D 637 Curriculum and Instructional Strategies for Meaningful Learning

Scheduled maintenance: 13 January 2026 from 09:00 to 11:00 D 637 Curriculum and Instructional Strategies for Meaningful Learning Leave the first rating Students also studied Terms in this set (63) Social SciencesPsychology Educational Psychology Save D637 - Curriculum and Instructional ...125 terms Austin_TroisiPreview

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45 terms kendborgognoni Preview D637 Assessment 45 terms cruehead2011Preview WGU D 66 terms dillo Practice questions for this set Learn1 / 7Study using Learn an attempt to address the variation of learners in the classroom through multiple approaches that modify instruction and curriculum to match the individual needs of students academic standardsoutline what students should learn and achieve at each grade level across various subjects Choose an answer 1differentiation2proliferation 3maturation4assimilation Don't know?

state standardsestablished by individual states, define the knowledge and skills students need at each grade level across various subjects national standardsa cohesive set of educational guidelines that outline what students across the entire country should know and be able to achieve in various subject areas objectivesspecific, measurable goals set by educators to guide student learning toward achieving standards scope and sequencecharts the progression of standards, specifying instruction order and timing spiraling curriculumreintroduces topics with increasing complexity at different grade levels conditionthe specific circumstances under which the assessment takes place or learning occurs, including any necessary tools or resources behaviorthe action or skill students are expected to demonstrate to produce observable and measurable outcomes measurable criterionestablishes the benchmarks for success, clearly defining how student achievements will be Direct instructioninvolves teachers delivering content directly to students, often through lectures or demonstrations, ensuring clear communication of key concepts aligned with educational standards.Indirect instructionencourages students to discover knowledge through activities like inquiry and problem-solving, promoting critical thinking skills while aligning with curriculum goals.Discovery learningallows students to explore concepts independently, fostering curiosity and deeper understanding, which supports standards-based learning objectives through active engagement and exploration.Independent or individual studiesempower students to pursue topics of interest at their own pace, ensuring personalized learning experiences while meeting specified learning outcomes.Cooperative learninginvolves collaborative group activities where students work together to achieve shared goals, enhancing social skills alongside academic achievement by educational standards.active learninga student-centered approach in which students learn by doing and use higher- order thinking skills, including metacognition problem-based learninga teaching method where students learn by solving complex, real-world problems project-based learningan approach where students work on projects over an extended period, which allows them to explore a subject in depth

inquiry-based learninginvolves students in the learning process through questioning, exploration, and problem-solving, often resembling scientific method direct instructiona structured, teacher-led approach to teaching focused on clear instructions and learning expectations indirect instructiona learner-centered approach emphasizing higher levels of learner involvement, such as problem-solving, case studies, and critical thinking discovery/experiential learninglearning strategies involving students in active engagement through real-world experiences, exploration, and reflection role playstudents step into the shoes of others, acting out scenarios that require them to navigate through problems and perspectives that are not their own simulationsrecreating complex real-world processes in a classroom setting, allowing students to interact with the material being covered in a direct and hands-on manner independent studyallows learners to progress at their own pace and pursue interests, often requiring self-motivation and discipline cooperative learninga strategy that organizes classroom activities into academic and social learning experiences, with students working in groups to complete tasks heterogenous groupsa group composed of a variety of ability levels homogenous groupsa group composed of one ability level flexible groupinga teaching strategy that allows educators to personalize instruction to meet the unique needs of students behaviorisma theory of learning focused on observable behaviors and the ways they are learned through interaction with the environment cognitivismfocuses on the inner mental activities of the mind and understanding how people think, understand, and remember information constructivismsuggests learners construct knowledge through their experiences rather than absorbing information from a teacher connectivisma learning theory for the digital age, emphasizing the role of social and technological networks in the learning process Zone of Proximal Development (ZPD)Vygotsky's concept describing the difference between what a learner can do without help and what they can achieve with guidance and encouragement from a skilled partner scaffoldinga method that enables a student to solve a problem, carry out a task, or achieve a goal through the provision of tailored support by an instructor

formative assessmentsused during the learning process to gauge student understanding and guide further learning summative assessmentsa tool for evaluating student learning at specific points, such as at the end of a unit, semester, or academic year; often in the form of a quiz or test pre-assessmentinitial stage involves methods like screening tests, diagnostic assessments, and pre-tests, which help educators understand students' baseline knowledge before instruction begins performance-based learningan approach to teaching and learning that emphasizes students being able to do, or perform, specific skills as a result of instruction performance-based assessmentsan individual task, such as a research paper, presentation, or report, completed by a candidate and evaluated based on a rubric; a formal testing process that demonstrates competency for a course scalesoffer a broader overview, usually encapsulating overall performance levels rubricsa detailed guide that helps teachers assess the quality of students' work based on defined criteria, covering various levels of achievement from basic to advanced transparency and clarityelements that ensure the criteria used to assess students are clear and understandable, making the assessment process fair and transparent descriptorsdefines what performance looks like at each level of a rubric; must be clear and detailed enough for students to understand what is expected of them and how they can improve feedbackinformation or comments about an individual's performance; offers guidance, evaluation, or correction to support improving, growing, or maintaining desired standards or competencies multi-tiered systems of supports (MTSS)a comprehensive framework used in education to provide targeted interventions and support to students based on their individual needs tier 1 interventionshigh-quality classroom instruction that ensures the curriculum reaches 100% of students in the classroom backward designa strategic approach to curriculum planning that starts with identifying clear end goals or learning outcomes of a course or lesson before planning the instructional strategies and assessments differentiationan attempt to address the variation of learners in the classroom through multiple approaches that modify instruction and curriculum to match the individual needs of students contentrefers to the knowledge, understanding, and skills (KUD) students are expected to acquire