DOC1 WGU Instructional Planning & Presentation Questions and Answers 100% Pass
*Standards
*statements that describe the subject matter students should know and perform at each grade level
*Tier 1 instruction
*Core instruction
*regular classroom instruction, involving assessing, instructing...
DOC1 WGU Instructional Planning &
Presentation Questions and Answers 100%
Pass
*Standards
*statements that describe the subject matter students should know and perform at each grade level
*Tier 1 instruction
*Core instruction
*regular classroom instruction, involving assessing, instructing, and diagnosing learning difficulties.
*75-85 percent of students progress
*Tier 2 instruction
*Supplemental phase in the regular classroom or adjunct to the classroom
*assessment occurs more frequently in order to determine responsiveness and next steps
*often takes the form of additional small-group instruction
*10-15 percent of students, up to 20 weeks.
*Tier 3 instruction
*Intensive intervention, one-on-one instruction
*involves a learning coach, speech-language pathologist, etc. - not the regular classroom teacher
*5-10 % of students
*Constructivist theory
*individuals construct meaning and understanding through their prior knowledge and then apply this
knowledge in new current situations
*In a constructivist classroom...
*the teacher searches for students' understandings of concepts and then structures learning
opportunities for students to refine or revise these understandings by posing contradictions,
presenting new information, asking questions, encouraging research, and/or engaging students in
inquiries designed to challenge current concepts
*constructivist classroom principles
*teachers seek and value their students' points of view
*classroom activities challenge students' suppositions
*teachers pose problems of emerging relevance
*teachers build lessons around primary concepts and "big" ideas
*teachers assess student learning in the context of daily teaching
*journal writing (teacher):typical questions
*what happened?
*why did it happen?
*what could I have done differently?
*what might it mean for student learning?
*Portfolio development (teacher): typical description
, *teachers collect and organize materials and artifacts such as lesson plans, videotapes of lessons with
self-critiques, and examples of analysis of students' work for the purpose of teacher/lesson
preparation
*Student Journal Writing
*serves as a permanent record of thoughts and experiences, establishes and supports a relationship
with the teacher, provides a safe outlet for frustrations and concerns, and aids students' ability to
reflect about important class objectives
*an opportunity for both teachers and students to assess and learn
*Independent work
*refers to any assignment or activity that students complete without the direct involvement of a
teacher or other students
*instructional objective
*a statement of intended learning outcomes of the instruction.
*Instructional objectives serve several purposes
*provide a focus for instruction
*provide guidelines for learning
*provide targets for form. and summ. assessments
*convey instructional intent to others
*provide for evaluation of instruction
*Types of Instructional Objectives
*Behavioral
*Descriptive
*Behavioral Objectives
These state what is to be learned in language that specifies student actions, testing conditions, and
performance criterion
*parts of behavioral objectives
*Action— identifying the action that the teacher expects students to perform
*Conditions—set of conditions or circumstances under which learning will take place
*Criterion—the standard or performance level defined as acceptable when assessment takes place
*Response to intervention (RTI)
*a method that ensures that students receive early intervention and assistance before falling too far
behind their peers
*Descriptive Objectives
*These indicate what the students are to learn without using language that specifies observable
behavior
*they state the student performance and the product of learning
*Student Centered Lessons
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