ppr

• trust vs mistrust

  0-1 1/2 years

  Trust (or mistrust) that basic needs such as nourishment and affection will be met
• automony vs shame & doubt

  1 1/2 - 3 years

  develop a sense of independence in many tasks
• initiative vs guilt

  3 - 5 years

  takes initiative on activities - may develop a sense of guilt when unsuccessful
• industry vs inferiority

  5 - 12 years


  develop a sense of confidence in abilities when component or self inferiority when not
• identity vs role confusion

  12 - 18 years


  experiement with and develop identity with others
• intimacy vs isolation

  18-40 years

  establish intimacy and relationships with others
• generavity vs stagnation

  40 - 65 years


  contribute to society and be part of a family
• ego integrity vs despair

  65+

  assess and make sense of life and meaning of contributions
• individualized education plan


  An educational learning plan that is designed to meet the specific needs of an individual whose disabilities impact their academic success
• child find


  School district's responsibility to identify and evaluate students who may need special education services at no charge to families
• accomodation


  Removing learning barriers in the classroom to provide equal access to learning
• modification


  A change in what is taught and/or what a student is expected to do
• due process


  students have the right to be treated fairly, meaning the right to be notified of the charges and the right to a hearing conducted by impartial parties.
• Copyright


  the legal right to intellectual property (stories, videos, poems, lessons, etc.)
• summative assessment


  Assessment OF Learning

  given at a specific point in time in order to determine what students know and don't know.

  - state assessments

  - district benchmarks
• Performanced Based Assessment


  Requires students to show mastery of specific skills by demonstrating something

  - building models

  - developing portfolios

  - designing experiements
• Congruent Assessment


  Tests the learning outcomes described in the learning objective. Should include questions that determine whether students have achieved their goals.
• Diagnostic / Pre- Assessment


  Assessment is administered before instruction to determine students strengths and weaknesses.
• Progress Monitoring


  Periodic assessments are used to monitor student growth and evaluate the effectiveness of instruction.
• Universal Screener


  - Gathers data for all students

  - intervention groups
• feedback


  the information provided to students from their teachers to improve their learning
• Criterion Referenced Tests


  compare students performance to a pre determined standard

  - scored

  - 70% to pass
• Intrinsically Motivated


  students draw their motivation from the learning process itself
• Extrinsically Motivated


  the motive for the activity comes from outside the individual
• Wait time


  the silence that happens after a question has been asked but before students have finished considering their answer or find the courage to speak up.
• Relevance


  an authentic connection to the learners experience, which makes what is being learned more meaningful
• Transfer


  the process of student learning when the students are able to use the knowledge or skill in a new situation
• Think Pair Share


  Active learning activity in which the teacher provides a prompt

  the students consider it individually (think)

  then pair up and brainstorm responses (pair)

  and then students share their results (share)
• scaffolding


  a method of teaching that involves gradually removing aids when teaching new concepts
• formative assessments


  assessment FOR learning

  usually a mid instruction assessment with the purpose of assessing student progress and informing the teacher so instruction can be altered as needed.

  - graphic organizers

  - games

  What do I teach NEXT?
• formal assesssments


  usually a post instruction assessment with the purpose of assessing student knowledge, retention, and application. often uses a standardized rubric or scoring guide.

  - chapter tests

  - semester tests
• informal assessments


  more flexible than formal assessments and can be adjusted to fit the situation. usually occurs before or during the lesson.

  - observations during a lesson
• curriculum based assessments


  testing the curriculum being taught
• portfolio


  a collection of students work and achievements; used to assess past accomplishments and future potential.
• action research


  gathering data that helps identify weaknesses in instruction or curriculum
• norm-referenced tests


  tests that compare an individuals performance/achievement

  comparing students to each other rank according to performance.
• Reliability


  these exams produce the same scores when given in the same conditions
• Validity


  the ability of a test or a question to measure what is supposed to measure
• kinesthetic/tactile learning


  learning primarily through touching things or doing an activity

  - hands on activities

  - movement
• auditory learning


  learning primarily by hearing new information through listening to peers and to the teacher.

  - read alouds

  - videos

  - verbal direction