Differentiation Instruction - ANSWER-Used to address the needs of individual students
Content: what the student needs to learn or how the student will
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Process: · activities in which the student engages in order to make sense of or master the content
Products: · culminating projects that ask the student to rehearse, apply, and extend what he or she has learned in a unit.
Learning Environment: the way the classroom works and feels
Explicit Instruction - ANSWER-Detailed and direct, Straight to the point
An instructional strategy that emphasizes group instruction . The instruction offered should include a great deal of teacher-student interactivity.
6 core teaching functions: Review, presentation, guided practice, corrections and feedback, independent practice, weekly and monthly reviews
Curriculum Compacting - ANSWER-strategy for differentiating curriculum for gifted and talented students by replacing content that students have already mastered with more challenging material
Progress Montioring - ANSWER-used to assess students' academic performance, quantify their rates of improvement or progress toward goals, and determine how they are responding to instruction.
Universal design for learning (UDL) - ANSWER-Is an approach to curriculum that minimizes barriers and minimizes learning for all students. Universal curriculum that can be used and understood by everyone.
3 areas: engagement, representation, action & expression
Systematic Instruction - ANSWER-Instruction requires order (How to tie your shoe)
A carefully planned sequence for instruction, similar to a builder's blueprint for a house. A blueprint is carefully thought out and designed before building materials are gathered and construction begins. The plan for instruction that is systematic is carefully thought out, strategic, and designed before activities and lessons are planned. For systematic instruction, lessons build on previously taught information, from simple to complex.
task analysis - ANSWER-an important element of systematic instruction and can help teachers sequence instruction.
Breaks complex skills into smaller, more manageable chunks
Formative Assessment - ANSWER-Assessment used throughout teaching of a lesson and/or unit to gauge students' understanding and inform and guide teaching
is to monitor student learning and provide ongoing feedback to staff and students.
Summative Assessment - ANSWER-Assessment data collected after instruction to evaluate a student's mastery of the curriculum objectives and a teacher's effectiveness at instructional delivery.
Title III of Every Student Succeeds (ESSA) - ANSWER-Relates to education for EL's
Helps ensure that English learners and immigrant students and youth, attain English proficiency and develop high levels of academic achievement.
Individuals with disability act (IDEA) - ANSWER-Works with LRE and IEP's
ensures all students aged 3 - 21 are eligible for special education and related services.
In order to be covered must have disability in one of the 13 categories.
-Specific learning disability (most common) Dyslexia, Dyscalculia
-Other health impairment- strength and energy ADHD
-Autism spectrum disorder (ASD)
-Emotional disturbance
-speech or language impairment
-visual impairment, including blindness
-Deafness
-hearing impairment
-orthopedic impairment, cerebral palsy lack function in bodies
-intellectual disability, down syndrome
-traumatic brain injury
-multiple disabilities, more than one condition.
Section 504 of the Rehabilitation Act - ANSWER-Accommodations
Plan developed to ensure that a child who has a disability identified under the law and is attending an elementary or secondary educational institution receives accommodations that will ensure their academic success and access to the learning environment.
Covered : Students of all ages have a physical or mental disability that substantially limits a major life activity. That can include reading, learning, and concentrating.
Americans with Disabilities Act (ADA) - ANSWER-Public Access for Disable
Act addresses rights of individuals with disabilities in employment and public accommodations.
Covered: people of all ages who have a disability that limits a life activity.
Manifestation Determination - ANSWER-A determination that a student's inappropriate behavior is not a result, or manifestation, of his or her disability. This is usually determined in a hearing and is required when a student's behavior violates school rules and before the school can undertake disciplinary action that might result in a student's suspension from school.
Co-Teaching Models - ANSWER-1. One Teach/One Observe
2. Station teaching - teachers each teach specific part of content different groups as they rotate between teachers.
3. Parallel Teaching -class divided into two groups, each teacher teaches same info.
4. Alternative Teaching - one teach bulk of students other teaches small group based on need.
5. Team Teaching -Both teachers are directly instruct.
6. One teach, One assist
LRE (Least Restrictive Environment) - ANSWER-IDEA
Educational setting for special needs child that most closely resembles a regular school program and also meets child's special educational needs.
-General education classroom with support: entire day in general education class with support like aide.
-Parietal mainstream/inclusion classroom: Part of the day in a special education class small group instruction.
-Special education class: program with specialized instruction for kids with similar learning needs.
-Specialized program outside of the school district: private schools, residential and hospital programs.
Stages of Second Language Acquisition - ANSWER-1. Preproduction
2. Early Production
3. Speech Emergence
4. Intermediate Fluency
5. Advanced Fluency
IEP (Individualized Education Plan) - ANSWER-IDEA
A written statement that spells out a program specifically tailored to a child with a disability.
Gifted Learners - ANSWER-students who demonstrate exceptional ability in one or more areas
acceleration Early admission to kindergarten, grade skipping, continuous progress, self-paced instruction, subject-matter acceleration/partial acceleration (or content based), combined classes, *curriculum compacting*
Stephen Krashen's Monitor Model - ANSWER--The Acquisition Learning Hypothesis: become aware of the rules of the target language
-Natural Order Hypothesis: internalize grammar in predictable order
-Monitor Hypothesis: Editing Device
-Input Hypothesis: makes things easy to understand (pictures, gestures, facial expressions)
-Affective Filter Hypothesis: risk-free and comfortable environment to learn in
Jim Cummins (BICS and CALPS) - ANSWER-Students will gain fluency in Basic Interpersonal Communication Skills (BICS) long before they demonstrate mastery of Cognitive Academic Language Proficiency (CALPS)
PBIS (Positive Behavioral Interventions and Supports) - ANSWER-A proactive approach schools use to improve school safety and promote positive behavior. Focus is prevention not punishment.
MTSS (Multi-Tiered System of Supports) - ANSWER-A framework that provides increasingly intensive levels of support and assistance for academic learning and behavior management
Tier 1: Every student has access to *universal* supports.
Tier 2: Some students receive *targeted* supports
Tier 3: Few students also receive *intensive* supports
Engagement (UDL) - ANSWER-The why of learning, which aligns with affective networks. Interest, effort, and persistence, and self-regulation.
Motivation for students to learn. Offer both group and individual work, design engagement online and face-to-face, allow them to choose topics.
Representation (UDL) - ANSWER-Present information in multiple forms
Offer text, visual, and aural information, provide rubrics, instructions and examples, record class sessions.
Action and Expression (UDL) - ANSWER-As students seek to demonstrate that knowledge. Offer students multiple ways to present, provide opportunities for feedback and revision, increase low-stakes assignments.
equity pedagogy - ANSWER-Teaching techniques that facilitate the academic success of students from different ethnic and social class groups.
implicit bias - ANSWER-attitudes or stereotypes that affect our understanding, actions, and decisions in an unconscious manner
WIDA language proficiency levels - ANSWER-an organization that develops and maintains English language proficiency standards used by a majority of states across the United States.
Entering-Emerging-Developing-Expanding-Bridging-Reaching
English Immersion - ANSWER-Program Model for ELs
approach to teaching English as a second language in which instruction is presented only in English
English as a Second Language (ESL) Pull-out, push-in - ANSWER-Program Model for ELs
A program for teaching the English language to children whose first language is not English, although in practice it is much more comprehensive than this and includes the teaching of academic content to students with limited English proficiency. It involves effective instructional strategies for teaching English to non-native speakers.
Sheltered immersion content based English instruction - ANSWER-Program Models for ELs
focus on integrating language and content instruction, goals are to develop mastery of academic language and facilitate engagement with grade-level content, Els learn alongside their English-proficient peers, English is the language of instruction by use of home languages is encouraged and allowed content and language specialists co-plan and co-teach to deliver content and develop academic language.
Transitional Bilingualism - ANSWER-Program Model for ELs
focus on English language proficiency, goal is to prepare students for English only classes, English and home language instruction gradually phased out when Els develop English proficiency, teachers must be proficient in both languages, often used by schools with a large group of students speaking the same language.
Dual Language Program - ANSWER-Program Model for ELs
focus on developing biliterate, bilingual students, asset model of language acquisition while retaining and extending proficiency in home language, all students learn in one language during on part of the day or particular classes and then switch later in the day, often used by schools with a large gr [Show Less]