Pedagogy Praxis (5153) Curriculum, Instruction,
and Assessment Questions and Answers
Save
Terms in this set (131)
-an illustrative task or opportunity to perform that
targets the educational objectives for an assignment
and allows students to demonstrate what they have
learned and the progress of their learning
-graphic organizers (allow the presentation of various
information or show how the information was
obtained and learned)
-interviewing others (provide real life experience to a
Describe a variety of
topic studied in class and put a face to the story and
assessment strategies
experience)
-observations (help students see how the topic
appears in real life
-self/peer evaluations (feedback from self or peer
group may be more effective than that from the
teacher)
-portfolios (contain a bit of everything and track how
students have progressed through the assessment)
, -by setting teaching routines (lets students know what
is expected of them)
-modeling incorrect and correct examples of answers
-remind students what to do before transition
Describe four ways to
(occasionally, not all the time)
improve students'
-when students engage in desired behavior,
transition skills
incentives and specific praise should be given
-recognize appropriate behavior
-ignore/punish inappropriate behavior
-actively scan the classroom (monitoring)
-the estimate of the "error" associated with the test-
taker's obtained score when compared to their
hypothetical "true score"
Define: Standard error of -varies from test to test
measurement -should be given in the test manual
-provide a band of scores which we can be fairly
certain the "true" score lies can be calculated from
this figure
1. Proximity- usually set out by the cultural norms
regarding space (proximity may communicate that a
student is off task and should get back to their work
Besides eye contact, facial because the teacher is near them)
expressions, gestures, and 2. Paralinguistics- vocal elements of nonverbal
body orientation, discuss communication like tone, pitch, rhythm, loudness, and
three other aspects of inflection (monotone voices tend to make someone
nonverbal communication be perceived as boring)
techniques 3. Humor- releases stress and tension for both the
teacher and students (fosters a friendly classroom
environment and one that facilitates learning when
used appropriately)
, -generating many ideas about a topic in a short
period of time
-stems from the idea that there is not one right idea,
but that many ideas are possible
Define: Divergent thinking
-breaks one topic into many small parts to gain
insights about the topic as a whole
-effective way for students to start a new topic, and
examine their prior knowledge
-the set ways in which humans send and receive
Define: Nonverbal messages without using words
communication -includes: gestures, facial expressions, proximity,
humor, posture, body orientation, or touching
1. Eye contact- helps to regulate the flow of
communication between two people as well as
registering interest with the topic (conveys warmth,
concern, and directness)
2. Facial expressions- nonverbal communicators
taught to us since birth to convey a variety of
emotions (react positively to, develop positive
Discuss four important
feelings towards, and learn more effectively)
kinds of nonverbal
3. Gestures- includes movements with hands that
communication
sometimes serve no larger purpose than
entertainment or to keep attention or illustrate
valuable concepts
4. Body orientation- conveys the message that you
are either interested or disinterested in the person
speaking to you (learning forward is better that
reclining back in your chair)
1. Listening actively (attentiveness, refrain from making
opinions, reflect on what is said, restate what the
Describe effective speaker said, and summarizing)
communication 2. Controlling the nonverbal message that is being
techniques sent to the speaker (body posture, eye contact,
paralleled body positioning, and positioned at an
equal level)
and Assessment Questions and Answers
Save
Terms in this set (131)
-an illustrative task or opportunity to perform that
targets the educational objectives for an assignment
and allows students to demonstrate what they have
learned and the progress of their learning
-graphic organizers (allow the presentation of various
information or show how the information was
obtained and learned)
-interviewing others (provide real life experience to a
Describe a variety of
topic studied in class and put a face to the story and
assessment strategies
experience)
-observations (help students see how the topic
appears in real life
-self/peer evaluations (feedback from self or peer
group may be more effective than that from the
teacher)
-portfolios (contain a bit of everything and track how
students have progressed through the assessment)
, -by setting teaching routines (lets students know what
is expected of them)
-modeling incorrect and correct examples of answers
-remind students what to do before transition
Describe four ways to
(occasionally, not all the time)
improve students'
-when students engage in desired behavior,
transition skills
incentives and specific praise should be given
-recognize appropriate behavior
-ignore/punish inappropriate behavior
-actively scan the classroom (monitoring)
-the estimate of the "error" associated with the test-
taker's obtained score when compared to their
hypothetical "true score"
Define: Standard error of -varies from test to test
measurement -should be given in the test manual
-provide a band of scores which we can be fairly
certain the "true" score lies can be calculated from
this figure
1. Proximity- usually set out by the cultural norms
regarding space (proximity may communicate that a
student is off task and should get back to their work
Besides eye contact, facial because the teacher is near them)
expressions, gestures, and 2. Paralinguistics- vocal elements of nonverbal
body orientation, discuss communication like tone, pitch, rhythm, loudness, and
three other aspects of inflection (monotone voices tend to make someone
nonverbal communication be perceived as boring)
techniques 3. Humor- releases stress and tension for both the
teacher and students (fosters a friendly classroom
environment and one that facilitates learning when
used appropriately)
, -generating many ideas about a topic in a short
period of time
-stems from the idea that there is not one right idea,
but that many ideas are possible
Define: Divergent thinking
-breaks one topic into many small parts to gain
insights about the topic as a whole
-effective way for students to start a new topic, and
examine their prior knowledge
-the set ways in which humans send and receive
Define: Nonverbal messages without using words
communication -includes: gestures, facial expressions, proximity,
humor, posture, body orientation, or touching
1. Eye contact- helps to regulate the flow of
communication between two people as well as
registering interest with the topic (conveys warmth,
concern, and directness)
2. Facial expressions- nonverbal communicators
taught to us since birth to convey a variety of
emotions (react positively to, develop positive
Discuss four important
feelings towards, and learn more effectively)
kinds of nonverbal
3. Gestures- includes movements with hands that
communication
sometimes serve no larger purpose than
entertainment or to keep attention or illustrate
valuable concepts
4. Body orientation- conveys the message that you
are either interested or disinterested in the person
speaking to you (learning forward is better that
reclining back in your chair)
1. Listening actively (attentiveness, refrain from making
opinions, reflect on what is said, restate what the
Describe effective speaker said, and summarizing)
communication 2. Controlling the nonverbal message that is being
techniques sent to the speaker (body posture, eye contact,
paralleled body positioning, and positioned at an
equal level)
