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ECED 280- Chapter 5 ECED 280- Chapter 5
Typology: Exams
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define goal - ✔general expressions of our values that give us a sense of direction goals: -written _______ enough to be acceptable to a ________ number of individuals - ✔-broad, large (teachers, administrators, parents, and US tax payers) goals are important because they ________ our _______ and give learners, their parents, and the community the ________ you are teaching the _______ you have planned, which then __________ them to become actively ___________ in the learning process. - ✔Goals are important because they EXPRESS our VALUES and give learners, their parents, and the community the REASONS you are teaching the LESSONS you have planned, which then MOTIVATES them to become actively ENGAGED in the learning process. define standards - ✔derived from goals to more specifically identify what must be accomplished and who must do what in order to meet the goals standards: -derived from ______ -express goals from whos point of view? -identify.... -can ______ & _______ teachers, students, and schools to become actively engaged in and committed to meeting the _____ - ✔-goals -teachers, students, or schools pov -identify what teachers must teach, and what students must learn, and schools must do -energize & motivate, goals ___________ & ________ can answer the question "Why am i teaching this?" - ✔standards & goals goals and standards:
one outcome from the development of standards has been the awareness that __________ at all levels of schooling has been focused on ____________, ________, and ________ _________. Because of this a new THINKING CURRICULUM was developed. - ✔instruction memorization, drill, and workbook exercises new thinking curriculum: -focuses on teaching learners how to.... -adequately measure what skills? -extends to the quality of ______ and teacher _____________, such as ___________ testing and new requirements for teacher _________ - ✔-think critically, reason, and problem solve in authentic, real-world contexts -complex cognitive skills -teaching, education, such as competency testing and rew requirements for teacher certification Praxis II series test: -taken after..... -test questions cover... - ✔-completion of bachelor degree in elementary/middle school education -material a teacher needs to know, principles/processes of teaching, basic understanding of curriculum planning, design and assessment, and real-world examples to reverse the role in teaching the students how to think, reports have suggested that schools should require students to study both the _____ and more _______ content areas. -this would require complex thinking skills in authentic _________ _______ context, ___________, higher _________ and _________ standards, and ________ of what students can actually do with the learned information. - ✔-core and more advanced content areas -require complex thinking skills in authentic PROBLEM-SOLVING contexts, HOMEWORK, higher ASSESSMENT and GRADING standards, and ASSESSMENT of what students can actually do with the learned information. mastering thinking skills-such as problem solving. decision making, and making value judgements- was considered important because.... - ✔these skills are required in the advanced grades, in the world of work, and to gain admittance to advanced education and training opportunities. common core state standards: -represent.... -these standards set what types of goals for student performance? -these goals ^^^ are based on.... - ✔-expectations for student knowledge and skills for grades K-12. -skill and thinking goals -evidence about what is required for success in school and beyond. 5 criteria used in developing the Common Core Standards: - ✔1. rigorous
-conditional statements within a behavioral objective can be __________ or
-choose conditions that are..... - ✔-assume different conditions -tests -singular or multiple -realistic (authentic, real life circumstances) stating criterion levels: -specify the level of ___________ required to meet the _________ -reveals the ___________ necessary for the behavior to be observed -define criterion level -criterion levels should be taken as _____________ ________ -they should indicate the approx. _________ ____ ________ needed to perform the behavior in another setting, grade, or real world. -should be __________ periodically - ✔-performance, objective -procedures -the degree of performance desired or the level of proficiency that will satisfy you that the objective has been met. -educated guesses -degree of proficiency -adjusted criterion levels: -typically set to establish a ____________ ______ _______ -always consider criterion levels to be ________ and ___________ on your evaluation of how well students can use the behavior at times beyond the classroom examples of criterion levels - ✔-benchmark for testing -adjustable and dependent ex. # of items correct on a test, completion with a certain degree of accuracy, completion within a prescribed time limit define expressive objective - ✔objective that allows for a variety of correct responses or for studetns to express themselves in a variety of wats for which there is no single correct answer -keep objectives ________ - ✔-simple cognitive domain: -define -list the 6 levels from least complex/authentic to most complex/authentic - ✔-development of intellectual abilities and skills
cognitive domain: -declarative knowledge -procedural knowledge -metacognitive knowledge - ✔-aka factual, contains facts, concepts, rules and generalizations to a specific area or topic. ex parts of a shoe -knowledge of how to do things. (action sequences or procedures) ex. how to tie a shoe
✔-student to display behavior consistent with a single belief or attitude in situations where he or she is neither forced nor asked to comply. -Students are expected to demonstrate a preference or display a high degree of certainty and conviction ex. The student will express an opinion about disarmament when national events raise the issue affective objective-organization: -require a commitment to a set of _______ - ✔-values -ex. The student will be able to compare alternative modes of public transportation and decide which ones are compatible with his or her beliefs. affective objective-characterization: -require all behavior displayed by the student will be ________ with their _________ -student has __________ their values into a system representing a __________ - ✔-consistent with their values -intregrated, philosophy -ex. The student will exhibit a helping and caring attitude toward students with disabilities by assisting them both in and out of the classroom psychomotor domain: -5 levels -as behaviors move from least to most complex/authentic, behavior changes from _______ to _______ motor skills - ✔1. imitation (least)
-require student to perform an action ________ of either a _________ model or written
-studetns are expected to ________ the action with ________ and to reduce _______ to a minimum - ✔-independent, visual, directions -reproduce, control, errors -ex. The student will be able to balance a light pen sufficiently to place it against the computer screen to identify misspelled words PM objective- articulation: