Academic Language
This term refers to the specialized vocabulary, grammar, and discourse used in academic settings.
Academic Language
This is the highest level of Bloom’s Taxonomy, where learners use information to create something new.
Create
This type of feedback focuses on providing information about what was done well or needs improvement.
General Feedback
This instructional technique provides temporary support to help students achieve a task they couldn’t do independently.
Scaffolding
A behavioral objective clearly defines what the learner will be able to do by the end of a lesson. This part of the objective specifies the desired action.
Behavior
When encountering a bolded word in a textbook, where can students usually find its definition?
Glossary
At this level, students demonstrate their ability to recall facts and basic concepts.
Remember
This type of feedback directly relates to the learning objective and helps guide the student toward improvement.
Specific Feedback
This element of scaffolding captures student interest and activates prior knowledge at the beginning of a lesson.
Hook
In a behavioral objective, this component describes the situation or context in which the behavior will occur.
Condition
This strategy helps students frame their responses using academic language by providing a partially completed sentence.
Sentence Stems
When a student uses information to solve a real-world problem, they are operating at this level.
Apply
When feedback matches the task and the learning goal, it is considered this type of feedback.
Congruent Feedback
This scaffolding strategy helps students connect new information to what they already know.
Link
A well-written behavioral objective should include this element to indicate how well the student must perform the task.
Criterion
A visual aid that displays important academic vocabulary with definitions and examples to reinforce learning.
Word wall
Breaking down information into parts to explore relationships and patterns occurs at this level.
Analyze
This type of feedback focuses on identifying errors and suggesting ways to correct them.
Corrective Feedback
In this scaffolding approach, the teacher models first, then works with students before allowing them to work independently()I Do, We Do, You Do).
Gradual Release
In the statement, “Students will correctly identify three types of ecosystems after reading a passage,” which part describes the behavior?
Correctly identify three types of ecosystems
When a teacher asks students to explain a science concept using terms like “hypothesis” and “experiment,” they are encouraging the use of this type of language.
Academic Vocabulary
When a student makes a judgment or forms an opinion based on evidence, they are engaging in this level of Bloom’s Taxonomy.
Evaluate
When feedback does not align with the task or learning objective, it is known as this.
Incongruent Feedback
When a teacher asks guiding questions, gives hints, or provides sentence stems to help students think critically, they are using this type of scaffolding.
Cognitive Scaffoding
Behavioral objectives help guide lesson planning by providing a clear roadmap for this aspect of teaching
student learning or assessment