1 GLOSSARY FOR REFLECTIVE PRACTICE academic games. Games that use inconsequential competition and mild pressure to focus students’ attention on content. activity. A task used to help students achieve a stated learning goal. Activities are usually completed in class with guidance and help from the teacher. Each activity used in class should be linked to a specific learning goal. ad hoc group. An impromptu group formed for a specific purpose that disbands once the purpose is accomplished. affection. Students’ sense about whether a teacher likes them and cares about them. argument. A set of compiled premises that lead to a conclusion. artifact. A tangible product of learning. Student artifacts may take the form of notes, reports, organizers, recorded performances, multimedia presentations, or scripts from dramatic presentations. assessment. An evaluation that is used to gather information about a student’s knowledge or skill relative to a specific learning goal. assignment. A task used to help students achieve a stated learning goal. Assignments are typically completed outside regular class time, although students might begin an assignment during class and complete it as homework. Each assignment used in class should be linked to a specific learning goal. attention. A student’s response to classroom stimuli. Attention can be affected by a student’s feelings and interests. For example, a student who feels accepted by his or her peers or who is highly interested in the content is likely to have high attention. In contrast, a student who does not feel respected or valued or who is not interested in the content may exhibit low attention. clarification questions. Questions that help students clear up misconceptions, reveal errors, or sharpen focus. classroom layout. The physical arrangement of furniture, technology, centers, decorations, equipment, and materials in a classroom. climate. The general tone and feel of a classroom. The climate of the classroom can be affected by many variables, including the teacher’s demeanor, the physical layout of the room, the engagement of students, and the pacing of instruction. cognitively complex tasks. Tasks that ask students to make decisions, solve problems, experiment, or investigate.
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formal means of assessment (obtrusive assessment). Anassessmentthatinterruptsthenormalflowofactivityintheclassroom.Examplesincludeapaper-and-penciltest,ademonstration,oraperformance.
formative approach to assessment.Processthatinvolvestheteachergatheringdataoverthecourseofaunit,semester,oryearaboutastudent’slevelofperformancerelativetospecificlearninggoals.Attheendoftheunit,semester,oryear,theteacherassignsfinalscoresthatbestrepresenteachstudent’sfinalknowledgestatusforeachlearninggoal.
informal means of assessment (unobtrusive assessment). Wayofassessingthatdoesnotinterrupttheflowofactivityintheclassroom.Examplesincludeteacherobservationsandanecdotalnotes.