Praxis II

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Author:
misskandel
ID:
203820
Filename:
Praxis II
Updated:
2013-02-27 22:27:04
Tags:
special education praxis
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Description:
terms for the SpEd Praxis II
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  1. Explicit Instruction
    The teacher provides the information and content to support the learning process.
  2. Implicit Instruction
    The focus is on the student as an active and involved learner who constructs knowledge by using previously learned information
  3. Ability Grouping
    Placement of students in educational activities according to performance and academic achievement levels.
  4. Accomodations
    An adjustment that enables a student to participate in educational activities.
  5. Active Student Response
    A measure of the engagement of the learner in tasks and activities.
  6. Adaptation
    A change made to the environment or curriculum.
  7. Authentic Learning
    Instruction using real-world projects and activities to allow students to discover and explore in a more relevant manner.
  8. Chained Response
    The breaking down of a task into component parts so a student finishes the task by starting with the first step in the sequence and performing each component progressively until the task is completed.
  9. Chaining
    A technique in which student performance is reinforced so the student will continue to perform more complex tasks in the sequence.
  10. Choral Responding
    Oral response of students (in unison) to a question or problem presented by the teacher.
  11. Chunking
    A strategy that allows a student to remember and organize large amounts of information.
  12. Cloze Procedure
    The use of semantic and syntactic clues to aid in completing sentences.
  13. Concept Generalization
    The ability for student to demonstrate concept knowledge by applying the information to the other settings without prompts from teacher.
  14. Content Enhancements
    Techniques used to aid in the organization and delivery of curriculum such as guided notes, graphic organizers, mnemonics, and visual displays.
  15. Cooperative Learning
    Classroom is divided into groups to work together to complete a task or participate in an activity.
  16. Diagnostic- Prescriptive Model
    Individualizing instruction to develop strengths and remediate weaknesses.
  17. Differentiated Instruction
    To address the varying abilities, strengths, and needs of learners and their styles of learning by imposing a choice of learning activity, tasks that suit the learning styles, student groupings, authentic lessons, and problem based activities.

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