Integration - The teacher has the knowledge and ability to import appropriate content, information or processes from other fields
(subjects) as a means of expanding student thinking, and/or understanding and showing relation and relevance between fields e.g., a
social studies teacher integrates math skills into a geographic map lesson, an English teacher incorporates history lessons into a
Renaissance Literature unit, an elementary teacher integrates math, science, social studies, and language arts into a unit.
Lesson - a structured period of time where learning is intended to occur. It involves one or more students being taught. A lesson may
be either one section of a textbook or, more frequently, a short period of time during which learners are taught about a particular
subject or taught how to perform a particular activity.
Level of learning - From a learning psychological perspective (e.g., Bloom’s Taxonomy), levels of learning, also known as levels of
thinking, refer to competencies a learner can achieve. Taking into account learning levels is a key issue in instructional design.
Low and High Level Objectives: When Bloom (1956) originally presented his taxonomy, he described six cognitive
objectives as hierarchically arranged from low-level (knowledge, comprehension) to high level (application, analysis,
synthesis, evaluation), with higher-level objectives building on the lower ones. Bloom’s cognitive objectives can be used
when planning assessments. True/false, matching, multiple-choice, and short answer items are often used to assess
knowledge and comprehension (low-level objectives). Essay questions, class discussions, projects, position papers,
debates, student work products, and portfolios are especially good for assessing application, analysis, synthesis, and
evaluations (high level objectives).
Lower Level/Knowledge Objective: For the purposes of the KPTP, a knowledge objective requires students to define,
list, memorize, name, recall, recognize, recite or record. Knowledge objectives may involve student comprehension where
students demonstrate that they understand the meaning of what they have learned by describing, distinguishing between,
discussing, explaining, expressing, identifying, locating, or reporting.
Middle Level/Skill Objective: A skill objective requires students to apply the information that they have learned. Students
apply, demonstrate, illustrate, practice, translate, interpret or dramatize.
Modified instruction – Adjustments in the preparation and delivery of instruction and to the learning environment that are made by
the teacher to met the special learning needs of any student.
Narrative – The ability to describe events in a sequential, chronologically correct, and logically consistent manner. The responses to
a prompt or question are presented using complete sentences and standard English.
Non-verbal communication - The use of positive, non-verbal strategies could include, but is not limited to the following: using hand
or body movements to indicate understanding, showing answers, raising hands-up, nodding, using eye contact, smiling, using hand
gestures to indicate, for example, “Good job!” These non-verbal strategies fall generally into categories of active listening and will
compliment such things as use of body language, paying attention, facing the speaker, etc.