HUNTER'S ELEMENTS OF LESSON PLAN

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shockwave
ID:
220007
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HUNTER'S ELEMENTS OF LESSON PLAN
Updated:
2013-05-16 20:42:41
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HUNTER LESSON PLAN
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HUNTER LESSON PLAN EDUC 3320 2013
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  1. WHERE DOES THE 3 PART OBJECTIVE GO?
    PURPOSE
  2. BELL WORK IS PLACED WHERE?
    ANTICIPATORY SET
  3. T OR F

    YOU NEED TO CONSIDER ALL 7 ELEMENTS IN CERTAIN ORDER, BUT NOT ALL 7 WILL BE IN EVERY LESSON.
    TRUE
  4. WHAT IS MADELINE HUNTER'S MODEL?
    ITIP

    INSTRUCTIONAL THEORY INTO PRACTICE
  5. WHAT ARE THE 3 CATEGORIES OF ITIP?
    • CONTENT.
    • LEARNER BEHAVIOR 
    • TEACHER BEHAVIOR.
  6. WHAT TYPE OF INSTRUCTION DOES ITIP FOCUS ON?
    DIRECT INSTRUCTION (DI)
  7. WHAT YOU ARE DOING/TEACHING.

    WHAT ELEMENT?
    INPUT
  8. THE VOCABULARY, SKILLS, AND CONCEPTS TO BE LEARNED. 

    WHAT ELEMENT?
    • INPUT. 
    • IT'S WHAT YOUR TEACHING.
  9. THE TEACHER DEMOS WHATS TO BE LEARNED. 

    WHAT ELEMENT?
    • MODELING.
    • YOUR EXAMPLES TO THE CLASS
  10. THE TEACHER LEADS LEARNERS THRU THE STEPS NECESSARY TO PREFORM THE SKILL USING MULTIPLE MORALITIES.

    WHAT ELEMENT?
    GUIDED PRACTICE. 

    • CONDUCT FORMATIVE ASSESSMENTS.
    • (informal observation, worksheets, short quizzes) 

    ALSO CAN CHECK FOR UNDERSTANDING HERE.
  11. THE TEACHER USES A VARIETY OF QUESTIONING STRATEGIES TO DETERMINE IF THE STUDENTS UNDERSTAND.

    WHAT ELEMENT?
    • CHECK FOR UNDERSTANDING
    • THINK FORMATIVE ASSESSMENT. LOOK FOR ANY DEER IN THE HEADLIGHTS ISSUES.
  12. REVIEW OR WRAP-UP OF THE LESSON.

    WHAT ELEMENT?
    CLOSURE.

    NOT TESTING, BUT CHECKING FOR UNDERSTANDING.
  13. THE TEACHER RELEASES THE STUDENTS TO PRACTICE ON THEIR OWN.

    WHAT ELEMENT?
    • INDEPENDENCE PRACTICE. 
    • THINK HOMEWORK OR GROUP STUDY
  14. NAME THE ELEMENTS OF MADELINE'S ITIP
    • ANTICIPATORY SET
    • PURPOSE
    • INOUT
    • MODELING
    • GUIDED PRACTICE
    • CHECK FOR UNDERSTANDING 
    • INDEPENDENCE PRATICE
    • CLOSURE
  15. DEFINE LEARNING OBJECTIVE
    AN OBJECTIVE AT AN APPROPRIATE LEVEL OF DIFFICULTLY AND COMPLEXITY THRU TASK ANALYSIS AND CONGRUENT WITH BLOOM COGNITIVE TAXONOMY.
  16. MOTIVATE INSTRUCTION BY FOCUSING THE LEARNING TASK, ITS IMPORTANCE  OR THE PRIOR KNOWLEDGE/ EXPERIENCE OF LEARNER. 

    WHAT ELEMENT?
    ANTICIPATORY SET
  17. DONE BY FREQUENT FORMATIVE EVALUATIONS

    WHAT ELEMENT?
    CHECK FOR UNDERSTANDING
  18. PROVIDE ______ _______ BY HAVING STUDENTS ANSWER QUESTIONS, DEMO SKILLS, SOLVE PROBLEMS.
    GUIDED PRATICE
  19. THIS IS DONE TO SOLIDIFY SKILLS AND KNOWLEDGE WHEN STUDENTS HAVE DEMONSTRATED UNDERSTANDING.
    INDEPENDENT PRACTICE
  20. IT IS IMPORTANT THAT THE VISUAL INPUT OF ________ BE ACCOMPANIED BY THE VERB INPUT OF __________THE CRITICAL ELEMENTS OF WHAT IS HAPPENING.
    • MODELING 
    • LABELING
  21. NAME EXAMPLES USED IN CHECK FOR UNDERSTANDING
    • SAMPLING 
    • SIGNALED RESPONSE
    • GROUP CHORUS REHEARSAL
    • INDIVIDUAL PRIVATE RESPONSES
  22. DEFINE SIGNALING
    • POSING QUESTIONS TO THE TOTAL GROUP THEN CALLING ON REPS OF THE STRATA OF THE GROUP. 
    • CALL ON ABLE ONE FIRST, DON'T POLUTE THE CLASS.
  23. DEFINE SIGNAL RESPONSE
    EACH MEMBER OF THE GROUP MAKES A RESPONSE, USING A SIGNAL
  24. DEFINE GROUP CHORUS RESPONSE
    THE WHOLE GROUP RESPONSES.

    NOT GOOD FOR INDIVIDUAL ASSESSMENT
  25. HOW DO I DESIGN GUIDED MONITOR PRATICE?
    SET THE STAGE RIGHT THE FIRST TIME. BAD ISSUES LEAD TO MISCONCEPTIONS. 

    WALK AROUND AND MAKE SURE INSTRUCTION HAS BEEN TAKEN BEFORE LETTING THEM LOOSE
  26. WHAT IS THE PURPOSE OF TEACHING?
    TO MAKE STUDENTS AS INDEPENDENT AS POSSIBLE
  27. NAME 2 ELEMENTS THAT MUST BE IN THE LESSON OBJECTIVE.
    • WHAT IS BEING LEARNED
    • WHY ITS IMPORTANT
  28. WHEN TO USE A ANTICIPATORY SET?
    A BRIEF ACTIVITY TO ELICIT THE STUDENTS ATTENTION.
  29. DEFINE ARTISTIC TEACHING
    USING ANY MODEL OF TEACHING WITH ANY TYPE OF STUDENT.

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