1. Selecting and Implementing Strategies of Instruction
Chapter 11

2. Deciding on Instructional Strategies
Five major sources of strategies:
Objectives as source
Subject matter as source
Student as source
Community as source
Teacher as source

3. Styles of Teaching Task-Oriented Cooperative Planner Child-Centered
Subject-Centered
The Learning-Centered
Emotionally Excited and its Counterpart

4. Styles of Learning Can a teacher change his/her style?
Should a teacher change his/her style?
What is your style?

5. Models of teaching Bruce Joyce - 25 models
Joyce, Weil & Showers - 16 models
Gunter, Estes, & Schwab - 19 models

6. Style - the unique personal qualities that a teacher develops over the years to distinguish him/her from other teachers
Model - generalized role a pattern of
Methods - such as discussion leader, television instructor of foreign language informant

7. Skills of teaching - are those generic and specific competencies necessary to design and carry out instruction
Generic skill - lesson planning that is pertinent to all levels
Specific skill - (ex.) the ability to teach pupils to perform the division of whole numbers

8. Unit plan - is a mean of organizing the instructional components for teaching a particular topic or theme
In order to reach your long-term goals you need daily planning or objectives to reach your ultimate goals

9. What do you use in your classroom?
Presentation of instruction

10. Evaluating Instruction
Chapter 12

11. Terms
A. Pre-assessment - 2 types - one to evaluate the pupil’s possession of prerequisite knowledge and or skills to begin study of new subject matter; the other determine whether pupils have already mastered the subject matter to be presented.

12. Formative evaluation - evaluation that takes place during the process of instruction, this is necessary to monitor both pupil progress and ongoing success of the instructional program.

13. Summative evaluation - evaluation that comes at the end of instruction, as represented in a final examination.

14. B. Norm referenced measurement - a student’s achievement on tests is compared to other students’ achievement; these type test are used when selection must be made from among a group of persons.

15. Criterion referenced measurement - a student’s achievement is compared to a predetermined criterion of mastery; these test are used to determine whether students achieved the objectives specified in advanced.

16. Performance based assessment - a personalized approach to the demonstration of prespecified outcomes. Ex. logs, reports, essays, notebooks, simulations, demonstrations, construction activities, self-evaluation and portfolios

17. Traditional assessment - is traditional essay, short answer, fill in the blank or standardized test
Performanced based assessment - requires more creativity from the student and cuts down on homework; the use of different and varied assessment would probably be the best answer.