• Goal
• Role
• Audience
• Situation
• Products
• Standards

1. Readiness
2. Interest
3. Profile 
4. Affect

1. Content
2. Process
3. Product
4. Environment

They should by aligned.

Questions should lead student toward the Big Idea.

1. Probe for deeper Meaning and further questioning
2. Help develop critical thinking skills such as...problem solving
3. Should be open-ended and non-judgmental
4. Invite the exploration of ideas.

Explicate

The direct instruction model

1. Review Previously stated material

2.  State Objectives for the lesson

3.  Present new material

4.  Guide practice, assess performance, and provide       corrective feedback

5.  Assign Independent Practice.

6. Review periodically with corrective feedback if  necessary

Explicate

the Suchman Inquiry Model

1. Select a problem and conduct research

2. Introduce the process and present the problem

3. Gather data

4. Develop a theory and verify

5. Explain the theory and state the rules associated with it

6. Analyze the process

7.  Evaluate

Explicate

The Problem-based Inquiry Model

1. Explore the problem

2. Use the Inquiry chart to map learning

3. Share different solutions

4. Take Action

Explicate

Concept Attainment

1. Select and define a concept

2. Develop positive and negative examples

3. Review the concept attainment process with the class

4. Present the examples

5. Generate hypothesis and continue the cycle

6. Develop a concept label and definition

7. Discuss the process with the class

Explicate

Concept Development

1. List as many items as possible that are associated with the subject.

2. Group the items because they are alike in some way

3. Label the groups by defining the reasons for grouping

4.  Re-group or subsume individual items or whole groups under other groups.

5. synthesize the information by summarizing and forming generalizations.

Explicate

The Cause and Effect Model

1. Select the data or topic or problem to be analyzed

2. Ask for causes and support for those causes

3. Ask for effects and support

4. Ask for prior causes and supports

5. Ask for subsequent effects and support

6. Ask for conclusions

7. Ask for generalizations

Explicate

Resolution of Conflict Model

1. List facts pertinent to conflict

2.Identify participant, their actions, motivations and feelings

3. Propose possible solutions and review their effects

4. Determine the best resolution and hypothesize consequences

5. Discuss Similar situations

6. Evaluate and look for other solutions>make generalizations>Evaluate...

Explicate 

the Jigsaw Model

1. Introduce the Jigsaw process

2. Assign students to EXPERT and LEARNING groups

3. Explain the task and assemble the EXPERT groups

4. Allow expert groups to process info.

5. EXPERTS teach in their LEARNING groups

6. Hold individuals accountable

7.  Evaluate the Jigsaw process

Explicate

The Graffiti Model

1. Prepare the graffiti questions and group number and composition

2. Distribute the materials

3. Groups answer questions

4. Exchange questions

5. Return to the original question, summarize, and make generalizations

6. Share info

7. Evaluate the group process

Explicate

The Academic Controversy

1. Students Prepare their positions

2. Students present and advocate their positions

3. Open discussions and rebuttals

4. Reverse positions

5. Synthesize and integrate the best evidence into a joint position

6. Present the group synthesis

7. group discusses positive and negative aspects of experience.

Explicate

The Integrative Model

1. Teacher plans for the integrative model before class

2. Describe, search and compare patterns

3. Explain the similarities and the differences

4. Hypothesize what would happen under different circumstances

5. Summarize and make broad generalizations about the subject.

Explicate

The Socratic Model

1. Teacher chooses written or visual text prior to class

2. Teacher plans and clusters several questions

3. Introduce the model to the students

4. Conduct the discussion

5. review and summarize the discussion

6. Evaluate the discussion

(what the students liked or disliked)

Explicate

The Synectics Model

1. Describe the topic, character, experience, behavior

2. Create direct analogies/ select a category and have students identify items in theat category

3. Describe personal analogies (students pretend to be that item)

4. Identify Conflicts (Pair words that conflict)

5. Create a new analogy (students create another category and identify items in it, and cirlcle conflicting words)

6. take circled words from step 5 and students state similarities to the original topic.

Assuming that you had the power to revise your content area core...

Identify an objective you would add or remove

and defend your position.

I would change the objective under making, of creating paintings using art elements and principles...

and implement a new objective of 

creating art purely for expression of emotion..

Only using elements if they want.

Create indicators for an objective from your core, that

demonstrate the difference among 3 levels of Bloom's Taxonomy

(Identify the Level)

Standard 2: Perceiving

Objective A: Critique Paintings

a.Evaluate the personal meaning in works of art.

b. Analyze the tequnique of painting in relation to a particular style or movement.

c. Understand paintings cultural significance.

Distinguish between

TRANSFER KNOWLEDGE
CONCEPTUAL KNOWLEDGE
FACTUAL KNOWLEDGE
PROCEDURAL KNOWLEDGE
META-COGNATIVE KNOWLEDGE 

Transfer: The ability to apply and use knowledge in context.

Conceptual:  the names given to categories formed as a result of classifying factual data.

Factual:Discrete bits of knowledge that provide building blocks for concepts

Procedural:Knowledge of how to do something, what we need in order to perform a task

meta-cognative:The learners ability to analyze, reflect on, and understand their own cognitive learning process.

Distinguish between TOPICAL and OVERARCHING

questions?

(explain why you need both)

Topical:  Unit specific but still promote inquiry.

Overarching: More generalized questions that frame courses and programs of study around big ideas.

To teach students to inquire and uncover information,

about a particular topic and to show the relationship to a big idea.

They provide a framework to provoke and sustain inquiry,

by having no right answer which stimulates ongoing rethinking.

Determine which of the 4 major educational philosophies that have influenced curriculum development

in the US, best aligns with your own curriculum?explain why?

1.perennialism

2. Essentialism

3. Progressivism

4. Reconstructivism

I think Perennialism has a lot of influence in the arts, becaue they both aim to educate the rational person to cultivate the intellect.

Distinguish between formative and summative assessment

and identify 

2 examples of each...

Formative assessment: Assessments done along the way that provide students and teachers with info about students progress toward a goal.

Ex: Question and Answer Session with students

Ex: Exit slip/ short quiz

Summative assessment: Assessments designed to occur at the end of unit of instruction, that usually can be translated into a grade.

Ex:Final painting

Ex: Unit test

Difference between a cooperative learning group and

students working together at the same table?

Cooperative learning groups are generally organized by the teacher and there is a particular activity they are working on and sometimes they have assigned roles, which gives accountability to the students.

Students at the table are usually just working on independent projects.

Distinguish between DIFFERENTIATION and

ACCOMMODATIONS?

Identify 2 examples of each

Differentiation: When you adapt your lesson to a behavior or characteristic of a particular student, in order to better fascilitate their learning style.

ex: Jimmy doesn't like to read, so the teacher lets him listen to the book.

ex:Tina cant sit still so the teacher lets her stand in the back to do her work.

Accommodations: Given to students who have learning disabilities or are labelled ELL, usually are written in an IEP

ex: Joan is dyslexic so she is given extended time to work and her assignments are cut in half.

ex:Juan is learning English and is given preferential seating to be close to the board.

Distinguish among global, educational, and learning objectives.

(where are they articulated or found, give an example of each)

Identify four characteristics of authentic performance assessments

G-R-A-S-P-S

1. Goal

2.Role

3. Audience

4.Situation

5.Product

6. Standards

1.Diagnostic written pretests

2. open-ended questioning

3. Entrance cards/slips

4. Interest surverys or questionaires

Recite in order

Levels of BLOOMS 

cognitive Taxonomy

Remembering

Understanding

Applying

Analyzing

Evaluating

Creating

Identify the steps of Backward Design

and explain how those steps apply to course, unit, and daily planning

STEPS OF BACKWARD DESIGN:

By designing with the end in mind it helps ensure the instruction and asessments are aligned...

1. What students will know

2. What students will understand

3. What students will Do

It will all be aligned if the daily planning is aligned, the unit will be and the course and so on.

Define the four terms

Scope, Focus, Sequence, and Alignment

SCOPE: The big idea that you want the students to take away, that they can apply.

FOCUS:  using open-ended questions, to determine the unit idea related to core standards.

SEQUENCE: Structured way that previous info is used as a stepping stone for the next lesson.

ALIGNMENT: Matching to align with the tests so there is constitency with materials and testing.

Explain what standards are and why we have them?

Standards provide the basis for a general understanding of what is to be taught in schools and what kind of performance is to be expected.

We have them to create accountability for teachers and to combat mediocrity and underachievement in our schools.