Vocab Ch 7-9

Reciprocal teaching

• A technique in which one student leader of the class guides the rest of the students in summarizing information.

• Explicit hints concerning what students are about to experience.

• Organizational frameworks that teachers present to students prior to teaching new content to prepare students for what they are about to learn.

• Active student involvement in learning tasks that are meaningful, relevant, and motivating to the student.

Cues

• Teacher actions designed to help students cope with the instructional situation and to keep students on task.

• Include lectures, demonstrations, questions, recitations, practice and drills, and reviews.

• Explicit hints concerning what students are about to experience.

• The students must complete certain activities related to the instructional objectives.

Advance organizers

• Involves having separate classes for students of different abilities.

• Organizational frameworks that teachers present to students prior to teaching new content to prepare students for what they are about to learn.

•  The clustering of students who are judged to be similar in their academic ability into classes for instruction.

• A technique in which one student leader of the class guides the rest of the students in summarizing information.

Student engagement

• A brief overview of intended accomplishments. It often includes a weekly list of expected accomplishments.

• The ability to interact with students in a businesslike, matter-of-fact manner even though you might be experiencing strong emotions.

• Active student involvement in learning tasks that are meaningful, relevant, and motivating to the student.

• Actions or statements that are designed to bring a lesson presentation to an appropriate conclusion.

Teacher-centered approaches

• The students must complete certain activities related to the instructional objectives.

• The clustering of students who are judged to be similar in their academic ability into classes for instruction.

• Include inquiry approaches, discovery learning and problem-solving, role-playing and simulation, gaming, laboratory activities, computer-assisted instruction, and learning or activity centers.

• Include lectures, demonstrations, questions, recitations, practice and drills, and reviews.

Student-centered approaches

• Include inquiry approaches, discovery learning and problem-solving, role-playing and simulation, gaming, laboratory activities, computer-assisted instruction, and learning or activity centers.

• The speed at which a lesson proceeds.

• Include lectures, demonstrations, questions, recitations, practice and drills, and reviews.

• Students working on assignments during class that provide practice or review of previously presented material.

Whole-group instruction

• The clustering of students who are judged to be similar in their academic ability into classes for instruction.

• The entire class is taught as a group.

• When students work in small groups.

• Involves having separate classes for students of different abilities.

Small-group instruction

• Students are following the actions necessary for a particular classroom event to be successful.

• Occurs when a teacher asks the students to stay on a learning task too long, and the students begin to lose interest and get off task.

• Getting the student interested in what is to be taught during the lesson.

• When students work in small groups.

Ability grouping

• Teacher actions designed to help students cope with the instructional situation and to keep students on task.

• Involves having separate classes for students of different abilities.

• The clustering of students who are judged to be similar in their academic ability into classes for instruction.

• The entire class is taught as a group.

Between-class grouping

• A brief overview of intended accomplishments. It often includes a weekly list of expected accomplishments.

• Involves having separate classes for students of different abilities.

• The clustering of students who are judged to be similar in their academic ability into classes for instruction.

• Students are following the actions necessary for a particular classroom event to be successful.