ABCTE PTK 2023 with verified questions and answers

Objective What the student should learn Direct approach to a lesson Incremental steps under the teachers guidance to a solution to a problem Student directed lesson Students receive the procedure and complete at their own pace Key to well planned instruction Structure Key to class control Establish rules and boundaries Key to content expertise Present understandable memorable lessons Key to teaching techniques Be flexible Pedagogy The how of teaching Key to continuing to learn Be a lifelong learner and work with peers Key to organization Provide consistency in resources, lesson plans, etc. Key to maintaining records Protects the teacher Key to maintaining expectations for students Push the kids realistically Key to modeling professionalism See the profession as beyond the classroom Key to using creativity and individuality Not everyone or every class period is the same Key to displays and promotes student work It motivates the kids Key to positive attitude It affects all at school Key to demonstrating calm in crisis You are never alone and procedures Key to remaining loyal Support the rules Key to caring for students Forgive the kids and see them as individuals Key to creating a welcoming environment Create a home PDM Progressive discipline model IEA Introductory engagement activity Bad students Don't always leave. Don't regret something Class is not a Power struggle Well planned lessons Utilize all the time to prevent problems Student centered lessons Require less student control effort Classroom configuration Maximize instruction and minimize problems Reacting to a problem Slow and correct Summative Assessment Assessment at the end of the instruction Formative Assessment assessment during the course of instruction rather than after it is completed 3 sources of community support Visibility, support for events/issues, and membership Parents will help more if they Receive feedback Discipline aid Appropriate, immediate, decisive Designing a curriculum Determine time needed, write assessment, teach skills, review for assessment, give assessment, evaluate effectiveness, redesign and repeat Objectives Easy to turn into test questions Required reading for all new teachers Local curriculum guide Assessments inform Instruction Pace of instruction depends on Nature of students, difficulty of material, and curricular goals Rule 1 for teachers Meet the needs of the students Rule 2 for teachers It isn't about how much you teach but how much they remember Rule 3 for teachers Students performance depends on teachers ability to prepare appropriate lessons Learning cycle Exploration, concept introduction, concept application Concept introduction Teaching stage or guided discovery Exploration stage The stage that involves more in-depth interactions Concept application stage Apply new skills to new situations active learning Involving the students more in the lesson Warm up Focuses attention on a meaningful task, prepare students for learning Lecture Teacher talking to the students Demonstrations Perform some instructional act/ showing a technique, process, or procedure Worksheets Support classroom learning in practice or higher level thinking Gallery walk Observe and think about instructional items around the room Technology Allows differentiation, reinforcement of lesson and present new info to faster learners CAI Computer assisted instruction Webquest Teacher created activity to use internet to guide students through websites Graphic organizers Shows connectedness of topics Frayer model Vocabulary categorization (is, is not, examples and non examples) Concept attainment Helping them find the topic by explaining what it is and isn't Concept mapping Graphical representation for how concepts connect KWL - What you know, what you want to know, what you learned Questioning Measure students understand in and promote student thinking 4 types of questions Recall, open ended, probing, guiding Instructional responses Clarifying, paraphrasing, non-judgmental, advisory Clarifying responses Reword thinking to eliminate extra or unnecessary info Paraphrasing responses Restating the words to repeat the answer for learning purpose Non-judgmental responses Neutral communication that promotes the lesson and continues it Advisory responses Prompt them to remember the important part Recitation Recall type questions and answers to see their understanding Piggyback Encourages more answers following one from a student Round robin responses Teacher asks a question and students respond in an orderly way moving circles Ask a question and a group responds then based on that the other group responds Mimic or echo Teacher asks them to a great a response in their own words Role playing Personalized the instruction and allows students to learn while creative Brainstorming Interactive method to generate lots of ideas about a particular subject Chunking Break assignments into smaller units that are easier accomplished by students Guest speaker Using the resources of the community Laboratory activities Push student honking to a new level Reciprocal teaching The teacher and the student engage in a discussion of the text SQ3R Survey, question, read, recite, review (relate) Word wall Reference for vocabulary words Sticky notes Used for numerous ways in the classroom (graph, notes, etc.) Reworking on the board Some on the board and some in the seat working on problems Review games Practice and reinforce what they've learned Field trips Experiences and insights that cannot be duplicated in the classroom Flexible grouping Groups that change as the students' learning needs change Nominal brainstorming Everyone's answers and then a secondary answer Think-pair-share Write an answer, then pair up and share, then could present or group again Cooperative learning groups Work together in groups to complete an assignment Flash cards Memory building for group, pair, or individual Interview Provides reporting and undresses student interaction Group discussion Most be posed broad enough for an open discussion or guided discussion Learning centers Mini lesson for the students to utilize all at once Jigsaw Experts on a topic then they move and teach the info to the others RAFT Role, audience, format, topic Individual work Builds self confidence and meta cognitive strength Direct silent reading Explain the reason why they are reading Internet search Helps find out more about curricular topic Portfolio Collection of student work to demonstrate their achievement Projects Give students freedom and creativity in investigating, compiling, and displaying a topic Minute paper Give 3-5 minutes to explain what they've learned Double entry notebook Organize their learning and identify areas of importance. Communication between teacher and student Highlighting Help emphasize important concepts ideas and skills Differentiation Teachers treat students based on their academic needs Tiered lessons Different modalities all used within a lesson Summary go around Every students names something they learned Exit slip Students write something they learned or don't get on a card and give on their way out Blooms taxonomy Knowledge, comprehension, application, analysis, synthesis, evaluation deductive reasoning general to specific inductive reasoning specific to general Socratic Method a method of teaching by question and answer Synectics Type of brainstorming that relies on analogies and metaphors Accountability Use of assessment results and student data to influence important educational decisions Assessment Process of documenting in measurable terms, knowledge, skills, attitudes, and beliefs Authentic assessment Measures students performance on real life situations, problems, and tasks Benchmark Detailed description of the current performance level of a student in reference to a curricular unit Biased assessment Presence of some characteristic that may unfairly influence the students score Criterion referenced assesment Compares individuals performavr to a specific standard or learning objective Formal Assessments Planned events that are scored and contribute to a students grade Formative assesment Repeated collecting of info that monitors students learning as part of a class or program to improve instruction Informal assesment Embedded into instruction and are less high risk than formal assessment Ipsative Assessment Measure that compares a students personal best with subsequent assessments over the same event or topic Norm Referenced Assessment Student performances are compared to larger norm groups Objective assessment Only one correct answer, can be formative or summative Peer assessment Evaluation of learning by ones own peers Performance based assessment Gathers date through a systematic observation and measure student prowess by evaluating the data based on predetermined criteria Portfolio Assessment Collection of work that is used to make judgments about student achievement Reliability The degree to which results of an assessment are consistently able to get the same measure for student knowledge and skills Rubric Set of standards or criteria that define for both the teacher and students the range of acceptable and unacceptable performance self assessment Process of evaluating ones own level of mastery Standards Predetermined level of accomplishment that students are expected to meet or exceed Subjective assessment Type of assessment where there is more than one correct answer or more than one way to express the answer Summative Assessment test of how much a student has learned or not learned Validity Extended to which an assessment measure what is intended to measure and the extent to which decisions made are accurate Frequency distribution Easily converts to a histogram Normal curve Statistical derivation that serves as a basis for understanding data but is seldom found in an intact real world Standard deviation A measurement of the variance of measurements Correlation Does not prove cause and effect but can be used as a predictive statistic Scatter plots Graphic presentation of correlations Create Highest level of blooms taxonomy and produce original work Evaluate 2nd highest in blooms taxonomy and you justify a decision Analyze 3rd highest of blooms taxonomy and you draw connections among ideas Apply 3rd level of blooms taxonomy and use information in new situations Understand 2nd level of blooms taxonomy and you explain ideas or concepts Remember 1st level of blooms taxonomy and you recall facts and basic concepts Diagnostic Assessment Looks back on prior student learning and provides data that connects to new learning normal distribution bell curve Percentile How many scores were in that section of the scores Quartiles the numbers that separate the set into four equal parts frequency distribution A summary chart, showing how frequently each of the various scores in a set of data occurs Histogram a bar graph depicting a frequency distribution Positive skew Majority scored low