| academic learning time | The time a student is actively engaged with the subject matter and experiencing a high success rate.
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| allocated time | The amount of time a school or an individual teacher schedules for a subject.
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| behavioral objective | A specific statement of what a learner must accomplish in order to demonstrate mastery.
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| block scheduling | Using longer "blocks" of time to schedule classes results in fewer but longer periods given to each subject. It is designed to promote greater in-depth study.
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| cooperative learning | In classrooms using cooperative learning, students work on activities in small groups, and they receive rewards based on the overall group performance.
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| differentiated instruction | Instructional activities are organized in response to individual differences rather than content standards. Teachers are asked to carefully consider each student's needs, learning style, life experience, and readiness to learn.
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| direct teaching | A model of instruction in which the teacher is a strong leader who structures the classroom and sequences subject matter to reflect a clear academic focus. This model emphasizes the importance of a structured lesson in which presentation of new information is followed by student practice and teacher feedback.
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| engaged time | The part of time that a teacher schedules for a subject in which the students are actively involved with academic subject matter. Listening to a lecture, participating in a class discussion, and working on math problems all constitute engaged time.
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| higher-order questions | Questions that require students to go beyond memory in formulating a response. These questions require students to analyze, synthesize, evaluate, and so on.
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| learning communities | The creation of more personal collaboration between teachers and students to promote similar academic goals and values.
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| looping | The practice of teaching the same class for several years, over two or even more grades. The purpose is to build stronger teacher-student connections.
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| lower-order questions | Questions that require the retrieval of memorized information and do not require more complex intellectual processes.
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| mastery learning | An educational practice in which an individual demonstrates mastery of one task before moving on to the next.
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| objective | The purpose of a lesson expressed in a statement.
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| pedagogical cycle | A system of teacher-student interaction that includes four steps: structure–teacher introduces the topic; question–teacher asks questions; respond–student answers or tries to answer questions; and react–teacher reacts to student's answers and provides feedback.
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| problem-based learning | An approach that builds a curriculum around intriguing real-life problems and asks students to work cooperatively to develop and demonstrate their solutions.
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| reflective teaching | Predicated on a broad and in-depth understanding of what is happening in the classroom, reflective teaching promotes thoughtful consideration and dialogue about classroom events.
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| scaffold | Taking from the construction field, scaffolding provides support to help a student build understanding. The teacher might use cues or encouragement or well-formulated questions to assist a student in solving a problem or mastering a concept.
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| student-initiated questions | These are content-related questions originating from the student, yet comprising only a small percentage of the questions asked in class.
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| wait time | The amount of time a teacher waits for a student's response after a question is asked and the amount of time following a student's response before the teacher reacts.
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| scaffolding | Taking from the construction field, scaffolding provides support to help a student build understanding. The teacher might use cues or encouragement or well-formulated questions to assist a student in solving a problem or mastering a concept.
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