Competency 3 Vocab

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Competency 3: Designing Effective Planning

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Alysha Adames

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Crucigrama Competency 3 VocabVersión en línea Competency 3: Designing Effective Planning por Alysha Adames 1 Determine if the students comprehend the new learning, which will result in increased correct learning. 2 what the learner will produce at the end of a lesson to demonstrate mastery of the new skill or knowledge. The purposes of _ are to: provide direction for instruction, provide guidelines for assessment, and convey the instructional intent to others. 3 Promote narrowly focused questions; typically there is a specific answer the teacher is expecting. 4 Require students to compose their own ideas. Divergent thinking is utilized in open-ended questions where there is more than one right answer. 5 it focuses on the type of thinking required to complete a task; not the difficulty of the assignment. Therefore, the cognitive demand required in producing the student outcome or product reflects the level of complexity. The levels are: Recall and reproduction, skills and concepts, short-term strategic thinking, and extended thinking. 6 (1916–1994) was an American educator who developed a model for teaching and learning that was widely adopted by schools during the last quarter of the 20th century. This model is the Seven Elements of Lesson Design. 7 a classification system for the cognitive domain. The six levels of cognitive processes starting with the lowest are: Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation. 8 There are seven elements: Anticipatory set, Objective, Input, Modeling, checking for understanding, Guided-Monitored Practice, and Independent practice. 9 the process by which the teacher identifies the components (i.e., the ingredients) of the knowledge or skill essential to the accomplishment of an objective. 10 is used to determine what the students know at the conclusion of the lesson, chapter, or unit. Usually used as a score in the grade book. 11 Provides an environment of exploration and experimentation for students. Engagement, Exploration, Explanation, Elaboration, and Evaluation. 12 is when a teacher identifies the extent of the students’ prior knowledge and determines where to start teaching the new material. 12 2 10 9 5 3 4 6 7 8 11 1

Crucigrama

Competency 3 VocabVersión en línea

Competency 3: Designing Effective Planning

por Alysha Adames

Determine if the students comprehend the new learning, which will result in increased correct learning.

what the learner will produce at the end of a lesson to demonstrate mastery of the new skill or knowledge. The purposes of _ are to: provide direction for instruction, provide guidelines for assessment, and convey the instructional intent to others.

Promote narrowly focused questions; typically there is a specific answer the teacher is expecting.

Require students to compose their own ideas. Divergent thinking is utilized in open-ended questions where there is more than one right answer.

it focuses on the type of thinking required to complete a task; not the difficulty of the assignment. Therefore, the cognitive demand required in producing the student outcome or product reflects the level of complexity. The levels are: Recall and reproduction, skills and concepts, short-term strategic thinking, and extended thinking.

(1916–1994) was an American educator who developed a model for teaching and learning that was widely adopted by schools during the last quarter of the 20th century. This model is the Seven Elements of Lesson Design.

a classification system for the cognitive domain. The six levels of cognitive processes starting with the lowest are: Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation.

There are seven elements: Anticipatory set, Objective, Input, Modeling, checking for understanding, Guided-Monitored Practice, and Independent practice.

the process by which the teacher identifies the components (i.e., the ingredients) of the knowledge or skill essential to the accomplishment of an objective.

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Competency 3 Vocab

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Crucigrama

Competency 3 VocabVersión en línea

por Alysha Adames

Determine if the students comprehend the new learning, which will result in increased correct learning.

what the learner will produce at the end of a lesson to demonstrate mastery of the new skill or knowledge. The purposes of _ are to: provide direction for instruction, provide guidelines for assessment, and convey the instructional intent to others.

Promote narrowly focused questions; typically there is a specific answer the teacher is expecting.

Require students to compose their own ideas. Divergent thinking is utilized in open-ended questions where there is more than one right answer.

(1916–1994) was an American educator who developed a model for teaching and learning that was widely adopted by schools during the last quarter of the 20th century. This model is the Seven Elements of Lesson Design.

a classification system for the cognitive domain. The six levels of cognitive processes starting with the lowest are: Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation.

There are seven elements: Anticipatory set, Objective, Input, Modeling, checking for understanding, Guided-Monitored Practice, and Independent practice.

the process by which the teacher identifies the components (i.e., the ingredients) of the knowledge or skill essential to the accomplishment of an objective.

is used to determine what the students know at the conclusion of the lesson, chapter, or unit. Usually used as a score in the grade book.

Provides an environment of exploration and experimentation for students. Engagement, Exploration, Explanation, Elaboration, and Evaluation.

is when a teacher identifies the extent of the students’ prior knowledge and determines where to start teaching the new material.

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