Burton

procedures

...sequence of steps designed to lead students to the acquistion of learning objectives

stages of backward curr design

1 ID desired results 2 assessment 3plan learning experience and instruction

3 models of learning Bruner

1 enactive- doing iconic- forming mental images symbolic- abstract symbolks or representations. foundation for discovery learning

example of instrcutional objective

Given a set of specific requirements, the student will be able to use a word processing program to write a one page paper with no errors. Given the voltage and resistance, the student will be able to calculate the surrent in a series of parrellel circuit with 100% accuracy

instructional objectives Mager

Mager. communicate learning intent. 3 componets of instructional intent: behavior, conditions, criteria.

MOntessori

Montesorri Method- system for educating kids, develops kidss knowledge and skills through sets of aterials and physical excercises. child-centered, kids have choice of what they wsnt to do

5 elements of cooperative learning

Positive Interdependence Indvidual Accoutability Equal Participation Simultaneou Interaction

Reflection

Self knowledge and self assessment

example of informational objective

The student wil be able to use a word processing software program. The student will be able to compute the current in a series or parrell circuit

Curriculum Mapping

a method of collecting whats students are taught and helps teachers from repeating lessons. Teachers enter it into a computer database using 1content, 2specific skills 3assessments

divergent questions

allow for many correct responses. Why do you suppose we need houses?

convergent questions

alow for only a few rght responses. Who what where What is square root of 64

informal assessment

are not data driven but rather content and performance driven. For example, running records are informal assessments because they indicate how well a student is reading a specific book

Constructivism

based on work of piaget,dewy, vydotsky. learners construct their own understanding and knowledge of the world by their experiences adn reflections.Active learning

Blooms taxonomy of objectives

classifies cognitive ability into 6 categories knowledge, comprehension, application, analysis, synthesis,evaluation

Blooms three domains of objectives (three types of learning)

cognitive affective pyshcomotor

essential questions

concepts that focus on topics in a lesson and provoke critical thinking

dispositions

differences btween the way people prepare themselves, plan, andhave different habits

Vygotsky

emphasized social interaction. ZPD (cannot). Scaffold. laid foundation for constructivism

Jerome Bruner

emphasized the importance of understanding essential concepts of a subject. MUst be Active. foundation for discovery learning

The learning model

engage, evaluate,elaborate,explore, explain

F Froebel

father of kindergarten. kids learn through playing such as circle time, singing, storytelling.

objectives

focused upon student learnbing as a result of instruction. objectives are more specific, you should be able to measure or observe what teh students have learned

discovery learning

focuses learning through supervised problem solving using scientific method. Students encouraged to learn through their own exploration

Jean Rossuae

humanist. promoted natural educational environment that does nit restrict kids natural growth and dev. educators hsould provide developmentally appropriate acvitities that ensure children dev a healthy sense of self worth and morality. kids evolve through maturation

IEP

individual education plan. spedcial ed

inquiry learnign

instructional method thay focuses on the flexible yet systematic process of problem solving

Johann Pestalozzi

kids learn through senses and concrete experiences. instead of teaching to memorize, kids learn by doin

piaget

kids progress through cognitive stages (4). focused on dev appropriate edu. Schema theory- kids group things into categories. assimilation/accomodation.

Formative Assessment

occure during instruction while students are forming their knowledge. Examples: daily student work, students responses to discussion questions,

instrcutional obj book vesion (4 elements)

performanc, product, conditions,criteria

No Chilld Left Behind Act

pg 17

Planning guidelines for working with special ed

pg 31

Assessment

process of gathering information about students, the cuirriculum and the school environment through observation, discussions, tests,portfolios, throug informal observation

Performance assessment types

questioning and observing

rubric

scoring guides with specific criteria that establish uniform student evaluatin. hueristic and analyitc

discussion

small group or whole group activity during which students exhcange and share ideas about an assigned topic

informational objective

specify only the student performance and the product

John dewy

students need to apply what they learn to real life situations. learn through interacting and exploring to solve authentic problems. focused on students interest rather than subject matter. Student-centered curriculum

performance asses

students perform a task to demonstrate what they have learned

Culminating task

tasks the students will do to determin if they know the material

Direct teaching

teacher-centered approch that is characterized by the teachers direction and control, effective use of class time, minimal behavoir disruptions,

hueristic method

teachers allow students to learn through problem solving, discovery, inquiry, etc

Formal assessment

tests

metacognition

thinking about thinking

Culminating Task should include

understanding concepts, inquiry and design skills, communication of knowledge, relating new learning to the outside world

constructivism

view that emphasizes the active view of the learner in buiklding understandig and making sense of info. Not only with self but with others.

zone of proximal dev

vygotsky. tasks that a child canNOT do alone

backward curr design

wiggins and mctighe. 3 stage approach thst identifies desired results first and then works backwards to determine assement criteria before developing instruction to achieve desired results

Assitive technology

working with special ed. braile

educational goals

written for a school course or unit, informational and instructional objectives support that goal by specifying how students will demonstarte their computer literacy. educational goals give us general direction in deciding what to teach. Ex. the styudent will develop computer literacy

Summative Asses

yields grades, completed after instruction to determine the extent of students learning