Bloom's Taxonomy
Bloom's Taxonomy is a set of three hierarchical models used to classify educational learning objectives into levels of complexity and specificity. The three lists cover the learning objectives in cognitive, affective and sensory domains. The cognitive domain list has been the primary focus of most traditional education and is frequently used to structure curriculum learning objectives, assessments and activities. The cognitive domain incorporates applying, analyzing, synthesizing, and evaluating acquired knowledge. The affective domain reflects how individuals respond and express themselves on an emotional level. The sensory domain reflects concrete physical action and manipulation of objects.
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Backward Design
Backward Design is a method of designing educational curriculum by setting goals before choosing instructional methods and forms of assessment. Backward design of curriculum typically involves three stages
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Differentiated Instruction
Differentiated instruction and assessment is a framework or philosophy for effective teaching that involves providing different students with different avenues to learning (often in the same classroom) in terms of: acquiring content; processing, constructing, or making sense of ideas; and developing teaching materials and assessment measures so that all students within a classroom can learn effectively, regardless of differences in ability. Students vary in culture, socioeconomic status, language, gender, motivation, ability/disability, personal interests and more, and teachers must be aware of these varieties as they plan curriculum. By considering varied learning needs, teachers can develop personalized instruction so that all children in the classroom can learn effectively. Differentiated classrooms have also been described as ones that respond to student variety in readiness levels, interests and learning profiles. It is a classroom that includes all students and can be successful. To do this, a teacher sets different expectations for task completion for students based upon their individual needs.
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Inquiry Based Learning
Inquiry based learningstarts by posing questions, problems or scenarios—rather than simply presenting established facts or portraying a smooth path to knowledge. The process is often assisted by a facilitator (typically a teacher). Inquirers will identify and research issues and questions to develop their knowledge or solutions. Inquiry-based learning includes problem-based learning, and is generally used in small scale investigations and projects, as well as research. The inquiry-based instruction is principally very closely related to the development and practice of thinking skills
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Response to Intervention
Response to intervention (RTI) is an approach to academic and behavioral intervention used to provide early, systematic, and appropriately intensive assistance to children who are at risk for or already underperforming as compared to appropriate grade- or age-level standards. RTI seeks to prevent academic and behavioral failure through universal screening, early intervention, frequent progress monitoring, and increasingly intensive research-based instruction or interventions for children who continue to have difficulty. RTI is a multileveled approach for aiding students that is adjusted and modified as needed. It is an approach which is beneficial to all students regardless of the unique challenges and strengths they may have. It provides students with appropriate instruction which meets them where they are at and supports them in reaching successful outcomes.
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