AB
,CTE PTK Exam Study Guide | Bloom’s
Taxonomy, Curriculum, Lesson Planning,
The highest level in Bloom's Taxonomy. Includes verbs such as: assess, create, compare, solve,
judge, recommend, rate, relate, criticize, evaluate, summarize, appraise.
Evaluate
The second highest level in Bloom's Taxonomy. Includes verbs such as design, compose, invent,
hypothesize, develop, construct, produce, plan, create, organize.
Synthesis
A middle level in Bloom's Taxonomy. Includes verbs such as compare, analyze, classify,
distinguish, categorize, differentiate, infer, survey, select, prioritize.
Analysis
A middle level in Bloom's Taxonomy. Includes verbs such as organize, generalize, prepare,
produce, choose, apply, solve, draw, show, paint.
Application
a lower level in Bloom's Taxonomy. Includes verbs such as match, restate, paraphrase, give
examples, express, illustrate, explain, defend, distinguish, summarize, interpret, interrelate.
comprehension
The lowest level in Bloom's Taxonomy. Includes verbs such as select, list, name, define, describe,
memorize, label, identify, recite, state, recognize.
knowledge
Curricular standards communicate what?
what, when, and how to teach
what lesson plans are designed to meet or achieve
standards
the most important educational document
the lesson plan
what does curriculum contain?
,objectives, sample lessons, assessments, procedures, materials/equipment needed, activities,
samples of student work
what the student is supposed to learn
objective
methods of determining effectiveness of the lessons
assessments
What was the purpose of No Child Left Behind and the Every Student Succeeds Act?
to create a standardized curriculum for each subject area
what is curriculum?
what the students are supposed to learn as a result of a specific educational sequence of events
anchor papers
the reference for all other work; what is expected by students
Who can help translate curriculum?
administrators and content specialists
order the steps of instruction: re-design, teach, repeat, review, give assessment, write
assessment, identify time limit of unit, evaluate instruction, review for assessment
1. identify time limit of unit
2. write assessment
3. teach
4. review for assessment
5. give assessment
6. evaluate instruction
7. re-design
8. repeat
Objectives should be specific enough that they can be used as ____________ questions.
Exam
Lesson Objectives: what the students will ___________________ by the end of the lesson.
accomplish
Agenda Items: what the class will ___________ to meet the lesson objectives.
, do
Pacing of material is dependant upon 3 things
1. nature of students
2. nature of material
3. goals of the teacher
periodic measuring devices that indicate student growth and also verify successful lessons
assessments
should you schedule assessments based on the calendar date or the progress of the class?
based on progress of the class
Who do you need to know before you begin planning lessons?
your students
who can help you get to know your students?
prior teachers, counselors, administrators, other colleagues
How much repetition is enough?
as much as possible until mastery is acheived
What should inform your instruction?
assessments
Name three important things to consider when choosing a seating arrangement.
1. visibility of students
2. movement by the teacher
3. space for isolation
4. students should always be in front of the teacher
5. utilize a second teacher's desk in the room
6. considers the distance between students
what is fostered when students are seated close together or in groups?
interaction between students
when should you prepare class rules and their consequences?
BEFORE school begins
,CTE PTK Exam Study Guide | Bloom’s
Taxonomy, Curriculum, Lesson Planning,
The highest level in Bloom's Taxonomy. Includes verbs such as: assess, create, compare, solve,
judge, recommend, rate, relate, criticize, evaluate, summarize, appraise.
Evaluate
The second highest level in Bloom's Taxonomy. Includes verbs such as design, compose, invent,
hypothesize, develop, construct, produce, plan, create, organize.
Synthesis
A middle level in Bloom's Taxonomy. Includes verbs such as compare, analyze, classify,
distinguish, categorize, differentiate, infer, survey, select, prioritize.
Analysis
A middle level in Bloom's Taxonomy. Includes verbs such as organize, generalize, prepare,
produce, choose, apply, solve, draw, show, paint.
Application
a lower level in Bloom's Taxonomy. Includes verbs such as match, restate, paraphrase, give
examples, express, illustrate, explain, defend, distinguish, summarize, interpret, interrelate.
comprehension
The lowest level in Bloom's Taxonomy. Includes verbs such as select, list, name, define, describe,
memorize, label, identify, recite, state, recognize.
knowledge
Curricular standards communicate what?
what, when, and how to teach
what lesson plans are designed to meet or achieve
standards
the most important educational document
the lesson plan
what does curriculum contain?
,objectives, sample lessons, assessments, procedures, materials/equipment needed, activities,
samples of student work
what the student is supposed to learn
objective
methods of determining effectiveness of the lessons
assessments
What was the purpose of No Child Left Behind and the Every Student Succeeds Act?
to create a standardized curriculum for each subject area
what is curriculum?
what the students are supposed to learn as a result of a specific educational sequence of events
anchor papers
the reference for all other work; what is expected by students
Who can help translate curriculum?
administrators and content specialists
order the steps of instruction: re-design, teach, repeat, review, give assessment, write
assessment, identify time limit of unit, evaluate instruction, review for assessment
1. identify time limit of unit
2. write assessment
3. teach
4. review for assessment
5. give assessment
6. evaluate instruction
7. re-design
8. repeat
Objectives should be specific enough that they can be used as ____________ questions.
Exam
Lesson Objectives: what the students will ___________________ by the end of the lesson.
accomplish
Agenda Items: what the class will ___________ to meet the lesson objectives.
, do
Pacing of material is dependant upon 3 things
1. nature of students
2. nature of material
3. goals of the teacher
periodic measuring devices that indicate student growth and also verify successful lessons
assessments
should you schedule assessments based on the calendar date or the progress of the class?
based on progress of the class
Who do you need to know before you begin planning lessons?
your students
who can help you get to know your students?
prior teachers, counselors, administrators, other colleagues
How much repetition is enough?
as much as possible until mastery is acheived
What should inform your instruction?
assessments
Name three important things to consider when choosing a seating arrangement.
1. visibility of students
2. movement by the teacher
3. space for isolation
4. students should always be in front of the teacher
5. utilize a second teacher's desk in the room
6. considers the distance between students
what is fostered when students are seated close together or in groups?
interaction between students
when should you prepare class rules and their consequences?
BEFORE school begins
