Vocabulary (E-L)

Questions for which students actively compose responses, thereby becoming engaged in the learning process.

The amount of time students devote to learning in the classroom.

A learning objective that may have a variety of correct responses.

The direct instruction strategy for handling, right and wrong answers.

Responding in a similar manner to stimuli that differ but are bound by a central concept.

Modeling or demonstrating for learners the skill being taught.

The direct instruction strategy of presenting stimulus material and then eliciting practice, directed by the teacher, of the desired behavior.

The direct instruction strategy in which the teacher brings facts and rules together in ways that force simultaneous consideration of all the individual units of a problem and connect the units into a single harmonious sequence of action.

Teaching strategies that emphasize concept learning, inquiry, and problem solving to teach concepts, patterns, and abstractions.

A legislative mandate affirming that children with disabilities are entitled to a free and appropriate public education and ensuring that special education students have access to all potential benefits that are available to regular education students.

The teacher’s variability or flexibility of delivery during the presentation of a lesson.

The ten principles describing what teachers should know and be able to do, according to the Interstate New Teacher Assessment and Support Consortium.

Units and lessons that stress the connection between ideas and the logical coherence of interrelated topics.

Relating content and material from various subject areas.

Lessons on CD-ROM that use questions and prompts to actively engage learners and give them immediate feedback.