Borich Chapter Cards (I will give the outline you need to fill in the detail)

Chapter I The Effective Teacher

Effective Teachers (fill in examples of each)

1. Lesson Clarity

2. Instructional variety

3. Task Oriented

4. Student engagement

5. Success rate

Helping Behaviors (fill in examples)

1.Student ideas

2.Structuring

3. Questioning

4. Probing

Positive expectations – all can learn

Chapter 2 Understanding Your Students

Individual differences

Define the following

Remediation and compensatory

Environment –vs- Heredity  - Both needed

Multiple Intelligence – (List and define)

IQ=achievement

Improve achievement – (list)

Wait time (define)

Sternberg’s 20 coping behaviors (list)

Chapter 3 Goals and Objectives

Goals (define & give examples)

Objective (define & give examples)

Taxonomies  define each level and list key words for each level

Cognitive, affective, psychomotor (chapter 7 has more key words for cognitive)

Chapter 4 Unit and Lesson Planning

Vertical Unit - 

Lateral Unit-

Parts of a Unit -

Parts of a lesson-

Chapter 5 Direct Instruction

Inductive (type1)-vs- deductive (type 2)

Mastery learning is directly related to the time a student is actively engaged in the learning process-use of time and active practice

Modeling

1) attention - expert-relevance- simplicity - step by step

2) retention linked to previous skills - clear concise - visual image -immediately rehearsed

3) production - do the skill or make the product

Student response

1) correct, quick & firm - ask another question or move to new student

2) correct but hesitant - positive reinforcement

3) incorrect but careless - no put downs, say no and move on (M. Hunter would not say no)

4) incorrect but lacks knowledge - prompt, review key points, explain, prompt, try different problem or approach

Chapter 6 - No Card

Chapter 7 - Questioning

Purpose of Questioning (7)

Convergent - direct/closed 60-70% - used more on standardized test

Divergent - indirect 30-40% - takes more time uses higher order thinking

Probes are questions following a student response used for (3)

Wait time 1 T waits for Ln response 2-3 sec.

Wait time 2 T waits after Ln response 2-3 sec.

Do's  (5)  Don'ts (5)

Multi-cultural - be sensitive to:

Wait time, rhythm, participation structure and language

Lang. proficiency does not indicate achievement or ability     

Chapter 8 – Metacognition

Show students reasoning Have students share their thinking strategies

Zone of maximum response – moving errors into understanding ex:”hardy”

Reciprocal teaching - have students predict, question, summarize and clarify

Inner speech –prompts, cues, questioning

Declarative knowledge –vs- procedural knowledge (define)

Mnemonics (define)

Jingles & triggers

Narrative chaining

Number rhyme or peg word

Chunking

Chapter 12 Assessing Learners: Objective and Essay Tests

T/F Suggestions page 407

Matching/409

M/C 412

Essay 416-417

Definitions: Validity and Reliability

Chapter 13 Assessing Learners: Performance and Portfolio Assessment

Performance test - direct measure of competence, assess complex cognitive process, attitudes and skills

Directly observe and rate learners as they analyze, problem solve, experiment, make decisions, measure, cooperate with others, present orally or produce a product

Affective and social domains - habits of mind means to be able assess the following: constructive criticism, tolerance for ambiguity, respect for reason, appreciation for _____, positive attitude toward_______ , share/negotiation

Designing the assessment:

* identify and define observable performance

* make clear the requirements (not the solutions)

*valid sample

*multimode assessments

* multiple solutions

*self-regulation of learning

Scoring rubric:

*checklist

*rating scale - 1-3 or 1-4/5 items with definitions of quality 

*holistic (anchor papers/products) below/average/outstanding

Portfolio: planned collection of documents (reflection)