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8 Cards in this Set
- Front
- Back
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Understands the significance of the TEKS and of prerequisite knowledge and skills in determining instructional goals and objectives.
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Promote student ownership in the learning to accomplish goals.
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Uses appropriate criteria to evaluate the appropriateness of learning goals and objectives (eg clarity, relevance; significance; age-appropriateness; ability to be assessed; responsiveness to students' current skills and knowledge, background, needs, and interests; alignment with campus and district goals.
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First step - define and clarify unit goals and objectives.
Have students set responsible goals for themselves. Learning is enhanced by an understanding of goals/ objectives of instructional activities. |
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Uses assessment to analyze students' strengths and needs, evaluate teacher effectiveness, and guide instructional planning for individuals and groups.
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Individualilze classroom instruction-- don't teach to the majority.
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Understands the connection between various components of the Texas statewide assessment program, the TEKS, and instruction, and analyzes data from state and other assessments using common statistical measures to help indentify students; strengths and needs.
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Involve students in sharing ideas, backgrounds, and experiences.
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Demonstrates knowledge of various types of materials and resources (inc. technological resources and resources outside the school) that may be used to enhance student learning and engagement and evaluates the appropriateness of specific materials and resources for use in particular situations, to address specific purposes, and to meet varied student needs.
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Use a variety of materials/activities, including technology.
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Plans lessons and structures units so that activities progress in a logical sequence and support stated instructional goals
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Careful planning = student success. Students make predicitions and design questions.
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Plans learning experiences that provide students with opportunities to explore content from integrated and varied perspectives (by presenting thematic units that incorporate different disciplines, providing intradisciplinary and interdisciplinary instruction, designing instruction that enables students to work cooperatively, providing multicultural learning experiences, prompting students to consider ideas from multiple viewpoints, encouraging students' application of knowledge and skills to the world beyond school.
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Teachers work together to plan intradisciplinary/interdisciplinary units. Foster active inquiry.
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Allocates time appropriately within lessons and units, including providing adequate opportunities for students to engage in reflection, self assessment, and closure
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Students reflect on learning.
Encourage self-directed thinking, learning, and self-assessment. Support collaborative exploration. Foster critical thinking skills. |
