4 definitions every teacher must know

[ACME]

Accuracy

Accuracy refers to how correct learners' use of the language system is, including their use of grammar, pronunciation and vocabulary. Accuracy is often compared to fluency when we talk about a learner's level of speaking or writing.

Example

A learner might be fluent (make their meaning clear) but not accurate (make a lot of mistakes).

In the classroom

Language manipulation activities can help develop accuracy. These include controlled practice, drills, the study and application of grammar rules, and activities that help students to 'notice' their own mistakes.


Brainstorming

Brainstorming is the random generation of ideas based around a topic. There is no editing or ordering of these ideas. They may then be used as the basis for another activity such as writing or discussion. It is often very productive as a whole-class activity.


Example

Learners brainstorm the topic of smoking by writing all the words they associate with it on the board. This is then followed by a discursive essay-writing lesson on the topic.

In the classroom

Brainstorming can encourage learners to think more freely and creatively than if they were doing a more controlled planning exercise. It allows learners to remember what they know, and to teach each other. It is a dynamic and stimulating way to lead learners into a topic.

Communicative approach

The communicative approach is based on the idea that learning language successfully comes through having to communicate real meaning. When learners are involved in real communication, their natural strategies for language acquisition will be used, and this will allow them to learn to use the language.

Example

Practising question forms by asking learners to find out personal information about their colleagues is an example of the communicative approach, as it involves meaningful communication.

In the classroom

Classroom activities guided by the communicative approach are characterised by trying to produce meaningful and real communication, at all levels. As a result there may be more emphasis on skills than systems, lessons are more learner-centred, and there may be use of authentic materials.

Fluency

Fluency refers to how well a learner communicates meaning rather than how many mistakes they make in grammar, pronunciation and vocabulary. Fluency is often compared with accuracy, which is concerned with the type, amount and seriousness of mistakes made.


Example:

A learner might be fluent (make their meaning clear) but not accurate (make a lot of mistakes).

In the classroom:

Activities that help to develop fluency focus on communication, for example discussions, speaking games, presentations, task work such as projects and e-mailing.

[فهد ان انجلش]

they are important for teachers

thanks for sharing us teaching aspects

sirhasan

[M.o_o.N]

sirhasan

Good topic my brother

Allah may reward you

[Northie]

Thx sirhasan again :) Here are more terms ; part 1



Academic Performance Index (API)
A statewide ranking of schools based on student test scores from the CAT/6, CST, and high school exit exam; it ranges from 200 to 1000. Most schools have an API, a state ranking (by elementary, middle, or high school), a ranking in comparison to 100 similar schools, and growth targets for the following year.

accommodations
Changes in the way tests are designed or administered to respond to the special needs of students with disabilities and English learners (EL).

accountability
The notion that people (e.g., students or teachers) or an organization (e.g., a school, school district, or state department of education) should be held responsible for improving student achievement and should be rewarded or sanctioned for their success or lack of success in doing so.

achievement test
A test to measure a student's knowledge and skills.

adoption
Refers to the chosen curriculum of a particular school.

Advanced Placement (AP)
A series of voluntary exams based on college-level courses taken in high school. High school students who do well on one or more of these exams have the opportunity to earn credit, advanced placement, or both for college.

alignment
The degree to which assessments, curriculum, instruction, textbooks and other instructional materials, teacher preparation and professional development, and systems of accountability all reflect and reinforce the educational program's objectives and standards.

alternative assessments
Ways other than standardized tests to get information about what students know and where they need help, such as oral reports, projects, performances, experiments, and class participation.


assessment
Teacher-made tests, standardized tests, or tests from textbook companies that are used to evaluate student performance.

at-risk student
Students may be labeled at risk if they are not succeeding in school based on information gathered from test scores, attendance, or discipline problems.

average class size
The number of students in classes divided by the number of classes. Because some teachers, such as reading specialists, have assignments outside the regular classroom, the average class size is usually larger than the pupil-teacher ratio.


benchmarks
A detailed description of a specific level of student achievement expected of students at particular ages, grades, or developmental levels; academic goals set for each grade level.

bilingual education
An in-school program for students whose first language is not English or who have limited English skills. Bilingual education provides English language development plus subject area instruction in the student's native language. The goal is for the child to gain knowledge and be literate in two languages.

block scheduling
Instead of traditional 40- to 50-minute periods, block scheduling allows for periods of an hour or more so that teachers can accomplish more during a class session. It also allows for teamwork across subject areas in some schools. For example, a math and science teacher may teach a physics lesson that includes both math and physics concepts. http://img134.imageshack.us/img134/4222/14159515ue7.gif

[Northie]

cognitively guided instruction: An instructional strategy in which a teacher assesses what students already know about a subject and then builds on students' prior knowledge. Students typically are asked to suggest a way to represent a real problem posed by the teacher. Guided questions, encouragement and suggestions further encourage students to devise solutions and share the outcome with the class.

collaborative learning or cooperative learning: An instructional approach in which students of varying abilities and interests work together in small groups to solve a problem, complete a project, or achieve a common goal.

constructivism: Theory suggesting that students learn by constructing their own knowledge, especially through hands-on exploration. It emphasizes that the context in which an idea is presented, as well as student attitude and behavior, affects learning. Students learn by incorporating new information into what they already know.

riterion-referenced assessment: An assessment that measures what a student understands, knows, or can accomplish in relation to specific performance objectives. It is used to identify a student's specific strengths and weaknesses in relation to skills defined as the goals of the instruction, but it does not compare students to other students. (Compare to norm-referenced assessment.)

critical thinking: Logical thinking that draws conclusions from facts and evidence.

curriculum: A plan of instruction that details what students are to know, how they are to learn it, what the teacher's role is, and the context in which learning and teaching will take place.

facilitator: A role for classroom teachers that allows students to take a more active role in learning. Teachers assist students in making connections between classroom instruction and students' own knowledge and experiences by encouraging students to create new solutions, by challenging their assumptions, and by asking probing questions.

heterogeneous grouping: Grouping together students of varying abilities, interests, or ages.

informal knowledge: Knowledge about a topic that children learn through experience outside of the classroom.

inquiry: A process in which students investigate a problem, devise and work through a plan to solve the problem, and propose a solution to the problem.

learner-centered classroom: Classroom in which students are encouraged to choose their own learning goals and projects. This approach is based on the belief that students have a natural inclination to learn, learn better when they work on real or authentic tasks, benefit from interacting with diverse groups of people, and learn best when teachers understand and value the difference in how each student learns.

metacognition: The process of considering and regulating one's own learning. Activities include assessing or reviewing one's current and previous knowledge, identifying gaps in that knowledge, planning gap-filling strategies, determining the relevance of new information, and potentially revising beliefs on the subject.

modeling: Demonstrating to the learner how to do a task, with the expectation that the learner can copy the model. Modeling often involves thinking aloud or talking about how to work through a task.

norm-referenced assessment:An assessment designed to discover how an individual student's performance or test result compares to that of an appropriate peer group.

portfolio assessment: An assessment process that is based on the collection of student work (such as written assignments, drafts, artwork, and presentations) that represents competencies, exemplary work, or the student's developmental progress.