Exam (elaborations) ABCTE

The highest level in Bloom's Taxonomy. Includes verbs such as: assess, create, compare, solve, judge, recommend, rate, relate, criticize, evaluate, summarize, appraise. Evaluate The second highest level in Bloom's Taxonomy. Includes verbs such as design, compose, invent, hypothesize, develop, construct, produce, plan, create, organize. Synthesis A middle level in Bloom's Taxonomy. Includes verbs such as compare, analyze, classify, distinguish, categorize, differentiate, infer, survey, select, prioritize. Analysis A middle level in Bloom's Taxonomy. Includes verbs such as organize, generalize, prepare, produce, choose, apply, solve, draw, show, paint. Application a lower level in Bloom's Taxonomy. Includes verbs such as match, restate, paraphrase, give examples, express, illustrate, explain, defend, distinguish, summarize, interpret, interrelate. comprehension The lowest level in Bloom's Taxonomy. Includes verbs such as select, list, name, define, describe, memorize, label, identify, recite, state, recognize. knowledge Curricular standards communicate what? what, when, and how to teach what lesson plans are designed to meet or achieve standards the most important educational document the lesson plan what does curriculum contain? objectives, sample lessons, assessments, procedures, materials/equipment needed, activities, samples of student work what the student is supposed to learn objective methods of determining effectiveness of the lessons assessments What was the purpose of No Child Left Behind and the Every Student Succeeds Act? to create a standardized curriculum for each subject area what is curriculum? what the students are supposed to learn as a result of a specific educational sequence of events anchor papers the reference for all other work; what is expected by students Who can help translate curriculum? administrators and content specialists order the steps of instruction: re-design, teach, repeat, review, give assessment, write assessment, identify time limit of unit, evaluate instruction, review for assessment 1. identify time limit of unit 2. write assessment 3. teach 4. review for assessment 5. give assessment 6. evaluate instruction 7. re-design 8. repeat Objectives should be specific enough that they can be used as ____________ questions. Exam Lesson Objectives: what the students will ___________________ by the end of the lesson. accomplish Agenda Items: what the class will ___________ to meet the lesson objectives. do Pacing of material is dependant upon 3 things 1. nature of students 2. nature of material 3. goals of the teacher periodic measuring devices that indicate student growth and also verify successful lessons assessments should you schedule assessments based on the calendar date or the progress of the class? based on progress of the class Who do you need to know before you begin planning lessons? your students who can help you get to know your students? prior teachers, counselors, administrators, other colleagues How much repetition is enough? as much as possible until mastery is acheived What should inform your instruction? assessments Name three important things to consider when choosing a seating arrangement. 1. visibi