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| an approach to promoting ethical and moral development that combines service to the community with content learning objectives |
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| 1. make content area connections 2. meet needs of early adolscence 3. content area: same amount of time 4. focus on real-life issues |
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| Curriculum in middle schools? |
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| passed in 2001 no social sudies |
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| a curriculum approach to developing student moralit that emphasizes students' moral reasong (relative behaviors) |
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| a curriculum approach to developing student morality suggesting that moral values and positive character traits, such as honesty and citizenship should be emphasized, taught, and rewarded |
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| curriculum in which concepts and skills from various disciplines are combined and related |
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| the curriculum found in textbooks, curriculum guides, standards, as well as other planned formal educational experiences |
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| statements specifying what students should know and what skills they should have upon completeing an area of study (state & proffesional organizations) |
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| the practice of phrohibitng the use of objectionable materials, such as certain books used in libraries or academic classes |
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| a relgious view suggesting that the univers was created by God as described in the Bible |
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| topics often left out of the course of study (ex. racism during the civil war, due to lack of time) |
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| learning experiences that extend beyond the core of the student's formal sutdies |
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| a theory suggesting that certain features of the universe and of living things are so complex that their existence is best explained by an intelligent cause, rather than an undirected process such as natural selection |
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| everything that teachers teach and student learn "WHAT" |
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| 1. increase the revelance (where you can use it) 2. improves achievment (math) 3. promotes collaborative planning |
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| benefits of integrated curriculum (3) |
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| trust, respect, honesty, caring, responsibility, fairness, citizenship |
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| process of requiring students to demonstrate understaind of the topics they study as measured by standardized tests, as well as holding educators at all levels responsible for students' perfomance |
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| national defence education act (math science and foreign languages) |
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| passed in 1958 because of russia's sputnik launch..emphasis on? |
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| 1. student needs: may be different than the book 2. scope: important concepts 3. quality: some not as good as others |
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| reasons to be selective about textbooks |
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| the strategies teachers use to help students reach learning goals in the curriculum (resources, textbooks) "HOW" |
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| emphasis on language arts and math..less emphasis on science and social studies..specials, arts, computers, music, pe, etc |
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| curriculum in elementary? |
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| implicit curriculum (hidden) |
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| the kinds of learning children acquire from the nature and organization of the classroom and school as well as the attitudes and actions of their teacher (real life, time period, have fun) |
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| 1. sex ed 2. moral education 3. service learning 4. intellegint design 5. censorship |
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| 5 curriculum controversies |
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| passed in 1972 to increase involvement in extracurriculars (mens teams = womens teams) |
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| statements that specify what students should know or be able to do with respect to a topic or course of study |
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| an instructional strategy designed to teach well-defined knowledge ands kills that are needed for later learning |
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| the amount of time a teacher pauses after asking a question both before and after calling on a student to answer |
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| a summary that helps students link what they have already learned to what will follow in the next learning activity |
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| the set of teacher actions that maximize the amount of time available for instruction |
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| a form of review occuring at the end of a lesson |
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| the practice of calling on students-both volunteer and nonvolunteer-as equally as possible |
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| activities or materials used to attract and maintain attention during lessons |
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| teacher talk that omits vague terms in questions and explanations |
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| verbal statements within a lesson that indicate one ideas is ending and another is beggining, and suggests connections between the two ideas |
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| how student understanding is measured |
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| the match between learning objectives, learning activies, and assessment |
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| direct, lecture discussion, guided discovery, coopertive learning |
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| refers to the number of times a teacher asks questions during a given period of instructional time |
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| a set of instructional stratgies used to help learners meet specific learning and social interaction objectives in structured groups |
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| information about existing understanding that we use to enhance future understanding |
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| essential teaching skills |
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| abilities that all teachers, including those in their first year, should have in order to maximize student learning |
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| a teachers question or directive that elicits a student response after the student has failed to answer or has given an incorrect or incomplete answer |
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| provides the foundation on whichc school leaders and teachers base thier approached to instruction |
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| verbal and vocal cues and repition used to alert students to important information in a lesson |
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| representations of of content that ideally have all the information in them that students need in order to reach tteachers' learning objectives |
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| an instructional model designed to teach concepts and relationships among them through the use of examples |
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| lessons in which all parts of a teacher's instruction are related, so that the lesson leads to a specific point |
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| 1.condition, under what 2.performance, what 3.criteria, minimum standard |
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| 3 components in a learning objective |
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| prescriptive approaches to teaching designed to helps students acquire a deep understanding of specific forms of knowledge |
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| explantions for learning that focuz on changes in the ways people think that result from their efforts to make sense of the world |
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| organized body of knowledge |
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| topics that connect facts, concepts, geralizations, and principles, and mkae the relationship among them explicit |
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| an instructional model designed to help students acquire organized bodies of knowledge and understand the realtionship of ideas within them |
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| organization, clear communication, questioning, review and closure, feedback |
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| 5 essential teaching skills |
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| learning depends on EXPERIENCES, learners construct NEW knowledge that builds on PRIOR knowledge, learning is enhance by social INTERACTION, learning requires PRACITCE and FEEDBACK |
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Definition
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| reciprocal questioning, scripted questioning, jigsaw II, and STAD (presents, provides, groups...ind but group score) |
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| models of cooperative learning (working together) |
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| select topics, specify learning objectives, plan activies, plan assessment, ensure instructional alignment |
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| 5 steps for planning for effective teaching |
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| standards..objectives..activies..assessment |
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| what order does instructional alignment go in? |
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| instruction that builds on principiles of learning to maximize learning in the classroom |
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| 1. intro and review 2. present info 3. comprehenzion monitoring 4. integration |
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| phases of lecture discussion (facts) |
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| 1.intro and review 2. develop understading 3. closure 4. application |
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| phases of guided discovery (more involvment) |
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| 1.intro and review 2. develop understanding 3. guided practice 4. independent practice |
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| phases of direct instruction |
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| 61% instruction 10% physical plant, adminstative, infrastructure support 4% transportation and food servies |
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| where does educational revenue go? |
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| how schools are regulated and run (teachers, principles, etc) |
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| (state $) a means of allocatin resources within a district to school on an individual basis based on student needs (specialized, etc) |
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| 70% fell out of the loop..teachers, parents, students |
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| school choice/shared governance How do teachers feel? what should the states include? |
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| state department (office) of education |
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| carries out what the state board of education decides |
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| monies targeted for specific groups and designed purposes |
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| who wrote savage inequalities? |
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| the legal governing body that exercises general control and supervision of the schools in a state |
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| site based decision making |
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| a school management reform movement that attempts to place increased responsibility for governance at the individual school level |
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| parents sue school board because one has more resources-ruled in favor of parent but does not guarantee citizens to an education (CA 1971) |
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| equal protection clause..rodriguez v san antonio (texas state) supreme court |
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| no way to guarantee this...court case? |
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| group of elected lay citizens responsible for setting policies that determind how a school district operates |
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| state 48.7% local 42.8 federal 8.5 |
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| school funding sources %? state? local? federal? |
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| state board of education..state department of education..local school baord |
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| 3 or 4 years, male white wealthy older...80s 61% male 94% white 04 61% male 86% white |
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| how long are school board members electer for? and who are elected? |
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| federal monies provided to states and school districts with few resticitions for use |
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| alternative schools that are independently operated but publicly funded |
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| a check or written document that parents can use to purchase educational services |
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| an educational option in which parents educate their children at home |
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| state department of education |
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| 1.issuing and revoking teaching licesences 2.length of school year 3. standards |
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| what does the state board of education regulate? |
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| supports superintedent and makes decisions and passes to the prinicipal |
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| property taxes (fees (usage) building per user) |
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| where does local funding come from? |
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| the school district's head administrative officer, along with his or her staff, responsible for IMPLEMENTING that POLICY IN THE DISTRICTS SCHOOLS |
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| state tuition tax-credit plans |
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| a variation on school voucher programs in which parents are given tax credits for money they spend on private-school tuition |
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| the major source of educational funding, determine by the assessed value of a home or property |
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| individual with the ultimate administrative responsibility for a school's operation |
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| 1. finance 2. hiring and firing of personal 3. curriculum 4. students (gpa, dress code) 5. infastructure (new building) |
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| what do school baords do? |
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| sales tax, tax (tobacco and alcohol), lotteries, state income (FL NO) |
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