Taxonomy):
    Ability to make judgements based on given knowledge and standards
  • Evaluation (Bloom’s Taxonomy):
    Ability to gather information to form new levels of information; making value judgements
  • Lesson cycle:
    Objectives, standards, anticipatory set (hook), teaching (input -> modeling -> checking for understanding), guided practice (application), closure, independent practice
  • Thematic unit:
    Way to unify lessons and activities with a 'theme'–usually an open-ended concept often phrased as an essential question or even 'big idea. (Cross-curricular)
  • Curriculum mapping:
    allows teachers and administrators to focus on balance between the content across curricula. It allows them to look into each classroom and see what children learn and helps them gather data on redundancies or gaps in the course content.
  • Assessment:
    to discover students’ strengths and needs, identify and gaps in learning, evaluate teacher effectiveness
  • Semantic Feature Analysis:
    uses a grid to help students explore how sets of things are related to one another. By completing and analyzing the grid, students are able to see connections, make predictions and master important concepts. This strategy enhances comprehension and vocabulary skills.

  • Direct instruction:

    Way to teach skills or concepts to students using direct, structured instruction. It helps make lessons clear by modeling for students how to start and succeed on a task and giving them ample time to practice. The teacher constantly monitors understanding to make sure students are deriving meaning from instruction.
  • Demonstrations:

    refers to a wide variety of potential educational projects, presentations, or products through which students "demonstrate" what they have learned

  • Inquiry-based learning:
    Form of active learning that starts by posing questions, problems or scenario, rather than simply presenting established facts or portraying a smooth path to knowledge.
  • Systematic instruction:
    Method of teaching where the same procedures/teaching techniques/instructional strategies are used on a repeated basis when teaching a certain skill
  • Basal approach:
    Method of teaching reading through the use of “commercially produced materials.” Employs books, workbooks and activities in a sequence in which each book or activity is designed to build on the skills learned previously
  • Language experience approach:
    Whole language approach that promotes reading and writing through the use of personal experiences and oral language. It can be used in tutorial or classroom settings with homogeneous or heterogeneous groups of learners.
  • Literature-based instruction:
    Instruction in which authors' original narrative and expository works are used as the core for experiences to support children in developing literacy.
  • Project-based learning:
    Teaching method in which students gain knowledge and skills by working for an extended period of time to investigate and respond to an authentic, engaging and complex question, problem, or challenge.
  • Problem solving:
    three step process involving seeking out information, generating new knowledge, and making decisions
  • Indirect teaching:
    Mainly student-centered, seeks a high level of student involvement in observing, investigating, drawing inferences from data, or forming hypotheses. It takes advantage of students' interest and curiosity, often encouraging them to generate alternatives or solve problems.
  • Procedural text:
    Text that gives instructions on how to do something
  • Venn diagram:
    An illustration that utilizes circles, either overlapping or non-overlapping, to depict a relationship between finite groups of things
  • Lesson plans:
    Teacher's detailed description of the course of instruction, or 'learning trajectory' for a lesson. A daily lesson plan is developed by a teacher to guide class learning.
  • Inclusive practices:
    Approach to teaching that recognizes the diversity of students, enabling all students to access course content, fully participate in learning activities and demonstrate their knowledge and strengths at assessment.

  • Explicit instruction:

    Teachers use explicit teaching techniques to teach a specific skill to their students. This type of instruction is teacher-directed, where a teacher typically stands at the front of a room and presents information