It is defined as the process of relating learning content specified in the curriculum to local information and materials from the learner’s community

What is the law that pertains to contextualization and localization?

Learning in the context of life experience, or relating, is the kind of contextual learning that typically occurs with very young children.

Learning in the context of existing knowledge, or transferring, uses and builds upon what the student has already learned.

Learning in the context of exploration, discovery, and invention.

This happens most commonly through text, video, labs, and activities, and these contextual learning experiences are often followed up with firsthand experiences such as plant tours, mentoring arrangements, and internships.

The experience, not only helps the majority of students learn the material, it also is consistent with the real-world focus of contextual teaching.

It is an interactive reading experience that occurs when students join in or share the reading of a book or other text while guided and supported by a teacher.

It is sometimes called small-group learning, is an instructional strategy in which small groups of students work together on a common task.

It is to develop fluent readers by providing time during the school day for students to select a book and read quietly.

In the Four conditions that improve the practice of silent reading in classrooms, what is not mentioned?

They developed Scaffolded Silent Reading (ScSR) as an approach to silent reading that addresses many of the four conditions.

Students should be grouped for instruction to maximize opportunities to learn, and the type of grouping can produce different results based on the circumstances.

It may include paper and pencil achievement tests and/or measures of actual student performance or group products.

It should be based on solid content, with grouping used to enhance and customize student learning.

Some tasks are complex and may benefit from clear roles and responsibilities assigned to each student within a group.

It is what the student needs to learn or how the student will get access to the information

These are activities in which the student engages in order to make sense of or master the content

These are culminating projects that ask the student to rehearse, apply, and extend what he or she has learned in a unit

These are the way the classroom works and feels.

It stands for determining What I Know, What I Want to Learn, and reviewing What I Have Learned.

It is a collaborative learning strategy where students work together to solve a problem or answer a question about an assigned reading.

It is a method of teaching and learning where both the students and teacher are working in and out of role.

Use this strategy to guide students through a close analysis of an image.

It is a medium that allows students to make and share stories, while developing their art communication skills.

These are visual charts and tools used to visually represent and organize a student's knowledge or ideas.

It's used to help guide students at their own pace and interest level through a lesson or subject matter.

It consist of two or three overlapping labeled circles. Using two circles, each circle has its own subject, written as a heading or title, and within the overlap area, your student writes the things that the different subjects have in common.

These are easily understood representations of proportional relationships. When trying to compare three or more items to determine which is larger or better-represented

They are more complex visual representations of a process and are probably more suited for older students than younger ones. The steps in a process are shown using boxes connected with arrows.

These are wonderful objects that allow you to discuss your emotions, record dreams or ideas, and reflect on daily life in a safe, private space.

It can give pupils a healthy outlet for surging emotions.

It gives you the chance think about

what you are doing more deeply and to learn from your

experience.

It is a form of writing in its own right, Pupils can also freely generate ideas for other types of writing

It is a style of writing that is used to report news stories in a variety of media formats.

It is an objective summary of the main ideas and arguments that the book's author has presented.

After you finish reading a book to the class (novel, short story or picture book) brainstorm with the class what they think happens to the characters next.

It measures students' ability to apply the skills and knowledge learned from a unit or units of study.

It generally refers to written testing, such as multiple choice, matching, true/false, fill in the blank, etc.

These are an alternative to tests that allow students to engage with their learning in more concrete ways.

It is a collection of student work that can exhibit a student's efforts, progress, and achievements in various areas of the curriculum.

It is the degree to which test results are consistent with repeated measurements. The reliability of a written test is judged by whether it gives consistent measurement to a particular individual or group.

It is the extent to which a test measures what is supposed to measure, and if it is the most important consideration in test evaluation.

It the functionality of tests. A usable written test is easy to give if it is printed in a type size large enough for pupils to read easily. The wording of both the directions for taking the test and the of the test items needs to be clear and concise.

It describes singleness of scoring of a test. Essay questions provide an example of this principle. It is nearly impossible to prevent an instructor ‘s own knowledge and experience in the subject area, writing style, or grammar from affecting the grade awarded.

It is the degree to which a test measures the overall objectives. A written test must sample an appropriate cross section of the objectives of instruction. The instructor has to make certain the evaluation includes a representative and comprehensive sampling of the objectives of the course.

It is the degree to which a test distinguishes the difference between students. In classroom evaluation, a test must measure small differences in achievement in relation to the objectives of the course.

This concept is based on the idea that at the beginning of learning, students need a great deal of support; gradually, this support is taken away to allow students to try their independence.

It takes place first through the literature itself (Walmsley & Walp, 1990) and the way it is organized in thematic units.

Students learn to read, write, and think by having meaningful engagements with more experienced individuals

Giving students options to choose from in what they read, how they read, and how they respond to a piece of literature, we allow them to actively construct their own meanings.

Encouraging

and allowing students to respond to literature, we promote the active

construction of meaning.

A thematic organization in which themes are

carefully developed with related pieces of literature also supports the

activation and development ; by reading several related

selections, as

they read the next selection.

It refers to the different ways literature may be read -- aloud by the teacher, shared, guided by the teacher, cooperatively, or independently.

Self-initiated, in another term are also important instructional strategies to use in literature-based .instruction.

It is a shorter version of the process that you go through to prepare and teach a lesson.

It involves a group of instructors working purposefully, regularly,and cooperatively to help a group of students of any age learn.

It is a method of teaching in which content, instructional technology and pace of learning are based upon the abilities and interest of each learner.

These are formal, informal, straight recitation.

These are using slides,dvd, ppt...etc

Examples are memorizing, interpretive reading (Readers Theater, Chamber Theater), debate, panel forum

Examples are scrapbook making, exhibit/diorama, dramatization, literary map, time line, video/audio scriptwriting

Examples are pair work, buzz group, and group work

These are some strategies and techniques in teaching English:

These are some strategies and techniques in teaching English:

Choose the statement/s that establishes a positive classroom environment

Choose the statement/s that begin lessons by giving clear instructions

Check the statement/s that maintains student attention.

Choose the statement/s that make a smooth transition into next subject