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Definition
| Broad, abstract, inclusive |
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Definition
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| Specific, concrete, observable, measurable |
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| PIVOT, list, group, describe, indentify, compose, contrast, analyze, synthesize, diagram |
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Definition
| Plot, point, fill in venn diagram |
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Term
| Both goals and objectives |
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Definition
| Consisten with standards at national/state level (thematic standards, content standards, performance standards) Fit with TEAM and TIGER and other models. |
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Term
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Definition
| Text, trade books, graphic organizers, vocabulary lists, video, web sites, review sheets, work sheets |
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Term
| God can create from nothing.... |
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Definition
| You can't. You need these materials! |
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Term
| Assumed background knowledge and/or skills |
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Definition
| They can reason IF....THEN.... |
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Term
| Introduction (Set/Set introduction) |
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Definition
| 1) Focus attention 2) Relate to previous learning (lesson/unit) 3) Relate to personal frame of reference 4) Provide Smooth transition (from previous lesson, unit, into introduction) 5) Label the learning: tell lesson thrust (objectives) |
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Term
| Body of the lesson (Instruction) |
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Definition
| Involves students through verbal instruction and observable, concrete actions, variety of materials, "Checks for understanding" through practice, observable concrete actions, and student teacher interactions, Higher order thinking skills (factual questions/information, problem solving analogies, comparison, contrast, analysis) |
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Term
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Definition
| Restatement of key points, students verbalize or demonstrate "one last time", relate to next lesson or unit. |
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