TIDBITS FOR EDUC 3320

Card Set Information

Author:
shockwave
ID:
220022
Filename:
TIDBITS FOR EDUC 3320
Updated:
2013-05-17 15:35:52
Tags:
EDUC 3320
Folders:

Description:
LITTLE TIDBITS OF INFO. IMPORT STUFF JUST NOT ENOUGH FOR A CARD SET. EDUC 3320 2013
Show Answers:

Home > Flashcards > Print Preview

The flashcards below were created by user shockwave on FreezingBlue Flashcards. What would you like to do?


  1. PEDAGOGIES
    the science and art of education
  2. PRODUCTIVE PEDAGOGIES: CLASSROOM REFLECT STATES WHAT?
    1. TRANSFORMATION OF INFORMATION. COMBINE FACTS AND SYNTHEIZE CONCLUSION.

    2. MANIPULATING INFO. HELPS GAIN UNDERSTANDING.

    3. WHEN STUDENTS ENGAGE IN LEARN, THERE WILL BE DOUBT; IN OTHER WORDS TEACHER IS NOT CERTAIN OF OUTCOME.

    4. IN HELPING THE STUDENTS PRODUCE KNOWLEDGE, TEACHER'S MAIN TASK IS TO CREATE ENVIRONMENT THAT ALLOWS TO  OPPORTUNITIES FOR HIGH ORDER THINKING.
  3. DEFINE RTI
    • RESPONSE TO INTERVENTION. 
    • THINK PYRAMID
    • 80% / BASE/ 1ST TIME TAUGHT
    • 15% /MIDDLE/ 2ND TIME TAUGHT
    • 5% / TOP/ RE-ASSET YOUR METHODS!
  4. DEFINE BLOOMS TAXONOMY
    A SYSTEM THAT CLASSIFIES COGNITIVE BEHAVIOR INTO SIX CATEGORIES.
  5. IN BLOOM TAXONOMY, COMPREHENSION IS DIVIDED INTO 4 CATAGORIES. NAME THEM.
    • 1.INTERPRETATION 
    • IDENTIFY RELATIONSHIPS
    • "SIMILARITIES BTWN X & Y"

    • 2. TRANSLATION.
    • CHANGE IDEAS FROM ONE FORM TO ANOTHER.
    • "READ GRAPH & TRANSLATE DATA"

    • 3. EXAMPLES. 
    • 4. DEFINITIONS.
  6. T OR F 
    ANALYSIS IS THE REVERSE OF APPLICATION.
    • TRUE 
    • IN APPLICATION YOU BRING TOGETHER.
    • IN APPLICATION YOU BREAK DOWN.
  7. T OR F
    ANALYSIS CAN BE DIFFERENTIATED FROM COMPREHENSION BY THE MEANS OF THE DEPTH INVOLVED.
    • TRUE
    • COMP. INVOLVES FINDING SIMILARITIES/DIFFERENCES. 

    ANALYSIS IS WORKING BACKWARDS, TO UNDERSTAND HOW THEY INTERACT.
  8. STRONG & SILVER BELIEVE THAT STUDENTS WHO ARE ENGAGED IN THEIR WORK ARE ENERGIZED BY FOUR GOALS.

    NAME THEM
    • 1. SUCCESS
    • 2. CURIOUS
    • 3. ORIGINAL
    • 4. SATISFYING RELATIONSHIPS
  9. NAME LEFT BRAIN CHARACTERISTICS.
    • MOTOR SKILLS
    • DOES NOT LIKE CHANGE
    • MORE ANALYTIC APPROACH
    • CAN'T SEE THE BIG PICTURE
    • UNEMOTIONAL IN RELATIONS
  10. NAME CHARACTERISTICS OF RIGHT BRAIN
    • WANTS SIMPLE ANSWER TO COMPLEX PROBLEMS. 
    • MORE HOLISTICALLY 
    • LESS ORGANIZED
    • SPATIALLY ORIENTATED
    • CREATIVE IN SOLVING PROBLEMS
    • DO NOT FOLLOW THRU WITH DETAILS
    • DOES NOT FOLLOW PROCEDURE
  11. TWO BAD POINT ABOUT BLOOM
    COMPREHENSIVENESS. IT'S TOO NARROW AND DOESN'T INCLUDE ALL THE IMPORTANT GOALS TAUGHT IN SCHOOL (FURST 1949). BUT TEACHERS CAN ADOPT IT TO FIT. (ANDERSON ET AL 2001)

    LEVELS OVERLAP. IS APPLICATION A FORMULA OF KNOWLEDGE, COMPREHENSION OR APPLICATION? HARD FOR RESEARCHER, BUT OK WITH TEACHERS, THEY USE IT AS A GUIDE. (ANDERSON ET AL 2001)
  12. TAXONOMIES GREATEST CONTRIBUTION HAS BEEN THE DEVELOPMENT OF ____  ______?
    PROFESSIONAL LANGUAGE.
  13. LIST 5 WAYS TAXONOMY CAN HELP IN THE PLANNING OF A LESSON.
    • PROVIDE A RANGE OF OBJECTIVES
    • SEQUENCE OBJECTIVES 
    • PROVIDE COGNITIVE STRUCTURE 
    • PROVIDE LEARNING MODEL
    • REINFORCE IDEAS
  14. DEFINE CURRICULUM ALIGNMENT
    WHEN INSTRUCTION AND ASSESSMENT FOCUS ON THE STATED OBJECTIVE.

    ITS HARD BECAUSE STUDENTS ARE AT DIFFERENT LEVELS.
  15. DEFINE Interdisciplinary teaching
    a method, or set of methods, used to teach a unit across different curricular disciplines. For example, the seventh grade Language Arts, Science and Social Studies teachers might work together to form an interdisciplinary unit on rivers.
  16. DEFINE INDUCTIVE AND DEDUCTIVE RESONING
    • DEDUCTIVE:GENERAL TO SPECIFIC
    • INDUCTIVE: SPECIFIC TO GENERAL
  17. NAME 3 MODELS OF LESSON ORGANIZATION
    • TASK ANALYSIS
    • CONCEPT ANALYSIS
    • ADVANCED ORGANIZER
  18. CHARACTERISTIC OF TASK ANALYSIS
    CAREFUL SEQUENCING OF INTERMEDIATE AND TERMINAL OBJECTIVES
  19. PRIMARY CHARACTERISTICS OF CONCEPT ANALYSIS
    SEQUENCING OF CONCEPT CHARACTERISTICS OR EXAMPLES THAT RELATE TO THE CONCEPT OR TO THE CONCEPT HIERARCHY
  20. WHEN TO USE TASK ANALYSIS?
    HIERARCHY. INTERRELATIONSHIPS BETTWEEN SUBSKILLS
  21. WHEN TO USE CONCEPT ANALYSIS
    THROUGH EXAMINATION OF THE DIFFERENT ASPECTS OF OF A CONCEPT, MIXED WITH THE HIERARCHY OF TASK ANALYSIS.
  22. WHEN TO USE ADVANCED ORGANIZER
    BASED ON AUSUBELS CLASSIC EXPLANATION OF DEDUCTIVE REASONING, IT TEACHES ABSTRACT AND COMPLEX CONCEPTS. IT MUST BE BROAD TO ENCOMPASS A LOT OF INFO AND LEAD TO THE NEXT LESSON.
  23. WHAT SIDE OF THE BRAIN IS CONSIDERED THE LOGIC SIDE?
    LEFT
  24. WHAT SIDE OF THE BRAIN IS CONSIDERED THE CREATIVE SIDE?
    RIGHT
  25. THE MAJORITY OF THE LEARNING OBJECTIVES AND INSTRUCTIONAL EXPERIENCES WE PLAN FOR STUDENTS ARE FOCUSED ON WHAT SIDE OF THE BRAIN?
    LEFT
  26. COGNITIVE, ANALYTICAL AND CONVERGENT OBJECTIVES OCCUR ON WHAT SIDE OF THE BRAIN?
    LEFT
  27. DEFINE SUMMATIVE ASSESSMENT
    TEACHER COLLECTS INFO ABOUT STUDENT FOR INSTRUCTIONAL PERIOD OR END-OF- PERIOD TEST PERIOD. 

    IT IS TO CERTIFY COMPLETION OF PROJECTS, OFTEN CONSISTS OF A LETTER GRADE.
  28. WHEN DOING AN ASSESSMENT, NAME THE TOPICS YOUR LOOKING FOR.
    • KNOWLEDGE/CONCEPTUAL UNDERSTANDING
    • THINKING
    • SKILLS
    • ATTITUDES
  29. QUESTIONING, PEER ASSIGNMENTS  AND FEEDBACK THRU GRADING.

    WHAT TYPE OF ASSESSMENTS?
    FORMATIVE
  30. WHEN STARTING AN ASSESSMENT WHAT ARE THE MAIN QUESTIONS TO ASK?
    • 1. WHAT IS THE PURPOSE?
    • 2. LEARNING TARGETS ARE THEY CLEAR?
    • 3. METHOD, IS IT RELEVANT?
    • 4. REPORTED TO WHOM, IN WHAT FORM, HOW IS IT COMMUNICATED?
  31. NAME THE WHY, WHAT AND HOW OF AN ASSESSMENT.
    • WHY? STUDENT COMPREHENSION
    • WHAT? WHAT DOES IT CONSIST OF (THINK 4 QUESTIONS)
    • HOW? SHORT ANSWER, T OR F, QUIZZES, ECT.
  32. DEFINE Holistic scoring
    method by which trained readers evaluate a piece of writing for its overall quality

    ASSESS THE WORK IN ITS ENTIRETY
  33. WHAT ARE OBJECTIVE ITEMS?
    • T OR F 
    • MATCHING
    • MULTI CHOICE
  34. DEFINE HALO EFFECT
    TENDENCY TO ASSES STUDENTS PERFORMANCE BASED ON QUALITY OF EARLIER PERFORMANCE RATHER THAN OBJECTIVE ASSIGNMENT.
  35. DEFINE ANECDOTAL RECORDS
    OBSERVATIONS OF BEHAVOR IN CLASS AND OUT

    IT HELPS GET THE NEEDED ASSISTANCE THE STUDENT MIGHT NEED.
  36. RUBRIC HAS TWO PRIMARY COMPONENTS,NAME THEM.
    • CRITERIA, WHAT IS BEING EVALUATED. 
    • STANDARDS, THE LEVEL OF ACHIEVEMENT.
  37. DEFINE RIGOR
    GIVING AN A WHEN THEY DON'T DESERVE IT. GRADED BY TEACHERS OWN GUIDELINE, NOT STANDARDS.
  38. QUIZZES CAN BE CALLED WHAT?
    PROGRESSIVE MONITORING
  39. T OR F 
    NO SUCH THING AS A HOMOGENEOUS CLASSROOM
    TRUE
  40. WHAT ARE THE CORE SKILLS OF THINKING?
    • 1. PERCEPTION OF PROBLEM
    • 2. ABILITY TO GATHER RELEVANT INFO.
    • 3. COMPETENCE IN ORGANIZING DATA.
    • 4. ANALYSIS OF DATA PATTERNS INFERENCES AND SOURCES OF ERRORS.
    • 5. COMMUNICATE THE RESULTS. (PRESENTATION)
  41. ATTITUDES (DISPOSITION) THAT PROMOTE EFFECTIVE THINKING. NAME 4
    1. SUSPEND JUDGEMENT UNTIL EVIDENCE IS PRESENTED.

    2. TORRANCE FOR AMBIGUITY

    3. TENDENCY TO QUESTION RATHER THAN ACCEPT AUTHORITY

    4. WILLINGNESS TO BELIEVE CREDITABLE EVIDENCE.
  42. NAME 6 ELEMENTS OF CRITICAL THINKING
    • 1. IDENTIFY ISSUES
    • 2. INDENTION RELATIONSHIP BWN ELEMENTS

    3. DEDUCTING IMPLEMENTATIONS

    4. INFERRING MOTIVES


    5. CREATIVITY. COMBINE INDIVIDUAL ELEMENTS TO MAKE A NEW ONE. 

    6. MAKE ORIGINAL INTERPRETATIONS.
  43. what is THE INSTRUCTIVE INSTRUCTIVE MODELS? (inductive inquiry)
    • teachers ask students to infer a conclusion or a pattern of relationship. 
    • 2 types guided and unguided.
  44. DEFINE GUIDED INDUCTIVE INQUIRY.
    YOU PROVIDE SPECIFIC DATA, BUT STUDENT MAKE THE GENERALIZATIONS.
  45. DEFINE UNGUIDED INDUCTIVE INQUIRY.
    YOU ALLOW THE STUDENTS TO DISCOVER THE SPECIFICS FOR THEMSELVES  BEFORE THEY MAKE THE GENERALIZATIONS.
  46. DEFINE EMPIRICAL EPISTEMOLOGY
    GAIN KNOWLEDGE THUR OBSERVATION OR EXPERIMENT
  47. WHAT ARE GARDNER'S 8 INTELLIGENCES?
    • VOCABULARY/ LINGUISTICS
    • LOGIC/MATH
    • VISUAL/SPATIAL
    • BODY/KINESTHETIC
    • MUSIC/RYTHMIC
    • INTERPERSONAL
    • INTRAPERSONAL
    • NATURALIST
  48. T OR F 
    GARDNER PURPOSE THAT WE ALL HAVE THE 8 INTELLIGENCE  BUT SCHOOLS TEND TO DEVELOP THE FIST TWO, VERBAL AND LOGIC.
    TRUE
  49. WHAT IS THE 9TH INTELLIGENCE?
    EXISTENTIAL INTELLIGENCE.

What would you like to do?

Home > Flashcards > Print Preview