WorksheetsConcepts of Clarity
Total questions: 10
Worksheet time: 5mins
A learning target is
a list of signals to the learner about the destination and a map of how they will get there.
a daily statement of what the learner is expected to learn in a given lesson.
a subset of the grade-/content-specific standards that a learner is guaranteed to know and be able to do by the end of the school year.
the minimum a student must learn to reach high levels of learning.
The success criteria are
a list of signals to the learner about the destination and a map of how they will get there.
a daily statement of what the learner is expected to learn in a given lesson.
a subset of the grade-/content-specific standards that a learner is guaranteed to know and be able to do by the end of the school year.
the minimum a student must learn to reach high levels of learning.
The essential standards are
a list of signals to the learner about the destination and a map of how they will get there.
a daily statement of what the learner is expected to learn in a given lesson.
a subset of the grade-/content-specific standards that a learner is guaranteed to know and be able to do by the end of the school year.
the minimum a student must learn to reach high levels of learning.
Power standards are
a list of signals to the learner about the destination and a map of how they will get there.
a daily statement of what the learner is expected to learn in a given lesson.
a subset of the grade-/content-specific standards that a learner is guaranteed to know and be able to do by the end of the school year.
the minimum a student must learn to reach high levels of learning.
A learning progression is
a list of signals to the learner about the destination and a map of how they will get there.
a carefully sequenced lesson that moves learner thinking from lower to higher complexity.
a subset of the grade-/content-specific standards that a learner is guaranteed to know and be able to do by the end of the school year.
the minimum a student must learn to reach high levels of learning.
Bloom's Taxonomy is
the depth of thinking the learner will engage in as they move through the learning progression.
a four-step model of thinking developed to respond to the shift toward standards-based instruction, researched-based theory, and a wider range of factors that affect how learners think.
tasks specific rules, skills, actions, and sequences of actions employed to reach goals" a student uses in the classroom
a six-step model of thinking to promote higher forms of thinking, moving from remembering and understanding, to analysis, to creation
verbal knowledge or factual knowledge
Marzano's Taxonomy is
the depth of thinking the learner will engage in as they move through the learning progression.
a four-step model of thinking developed to respond to the shift toward standards-based instruction, researched-based theory, and a wider range of factors that affect how learners think.
tasks specific rules, skills, actions, and sequences of actions employed to reach goals" a student uses in the classroom
a six-step model of thinking to promote higher forms of thinking, moving from remembering and understanding, to analysis, to creation
verbal knowledge or factual knowledge
Declarative knowledge is
the depth of thinking the learner will engage in as they move through the learning progression.
a four-step model of thinking developed to respond to the shift toward standards-based instruction, researched-based theory, and a wider range of factors that affect how learners think.
tasks specific rules, skills, actions, and sequences of actions employed to reach goals" a student uses in the classroom
a six-step model of thinking to promote higher forms of thinking, moving from remembering and understanding, to analysis, to creation
verbal knowledge or factual knowledge
Procedural knowledge is
the depth of thinking the learner will engage in as they move through the learning progression.
a four-step model of thinking developed to respond to the shift toward standards-based instruction, researched-based theory, and a wider range of factors that affect how learners think.
tasks specific rules, skills, actions, and sequences of actions employed to reach goals" a student uses in the classroom
a six-step model of thinking to promote higher forms of thinking, moving from remembering and understanding, to analysis, to creation
verbal knowledge or factual knowledge
Cognitive complexity is
the depth of thinking the learner will engage in as they move through the learning progression.
a four-step model of thinking developed to respond to the shift toward standards-based instruction, researched-based theory, and a wider range of factors that affect how learners think.
tasks specific rules, skills, actions, and sequences of actions employed to reach goals" a student uses in the classroom
a six-step model of thinking to promote higher forms of thinking, moving from remembering and understanding, to analysis, to creation
verbal knowledge or factual knowledge
