FELE Subtest 1 Leadership for Student Learning Correct answers latest update
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Course
FELE
Institution
FELE
FELE Subtest 1 Leadership for Student Learning Correct answers latest update
C1- Standard Based Instruction
Drives most decision in public schools
C1- Walkthroughs/ Standards
Use walkthroughs to identify standards alignments by looking at objectives in lesson plans and observing teachers an...
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FELE Subtest 1 Leadership for Student
Learning Correct answers latest update
C1- Standard Based Instruction
Drives most decision in public schools
C1- Walkthroughs/ Standards
Use walkthroughs to identify standards alignments by looking at objectives in lesson plans and
observing teachers and students in the classroom
C1- Standards alignment can be seen in:
- lesson plans
- lesson objectives
- communication between teachers and students
- instruction
- textbook and curriculum
C1- Monitoring Student Performance
What are the trends of the data? Are scores increasing, decreasing, or staying the same?
C1- Vertical Alignment
Every skill leads to the next skill and the next skill.
C1- Vertical Alignment Responsibility
It is the responsibility of the educational leader to evaluate if vertical alignment is being adhered to in
the classroom.
C1- Measure Vertical Alignment
- reviewing lesson plans
- determining if lessons plans are aligned with academic plans
- observing classroom instruction with curriculum map and content focus in mind
C1- Horizontal Alignment
Alignment between and among content areas (cross content)
C1- Promote Horizontal Alignment
- providing time & resources for teachers to plan lessons together
- encourage teachers to attend PD that supports HA
- using progressive monitoring for continuous improvment
C1- Walkthroughs, Rigor, Critical Thinking, Engagement
Effective leaders know how to identify rigor, relevance, critical thinking, and engagement in the
classroom.
C1- Critical Thinking
Stretching beyond basic recall, analyze, evaluate, interpret, and synthesize information to reach
conclusion- multi-step, high-level thinking
, C1- Creative Thinking
Think outside the box to draw unique conclusions
C1- Reflective Thinking
Reflect about learning process to promote abstract thinking
C1- Spot Higher Order Activities
- Objectives: contain words like apply, evaluate, synthesize, analyze, or create
- Questions: teachers asking HO questions? Let students off the hook? Push them to explore?
- Activities: Students engaged or compliant?
C1- Higher-Order Thinking
Critical thinking- students given the opportunity to approach learning critically and engage in rigorous
lessons and thinking critically about concepts that relate to the world.
C1- Engagement vs Compliance
Must be able to identify the difference between engagement and compliance.
- Engagement: students are actively working together in cooperative learning structures.
- Compliance: Students are sitting quietly and following directions but not necessarily actively
engaged.
C1- Bloom's Taxonomy
Hierarchical model- classify educational learning objectives into levels of complexity.
Higher up the pyramid, the more complex the thinking skills.
Create
Apply
Evaluate
Analyze
Synthesize
- Categorize
- Understand
- Remember & Memorize
C1- Questioning Techiniques to Increase Critical Thinking
Asking complex questions 1- keeps students engaged, 2- develops critical thinking
C1- Spot Critical Thinking in the Classroom
- Wait Time: give students time to formulate the answer
- Specific Feedback: Let students know what is correct or incorrect by using specific language
- Redirection: allows students to rethink their responses
- Probing: increased the level of questioning by asking follow up questions, helping ease into deeper
thinking
- Increase Question Complexity: ask why? Or what does that look like?- stretch beyond students'
comfort zone
C1- Benefits of Questioning:
- measure student understanding
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