| A | B |
|---|
| Academic Vocabulary & Language | Words & meanings students must know to learn |
| Accountable Talk | Talking to others about ideas/discussions |
| Adapting to Learning Styles/Multiple Intelligences | Students learn, remember, perform, & understand in different ways |
| Analysis of student work | teacher or peer feedback provided to enhance learning |
| Close read | uncovering layers of meaning in a written work |
| Conferencing | one-to-one conversation between teacher & student about progress of learning |
| Cooperative Learning | Students in groups intended for the purpose of deeper learning |
| Cues, questions, activating prior knowledge | Techniques to tap students' prior knowledge to building learning |
| Current events | Content from current news & information |
| Debate | Structured form of argumentations for the purpose of learning |
| Direct Instruction | Learning is structured, sequenced, and led by the instructor |
| Discover/Inquiry-based learning | Knowledge is constructed from experience and process |
| Document-based questions | Students use knowledge to analyze provided documents |
| Effective questioning | Process of asking pertinent questions to focus students on direct topics of learning |
| Field experience, field trip, field study | Experiences outside the classroom, physically or virtually |
| Flexible/strategic grouping | Putting students into purposeful teams for learning activities |
| Formative assessment process | Provides actional feedback during the learning process to show ongoing progress |
| Generating and testing hypotheses | Investigation involving students using prior knowledge to make suggestions about and learning of new knowledge |
| Graphic organizers | Visual & graphic display that depicts |
| Guest speakers | Invited persons or groups who provide learning outside the classroom |
| Hands-on learning | Encourages students to do or make something in order to learn something |
| Homework and practice | Extension of learning time for mastering a skill |
| Identifying similarities & differences | Comparing or contrasting two or more items in order to analyze topics for learning |
| Integration of content areas | Combining different areas of curriculum focus to provide wholistic learning |
| Jigsaw | Students concentrate on different parts of a topic and then come together to teach each other |
| Learning centers | Areas created within a classroom to focus on a designated learning activity or play |
| Lecture | Content provided by direct speaking and instruction |
| Mastery learning | Teachers design ongoing checks during the learning process to provide feedback |
| Modeling | Demonstrating a topic for the purpose of having others observe and emulate the activity |
| Music and songs | Can create a heightened awareness, motivate student engagement, & provide a sense of safety |
| Nonlinguistic representations | Communication of learning concepts without using words |
| Note booking/journaling | Gives students the opportunity to clarify & reflect on their learning |
| Number talks | Short, ongoing daily routine math practice |
| Peer teaching/collaboration | Learning from others in individual or groups settings of social context |
| Project-based learning | Open-ended approach to learning where students solve problems using chosen resources |
| Read-aloud | Exposes students to new vocabulary, auditory processing, and love of reading |
| Reading & writing across the curriculum | Establishing the importance of reading & writing in all disciplines |
| Realia | Using objects to help with understanding meaning and vocabulary |
| Reciprocal teaching | Students take on role of teachers in order to process content |
| Reinforcing effort & providing recognition | Providing recognition in the form of praise and reward is fundamental to behavioral learning theory |
| Role play/simulations/drama | Help students invent, experiment, and practice learning in a low-risk environment |
| SIOP strategies | Sheltered instruction--provides access for English learners to grade-level content while improving English language proficiency |
| Socratic seminar | Group discussion in which teacher provides open-ended questions to promote critical analysis of a topic |
| Structured academic controversy | A tiered group workshop in which students come together to explore a question by reading/viewing content & presenting contrasting solutions |
| Student goal setting | Students create their own goals based on their knowledge and learning levels |
| Student self-assessment | Inventories/surveys that students may take to increase their self-awareness of strengths and communication styles |
| Summarizing and note taking | Analyzing information, identifying key concepts, and defining extraneous information |
| Targeted feedback | Linking feedback to objectives and specific learning goals |
| Word wall | Collection of words prominently displayed in a classroom and frequently used as reference in learning activities |
