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Definition
| degrees of learning examined by co-teachers to determine how you will differtiate instruction for all learners (what will all students learn, most students learn, some students learn) |
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| moving quickly through the curriculum |
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| taking less time on aspects of the curriculum because students demonstrate prior knowledge in the area |
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| parallel curriculum model |
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Definition
| a framework for differntiated instruction that takes into consideration four curriculum design components |
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Definition
| a variety of grouping patterns |
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| students work together toward a common goal to help one another learn academic material |
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Definition
| students at similar achievement levels |
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| students at a wide range of achievement levels |
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| diagram that uses content vocaulary to help students anticipate concepts and their relationships to one another in the reading material |
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Definition
| a visual aid that helps students see how ideas are related to one another and to what students already know |
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Term
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Definition
| during logical breaks in a lecture the teacher pauses for 2 minutes. During that time, teachers have pairs of students compare their notes to make certain that key concepts have been recorded. After a quick monitoring for student understanding the lecture continues |
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Term
| demonstration plus model strategy |
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Definition
| after the students have viewed the demonstration, have a student perform each step, verbalizing each step as you did. have all students complete additional practice exercises independently, using the steps |
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| a metacognitive strategy used to model how to think and learn |
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Definition
| graphic aid to help students prepare for classroom discussions in content-area classes |
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Term
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Definition
| student participation is high, students' thinking is stimulated, and students have opportunities to connect what they are learning to their personal knowledge and experience |
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