| Academic learning time (ALT) | The amount of time a student is engaged in a particular subject or learning task at which he or she is successful.
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| Affective domain | The domain that classifies objectives in the emotional response processes.
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| Analyze | One of the six types of cognitive processes in Bloom's revised taxonomy and defined as being able to break materials into constituent parts and show how parts relate to one another.
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| Apply | One of six types of cognitive processes in Bloom's revised taxonomy and defined as being able to apply particular knowledge and carry out and implement particular procedures in a given situation.
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| Behavioral objective | A form for writing an instructional objective that emphasizes precision and careful delineation of expected student behaviors, the testing situation, and a performance criterion.
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| Cognitive domain | The domain in Bloom's taxonomy that classifies objectives in the thinking and reasoning processes.
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| Cognitive processes | The thinking engaged in by teachers and students.
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| Conceptual knowledge | One of four types of knowledge in Bloom's revised taxonomy and defined as knowing about the interrelationship among basic elements and knowing about principles, categories, theories, and models.
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| Create | One of six types of cognitive processes in Bloom's revised taxonomy and defined as being able to bring elements together to form a coherent whole and/or reorganize elements into a new pattern.
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| Economy | Term used by Bruner to describe ways to limit the amount of materials to teach at any one time.
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| Engaged time | The amount of time students actually spend on a particular subject or learning activity, also called time on task.
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| Evaluate | One of the six types of cognitive processes in Bloom's revised taxonomy and defined as being able to make judgments based on criteria or standards.
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| Factual knowledge | One of four types of knowledge in Bloom's revised taxonomy and defined as the basic elements, facts, and vocabulary of a topic or subject.
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| Gantt chart | A planning technique to show pieces of work in relationship to one another and when each piece is expect to start and finish.
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| Instructional objective | Statement that describes a teacher's instructional aims.
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| Knowledge dimension | The dimension in Bloom's revised taxonomy that defines what learners know or are expected to know.
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| Lesson plan | Organization for instruction for a particular lesson or period.
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| Metacognitive knowledge | One of four types of knowledge in Bloom's revised taxonomy and defined as knowledge and awareness of one's own cognition.
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| Nonlinear model | An approach to planning in which planners start with actions or activities deemed important and later attach goals to the action to help explain what happened.
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| Opportunity to learn | The amount of time a teacher actually spends on academic tasks or activities.
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| Performance standard | A standard or goal students are expected to meet.
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| Power | Term used by Bruner to describe the process of selecting only the most important (powerful) ideas and concepts to teach to students.
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| Procedural knowledge | Knowledge about how to do something. Can pertain to specific behavioral skills or to complex cognitive strategies.
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| Psychomotor domain | The domain in Bloom's taxonomy that classifies objectives in the physical movement and coordination processes.
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| Rational-linear model | An approach to planning that focuses on setting goals and objectives first and then selecting particular strategies or activities to accomplish these predetermined goals.
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| Remember | One of the six types of cognitive processes in Bloom's taxonomy and defined as being able to recognize and recall relevant knowledge from long-term memory.
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| Structures of knowledge | The way particular subject matters or disciplines are organized; the major concepts, ideas, and relationships that define a particular field.
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| Taxonomy | A classification system or device that helps arrange and show relationships among objects and ideas.
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| Time-tabling | Planning tools that chronologically map time relationships among various instructional activities.
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| Understand | One of six types of cognitive processes in Bloom's revised taxonomy and defined as being able to interpret, exemplify, classify, summarize, infer, compare, and explain knowledge.
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