Skill 3 - FTCE Developmental Knowledge

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  1. Developmentally oriented teachers approach classroom groups and individual students with a respect for their
    emerging capabilities
  2. Developmentally oriented teachers know that variance in the school performance of different children often results from differences in their
    general growth
  3. A child centered educational program will address the abilities and needs of the students because it takes its cues from students'
    interests, concerns, and questions.
  4. Making an educational program child-centered involves building on the
    natural curiosity children bring to school and asking children what they want to learn.
  5. Well-thought-out planning includes specifying
    behavioral objectives, students' entry behavior, selecting and sequencing learning activities to move students from entry behavior to objective, and evaluating the outcomes of instruction to improve planning.
  6. Planning is a multifaceted activity that includes
    • Determining the order in which activities will be completed.
    • Specification of the component parts of an activity (Including order, materials needed, students & teacher roles, time per activity, number of activities)
    • Judgement of the appropriateness of an activity for a particular situation
    • Specifications of the organization of the class for the activity.
  7. What are some examples of items that hinder teachers from beginning instruction immediately?
    • Attendance
    • Discipline
    • Settling down students
  8. Shifts from one activity to another in a systematic academically oriented way is called,
    management transition
  9. Smoothly transitioning students in groups and clusters rather than one by one is called
    Group fragmentation
  10. Academic transition signals that indicate movement of the lesson from one topic or activity to another by indicating where the lesson is and where it is going is called
    Teacher utterances
  11. These type of interruptions happen when a teacher enforces rules and procedures to be followed by students who are tardy to classier do not have their supplies and so on,
    Controlled interruptions
  12. What is it called when a teacher specifies rules of conduct, explains them, provides practice in their use, and consistently checks student conduct by the rules?
    Rule explication and monitoring
  13. What is it called when a teacher routinizes activities such as passing out papers, moving to get books, writing on the board, etc, and has materials prepared, procedures worked out and everything in order?
    Housekeeping
  14. Environmental preferences such as lighting, noise level, and room temperature are factors that can affect students in various ways and are often directly related to
    Individual leraning styles.
  15. A clear statement of the planning that is needed to develop teacher's objectives that are in accordance with required standards is called
    Instructional goals
  16. Effective lesson plans aid the teacher in preparing the lessons and provide the means for implementing
    the instructional material
  17. What should be included when writing the introduction portion of lesson plans?
    • An outline which instructs the students what they will be learning.
    • Elements which will spark the students' interest in the subject, motivating them to eagerly learn.
    • It should flow smoothly and effortlessly into the body of the lesson.
  18. What should the conclusion portion of lesson plans do?
    Emphasize the main points of the lesson.
  19. What should teachers do once a lesson has been completed?
    Reflect on it, making notes of what to adapt and to evaluate for themselves if they feel the lesson achieved the objective.
  20. According to Marshall Rosenberg, students can be categorized as:
    • Rigid-inhibited
    • Undisciplined
    • Acceptance-anxious
    • Creative
  21. How does Rosenberg describe the creative learner?
    As an independent thinker, one who maximizes his/her abilities, can work alone, enjoys learning, and is self-critical.
  22. What are some of the weaknesses found in textbooks?
    • Lots of pictures and illustrations
    • Avoidance of controversy in social studies textbooks
    • Lack of emphasis on problem solving in science textbooks
  23. What type of tests are usually found in textbooks? What do these tests not measure?
    • Achievement tests
    • The students' inherent ability or aptitude
  24. What are some reasons that students may learn at different paces?
    • Prior experiences
    • Personal situations
    • Abilities 
    • Interests
  25. What are teacher-led groups?
    • Whole-class instruction such as lectures or mini-lessons.
    • Small-group instruction such as guided reading.
    • Teacher-directed activities such a workshops.
  26. What are student groups?
    • Collaborative groups such as circle sharing
    • Performance-based groups such as group study or interviews
    • Student dyads (pair work) such as "think, pair, share"
  27. This program of study, describes a movement toward integrated lessons that enables students to make connections across curricula.
    Integrated curriculum
  28. Characteristics of integrated curriculum:
    • A combination of subjects
    • An emphasis on projects
    • Sources that go beyond textbooks
    • Relationships among concepts
    • Thematic units as organizing principles 
    • Flexible schedules
    • Flexible student groupings
  29. This type of curriculum views learning and teaching in a holistic way and reflects the real world, which is interactive.
    Integrated curriculum
  30. Play is a very important part of human development which helps to teach
    • Basic values such as sharing and cooperation
    • That taking care of oneself is good for human beings and further creates a more enjoyable society
  31. The stages of play development move from what (in infancy) to what (in early childhood)?
    Solitary to cooperative

Card Set Information

Author:
hzirkle
ID:
316533
Filename:
Skill 3 - FTCE Developmental Knowledge
Updated:
2016-03-16 03:30:43
Tags:
Skill FTCE Developmental Knowledge
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FTCE Developmental Knowledge
Description:
Skill 3 - FTCE Developmental Knowledge
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