2024-10-29T00:02:09+03:00[Europe/Moscow] en true Language must be very specific in the classroom, Convergent questions, Divergent questions (open-ended), Wait time:, Probing questions:, Productive questions:, Prompting questions:, Synthesis questions:, Empirical questions:, Values Clarification, “I” messages:, Teacher feedback:, <p>Reading Specialist</p>, <p>Struggling Reader</p>, <p>Expository Text</p>, <p>Vocabulary instruction</p>, <p>Language deficit</p>, <p>Listening Comprehension problems</p>, <p>Know, Want to Know, Learned (KWL) Chart</p>, <p>No Child Left Behind (NCLB) Act of 2001</p>, <p>Evidence-based instruction</p>, <p>Truancy</p>, <p>Delayed reinforcement</p>, Immediate gratification:, Positive reinforcement:, Native language:, Negative punishment:, Positive punishment:, Self-motivation:, Verbal cues:, Jargon:, Slang:, Targeted instruction:, Context clues:, Inductive Thinking, Deductive Thinking, Intrinsic motivation, Extrinsic motivation, Immediate gratification: flashcards

Domain 3, Comp 7&8: PPR EC-12

7: The teacher understands and applies principles and strategies for communicating effectively in varied teaching and learning contexts. 8: The teacher provides appropriate instruction that actively engages students in the learning process.

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  • Language must be very specific in the classroom
    A teacher’s communication must be organized, active listening, dress professionally, kneel to bring yourself down to a child’s level, Cold calling: calling on students randomly, not just on kids who have their hands raised
  • Convergent questions
    Typically have one correct answer
  • Divergent questions (open-ended)
    encourage many answers for greater student participation
  • Wait time:
    The time that a teacher waits before calling on a student in class or for an individual student to respond
  • Probing questions:
    Questions that are intended to help the presenter think more deeply about the issue at hand
  • Productive questions:
    Broad, open-ending questions, with many correct responses that require students to use their imagination, to think creatively, and to produce something unique
  • Prompting questions:
    Questions that involve the use of hints and clues to aid students in answering questions or in correcting an initial response
  • Synthesis questions:
    Questions requiring the student to put together elements and parts to form a whole. They challenge students to engage in creative and original thinking.
  • Empirical questions:
    Questions that require that a judgement be made or a value be put on something
  • Values Clarification
    an educational intervention that includes reflexive personal, sociocultural, and intercultural processes whereby one seeks to identify the undergirding or influential value priorities that guide one's interests, choices, actions, and reactions in a variety of interpersonal and social contexts.
  • “I” messages:
    Clear teacher messages that tell students how the teacher feels about problem situations and implicitly ask for corrected behaviors
  • Teacher feedback:
    Increase student success. Helping teachers plan for learning, remediation, and progression of their students. Students use questioning as an opportunity to demonstrate their skills and obtain missing information gaps. Demonstrations of successful learning create positive students attitudes, giving them a sense of accomplishment and progression.

  • Reading Specialist

    Teachers who have specialized training in helping struggling readers. Most have a master of education degree. Some have additional training for teaching students with dyslexia

  • Struggling Reader

    Students that typically read one or more years below their current grade-level but do not have an identified learning disability of any kind

  • Expository Text

    Exists to provide facts in a way that is educational and purposeful. The text is fact-based with the purpose of exposing the truth through a reliable source

  • Vocabulary instruction

    4 components: wide or extensive independent reading to expand word knowledge, instruction in specific words to enhance comprehension of texts containing those words, instruction in independent word learning strategies, word consciousness and activities to motivate learning

  • Language deficit

    Found in the areas of oral expression and listening comprehension. These two areas control our ability to communicate with others, and therefore a deficit in either or both can have a major impact on the quality of life of a child with a learning disability, as well as his or her life in education.

  • Listening Comprehension problems

    A child with a disability in listening demonstrates that disability in a negative way

  • Know, Want to Know, Learned (KWL) Chart

    A graphical organizer designed to help in learning.

  • No Child Left Behind (NCLB) Act of 2001

    U.S. Act of Congress that reauthorized the Elementary and Secondary Education Act; it included Title I provisions applying to disadvantaged students. It supported standards-based education reform based on the premise that setting high standards and establishing measurable goals could improve individual outcomes in education.

  • Evidence-based instruction

    Any concept or strategy that is derived from or informed by objective evidence—most commonly, educational research or metrics of school, teacher, and student performance

  • Truancy

    refers only to unexcused absences. Federal law requires each state to define and report on truancy.

  • Delayed reinforcement

    Time delay between the desired response of an organism and the delivery of reward

  • Immediate gratification:

    the desire to experience pleasure or fulfillment without delay or deferment

  • Positive reinforcement:
    involves the addition of a reinforcing stimulus following a behavior that makes it more likely that the behavior will occur again in the future. When a favorable outcome, event, or reward occurs after an action, that particular response or behavior will be strengthened
  • Native language:

    a language that a person has been exposed to from birth or within the critical period

  • Negative punishment:

    an important concept in B. F. Skinner's theory of operant conditioning. involves taking something good or desirable away to reduce the occurrence of a particular behavior

  • Positive punishment:

    involves presenting an unfavorable outcome or event following an undesirable behavior. When the subject performs an unwanted action, some type of negative outcome is purposefully applied.

  • Self-motivation:
    Ability to be again or to follow through with a task without the assistance of others.
  • Verbal cues:

    a prompt that is conveyed in spoken language from one person to another or a group of people

  • Jargon:
    a type of language that is used in a particular context and may not be well understood outside of it. The context is usually a particular occupation (that is, a certain trade, profession, or academic field), but any ingroup can have it
  • Slang:

    meets at least two of the following criteria: It lowers "the dignity of formal or serious speech or writing"; Its use implies that the user is familiar with whatever is referred to, or with a group of people who are familiar with it and use the term; It replaces "a well-known conventional synonym.

  • Targeted instruction:
    takes into account what students understand and teaches them according to their ability levels, rather than strictly adhering to what they are expected to know based on their grade level
  • Context clues:
    hints that an author gives to help define a difficult or unusual word. The clue may appear within the same sentence as the word to which it refers, or it may follow in a preceding sentence
  • Inductive Thinking
    Theory-->Hypothesis -->Observation-->Confirmation
  • Deductive Thinking
    Information-->Pattern-->Tentative Hypothesis-->Theory
  • Intrinsic motivation
    You are motivated to do the activity because it is internally rewarding. You choose to do it because it’s fun, enjoyable, and satisfying.
  • Extrinsic motivation
    You are motivated to do the activity in order to gain an external reward in return. Your goal is focused on an outcome and does not satisfy your basic psychological needs.
  • Immediate gratification:
    The desire to experience pleasure or fulfillment without delay or deferment