FELE Subtest 1

FELE Subtest 1 school's learning goals based on the state's adopted student academic standards and the district's adopted curricula student learning results evidenced by student performance and growth on statewide assessments motivational theory those who were dissatisfied with their job were most concerned with working conditions while those who were most satisfied had feelings of achievement, growth, and recognition extrinsic motivation when we are motivated to perform a behavior or engage in an activity in order to earn a reward or avoid a punishment examples of extrinsic motivation studying b/c you want to get a good grade; cleaning your room to avoid being reprimanded by your parents intrinsic motivation engaging in a behavior because it is personally rewarding; essentially, performing an activity for its own sake rather than the desire for some external reward examples of intrinsic motivation participating in a sport because you find the activity enjoyable; solving a word puzzle b/c you find the challenge fun and interesting change theory there are driving forces or factors that create pressure for change, and resisting forces or factors that inhibit change unfreezing reducing the resistors or increasing the driving forces moving development of new ideas and implementation refreezing creating a stabilization or equilibrium theories of intelligence each person possess eight different types of intelligences to varying degrees cooperative learning arranges students in heterogeneous ability level groups where the students work together to accomplish a shared goal differentiated instruction diagnoses students readiness, interest, and learning profile and then engages students in a continual progression of challenging work problem-based learning beings with a practical problem of the real world and subject matter is organized around the problem thematic instruction brings together various disciplines by focusing on a theme, issue, problem, or topic hands-on learning learning by doing where learners are actively involved in the learning process active learning involves students in doing things and thinking about the things they are doing student-centered learning the student is the center of the learning process higher order thinking skills includes critical thinking, analysis and problem solving, and hypothesizing vertical planning planning from one grade to another in one subject horizontal planning integration of the curricula that are available to a student at a given time spiral curriculum continuity from one grade to the next grade sequence the order in which educational experiences are developed with students scope the breadth, variety, and types of educational experiences learning community organization of administrators, faculty, and staff into teaching teams where each team is responsible for a common group of students interdisciplinary curriculum when the disciplines are integrated so that connections are overtly made from discipline to discipline curriculum alignment the extent to which teachers implement an adopted structured curriculum which is measured by standardized achievement tests or criterion-referenced tests student engagement the degree of attention, curiosity, interest, optimism, and passion that students show when they are learning or being taught, which extends to the level of motivation they have to learn and progress in their learning standardized achievement tests compare the performance of students to the performance of a normative group criterion-referenced test used to determine if a student has mastered specific material performance assessment or alternative assessment ask students to perform, create, or produce formative ongoing assessment that occurs in the short term, as learners are in the process of making meaning of new content and of integrating it into what they already know interim assessment takes place occasionally throughout a larger time period Summative Assessment takes place at the end of a large chunk of learning, with the results being primarily for the teacher's or school's use. screening measures assessment tools designed to collect data for the purpose of measuring the effectiveness of core instruction and identifying students needing more intensive interventions for support diagnostic measures formal or informal assessment tools that measure skill strengths and weaknesses, identify skills in need of improvement, and assist in determining why a problem is occurring portfolio collection of individual students' work that results from participation in a developmental process Rubric or Scale