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Questions and Answers
What is the process of backwards design in lesson planning?
What is the process of backwards design in lesson planning?
- Identifying objectives and materials before considering the standards
- Beginning with creating end goals for the standards and then finding relevant materials
- Designing lessons first and then aligning them with standards afterwards
- Starting with the standards for the course and working backwards to create lessons (correct)
Which legal issue impacts teachers' First Amendment rights?
Which legal issue impacts teachers' First Amendment rights?
- IDEA
- Section 504 of the Rehabilitation Act and ADA
- Title IX (correct)
- FERPA
What does diversity in education aim to avoid?
What does diversity in education aim to avoid?
- Equity versus equality confusion
- Socioeconomic status impact on education
- Mandated testing for students
- Educational stereotypes (correct)
What does the achievement gap in education refer to?
What does the achievement gap in education refer to?
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When are students tested as part of mandated testing in Indiana?
When are students tested as part of mandated testing in Indiana?
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Study Notes
Lesson Planning
- Backwards design is a process of lesson planning that involves setting learning goals and objectives, then determining the assessments and finally planning the instructional activities.
Teachers' Rights
- The legal issue of Hazelwood v. Kuhlmeier (1988) impacts teachers' First Amendment rights, limiting their freedom of speech in the classroom.
Diversity in Education
- Diversity in education aims to avoid stereotyping, discrimination, and bias, promoting inclusivity and equal opportunities for all students.
Achievement Gap
- The achievement gap in education refers to the disparity in academic performance between different groups of students, often based on demographics such as race, ethnicity, and socioeconomic status.
Mandated Testing in Indiana
- In Indiana, students are typically tested as part of mandated testing in the spring of each academic year.
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