OPT 2 Assessment – Flashcards
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Differentiated Instruction
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A way to reach students with different learning styles, different abilities to absorb inforamtion, and different ways of expressing what they have learned.
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Differentiated Instruction
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An approach to teaching that advocates active planning for and attention to student differences in classrooms, in the context of high curriculums
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Differentiated Instruction: Respectful Tasks
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Equally interesting and engaging; Provide equal access to content.
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Flexible Grouping is one of the hallmarks of differentiated instruction
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True
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In a differentiated classroom students have an ongoing coversation with the teacher about what is working and what is not working
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True
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What are the Basis for Differentiation
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Readiness, Interest and Learning Profile
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Three Ways to Differentiate Instruction
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Content, Process (how you student learns), Product (how your student shows what they know)
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Activities to meet the needs of all learners:
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Those tailored for multiple intelligences (modalities); Jigsaws; Tiered lessons; Learning Centers; Independent Study; Assessment Menus, Portfolios, Varied Homework, Bloom's Taxonomy questioning techniques
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Metacognition
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It is the ability to monitor, regulate, and evaluate one's own comprehension in order to take control of and improve learning.
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Foundations of metacognition
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Socrates; Lev Vygotsky
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Benefits of metacognition
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students are more likely to attribute their success to their own ability and effort
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What self-regulated learners do
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Consider their learning goals, plan how they will learn, and monitor their own learning.
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Metacognition
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It promotes regulation of three types of knowledge: declarative (factual); procedural (how to do something); and conditional (when to use a specific skill or strategy)
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Lev Vgotsky
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Known for his theory of the zone of proximal development, also taught that the internalization of social discourse leads to higher-level thinking skills. These skills are needed to engage in metacognition
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Benefits of metacognition
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For at-risk students, metacognition teaches that learning ability is something that can be improved rather than something that is beyon their control
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Benefits of metacognition
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Supports habits that fost persistence and focus, which leads to increased student learning
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What self-regulated learners do
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Assess factors such as time constraints, strengths and weaknesses related to the learning task, and motivation for learning.
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What self-regulated learners do
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If the learning is going well, he or she continues; if not, adjustments are made and monitored to ensure learning occurs
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How to promote metacognition
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Teach students that the ability to learn can be improved.
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How to promote metacognition
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Teach students how to set goals and plan to meet them.
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How to promote metacognition
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Give students opportunities to engage in self-monitoring, adapt their study habits and strategies, and reflect upon their own learning.
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How to promote metacognition
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Fostering this cyle of self-assessment encourages continual practice.
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Student-Centered Instructional Strategies
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Invite students to share ideas
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Student-Centered Instructional Strategies
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Allow students some autonomy and choice in their learning activities
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Student-Centered Instructional Strategies
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Balance teacher and student intellectual input
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Student-Centered Instructional Strategies
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Present lessons characterized by an investigative process
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Student-Centered Instructional Strategies
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Encourage cooperation and collaboration with peers
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Student-Centered Instructional Strategies
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Evaluate with authentic/performance assessment, including rubrics
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Teacher-centered instructional strategies
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In concept attainment strategies, teachers provide students with examples and non-examples to identify a concept.
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Teacher-centered instructional strategies
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KWL Charts encourage students to first examine their prior knowledge, choose learning goals, and summarize what they have learned.
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Teacher-centered instructional strategies
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Focusing questions and probing questions to guide students to more complete understanding are metacognitive
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Teacher-centered instructional strategies
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Reflective activities in which students discuss what they have learned and how they plan to alter their thinking or actions also foster metacognition.
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Common Problems
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Making decisions based on incomplete or irrelevant data
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Common Problems
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Failing to select the proper skills to apply to the task
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Common Problems
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Not dividing a task into subparts
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Common Problems
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Not knowing all the skills needed to complete a task
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Common Problems
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Not enough automatic or internalized skills
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Common Problems
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Lacking the level of needed mental abilities.
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Wrappers
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Tools for teaching self-monitoring behavior
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Wrappers
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They surround existing assignments or activities
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Wrappers
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They require relatively little time to implement.
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Wrappers
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Give students immediate feedback on the accuracy of their perceptions about the effectiveness of their learning.
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Lecture Wrappers
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students are encouraged to think about the key points and take notes as they listen. At the end of the lecture, the students list the three most important ideas. After they hand them in, instructor tells them.
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Homework Wrappers
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students answer questions about how quickly and easily they can perform the desired behavior or skill before and after completing the homework.
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Exam Wrappers
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When graded exams are returned, students describe their study strategies, analyze their mistakes, and plan how to improve preparation for the next exam.
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Grouping strategies that facilitate equity pedagogy
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equal, fairness
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grouping strategies that align with learning goals
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be aquantiated with some of the developmental strategies
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homogeneous grouping
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Students with similar ability level (like reading groups, gifted students in a pull out program)
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heterogeneous grouping
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Mixed abilities, most popular type of grouping
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Types of Grouping Strategies: discussions
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a conversation among several people who have a particular purpose or objective. It is a powerful INDIRECT method of instruction.
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Indirect Strategies
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Student-centered, implied strategies, (learning) students are busy
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Direct strategies
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Teacher-centered
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Whole-class discussion vs. Small group discussion: Which of the two is more student-centered?
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small group discussion
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Whole-class discussion vs. Small group discussion: Which of the two is more teacher-centered?
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whole-class discussion
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Types of Grouping Strategies: Panel:
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a fairly informal setting in which four to six participants with a chairperson discuss a topic amont themselves while the rest of the class listens. Later, ther is give and take with the class. Each participant make an opening statement.
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Types of Grouping Strategies: Debates
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a formal discussion approach consisting of set speeches by participants of two opposing teams and a rebuttal by each participant.
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Types of Grouping Strategies: Role playing (student-centered)
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a student-directed activity in which students act out or dramatize a particular situation, circumstance, or idea.
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Types of Grouping Strategies: Simulations (student-centered)
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are excercises that place students in situation that model a real-life environment
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Types of Grouping Strategies: Games
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are designed to involve students in competition as the primary means to achieve a learning goal
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Types of Grouping Strategies: learning centers and stations
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a designated place within the room where a student goes to pursue either required or optional activities on a given topic. It is a self-contained environment that includes all materials that students will need.
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A learning center provides ____________ and ______________.
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enrichment and reinforcement
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Types of Grouping Strategies: cooperative learning
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Involves students working together in small, mixed ability learning teams to address specific instructional tasks, thus aiding and supporting each other during the learning process.
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Cooperative learning is the most popular approach
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T
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Why cooperative learning?
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Students rach higher levels of Bloom's taxonomy, Learn to construct knowladge (constructivism) - I'm not the sage on the stage., Social benefits, Higher level students benefit from teaching lower level students, Lower level students benefit from the built-in peer tutoring within the group.
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Basic Elements of Cooperative Learning
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Positive Interdependence; Face-to-Face Interaction; Individual Accountability; Interpersonal and Small Group Skills; Group Processing
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Managing Cooperative Learning
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Room Arrangement; Transitions; Group Attention Signals; Promoting Interdependence; Individual Accountability
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Teachers must frequently assess individual learning
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True
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Reciprocal teaching
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is a technique in which one student leader of the class guides the rest of the students in summarizing/teaching information.
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Jigsaw
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method involving a six member team where academic material is broken down into sections. Expert groups are formed to teach the information to other rotating groups (Involves reciprocal teaching)
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Think Pair Share
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This technique requires students to think individually about a topic or answer to a question; pair with another student; share ideas with that student.
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What is a Standard?
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general expressions of our values, and gives us a sense of direction.
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What is an Instructional Goal?
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derived from standards to direct more specifically what must be accomplished at a particular grade level.
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What is an Objective?
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the condition in which students must demonstrate the behavior and proficiency level at which they should perform
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short-term goals
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typically one lesson
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long-term goals
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longer than a lesson or two
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Measurable objective to have 3 parts
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Condition, Behavior and Measure/Proficiency
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Condition
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A condition that prompts a response (given a test, worksheet, checklist, paint and poster board, laboratory materials, building blocks, etc.)
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Behavior
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A measurable and observable behavior using an action verb (label, list, identify, write, create, solve, etc.
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Measure/proficiency
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Exam, Rubric
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Objective
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Behavior and Condition, may not always have the measure/proficiency
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Students will identify five causes of World War II
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short-term goal
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Students will learn about the history of the Roman Empire, including miliary, economic, cultural, social and religious achievements of the age.
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long-term
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Carol Ann Tomlinson
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a leader in the area of differentiated instruction, defines differentiation as a way of teaching in which teachers proactively modify curriculum, teaching methods, resources, learning activities, and student products to address the needs of individual students and/or small groups of students to maximize the learning opportunity for each student in the classroom.
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Summative assessment
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refers to the assessment of participants where the focus is on the outcome of a program. This contrasts with formative assessment, which summarizes the participants' development at a particular time.
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Formative assessment
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Formative assessment, including diagnostic testing, is a range of formal and informal assessment procedures conducted by teachers during the learning process in order to modify teaching and learning activities to improve student attainment.
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Explicit Instruction
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Calls for the teacher to gain student, present new material, reinforce correct responses, provide feedback to students on their progress, and increase the amount of time that students spend actively engaged in learning course content
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Explicit Instruction
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It is teacher-led instruction
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Implicit Instruction
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Teacher is giving hints, children find kind of find it out for themselves
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Implicit
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Student-Centered
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Stages of Teacher-Centered (Direct) Instruction
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1. Daily Review 2. Presenting New Material 3. Guided Practice 4. Providing Feedback (Check for Understanding) 5. Independent Practice 6. Periodic Reviews
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Stages of Teacher-Centered (Direct) Instruction
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Madeline Hunter Lesson Plan
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Constructivism
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The teacher is not the sage on the stage, but the guide on the side
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Indirect Instruction
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Students are active with strategies
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Indirect Instruction
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Strategies often take much planning, but are more loosely structured and more democratic
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Indirect Instruction
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Collaborative and cooperative approaches
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Indirect Instruction
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Involves higher critical thinking levels on Blooms Taxonomy
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Indirect Instruction
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More implicit (implied) instruction
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Types of Student-centered strategies
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Classifying: grouping ideas or concepts into categories (ex. Compare/contrast)
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Types of Student-centered strategies
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Metaphors: figure of speech / comparisons or connections between two unlink things (ex. "He was a rock through this.")
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Types of Student-centered strategies
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Analogy: Comparison between two similar things (ex. "Galaxy is to a star as a beach is to ______.)"
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Types of Student-centered strategies
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Inquiry/Discovery Learning: Collecting data / developing hypotheses. (open-ended)
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Types of Student-centered strategies
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Problem-based strategies: students are given problems to solve.
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Decision making involves all of the following except:
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(a) writing a report
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Decision making involves all of the following:
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making choices, considering an issue, arriving at a solution.
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Of the essential teacher characteristics, the necessary values, commitments, and professional ethics is known as
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(c) dispositions
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To be considered Highly Qualified, according to the No Child Left Behind Act, teachers must:
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(a) have a bachelor's degree, have full state certification, and prove that they know each subject they teach.
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Which of the following stages of teacher decision making involves decisions regarding topics such as student needs, content to be taught, and the most appropriate learning goals and objectives?
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(b) Planning
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Projects, reports, models, presentations, and portfolios are all examples of what?
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(c) Means to measure and assess student learning
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The Interstate Teacher Assessment and Support Consortium (InTASC) originally identified standards for:
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(d) beginning teachers
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The National Board for Professional Teaching Standards developed five core propositions which identify:
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(c) what accomplished teachers should know and be able to do.
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___________ can be defined as a way of thinking about educational matters that involves the ability to make rational choices.
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(d) Reflection
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A teacher applying the constructivist theory would use the following in instructions except:
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(b) assume students have no knowledge to draw upon when learning the new concept
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A teacher applying the constructivist theory would use the follwing
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seek and value students' point of view, include activities that challenge students' suppositions, pose problems of emerging relevance.
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If using a constructivist teaching approach, which method would most likely be used in class?
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(b) Inquiry lessons
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Which of the following is not an example of a commonly used basis for teacher reflection
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(d) Mr. Kingsley taking his World History students on a field trip to the Classics Museum.
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Which of the following is an example of a commonly used basis for teacher reflection?
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Ms. Engle's analysis of the day's lesson plan after school; The school prinicipal's notes from observing Mr. Thompson's Algebra II class.; Mrs. Darcy reviewing a videotape of herself teaching a lesson on grammar.
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Which of the following can be defined as a problem-solving strategy that individuals or groups can use to improve practice by reviewing routines, procedures, and other aspects of the instructional environment?
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(b) Reflective practice
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The zone of proximal development
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the distance between the actual development level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance, or in collaboration with more capable peers.
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Lee Vygotsky
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views interaction with peers as an effective way of developing skills and strategies. He suggests that teachers use cooperative learning exercises where less competent children develop with help from more skillful peers - within the zone of proximal development.
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Scaffolding
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refers to a process in which teachers model or demonstrate how to solve a problem, and then step back, offering support as needed.
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Accomodation
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describes an alteration of environment, curriculum format, or equipment that allows an individual with a disability to gain access to content and/or complete assigned tasks.
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Which of the following is not a characteristic of reflective teachers?
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(c) Place responsibility for teaching decisions on students and administrators alone.
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What are some characteristics of reflective teachers:
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Seek deep understanding of the issues involved in teaching; Ask questions and are curious; Are purposeful and committed to improving their craft.
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Which of the following is not true regarding reflective teaching practice?
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(a) Reflection is generally done at the beginning of one's teaching career, as experienced teachers no longer need to be reflective.
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Which of the following are regarding reflective teaching practices:
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Reflection requires teachers to be open-minded and introspective; Teachers can reflect on their dispositions as well as teaching strategies; Teacher reflection is a necessary aspect of supporting student learning.
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Collecting and analyzing data on student test scores, interviewing faculty and students, and seeking to explain dropout rates are all examples of:
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(d) action research
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Which of the following is not an overarching principle of a constructivist classroom?
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(a) Teachers practice "teacher-centered" instruction
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Overarching principles of a constructivist classroom
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Teachers build lessons around "big" ideas; Teachers seek and value their students' point of view; Teachers assess student learning in the context of daily teaching
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What is the approximate percentage of student enrollment in public schools in the United States for students of color?
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(c) 40%
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What is the name of an approach to teaching content to ELLs in strategic ways to make the subject matter comprehensible while promoting the students' English language development?
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(a) Sheltered instruction
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The SIOP Model can be described as a:
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(d) framework for planning lessons.
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Two areas of diversity that draw special attention for regular classroom teachers are:
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(b) students with disabilities and English language learners
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Dispositions involve having knowledge about the content and teaching techniques.
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False
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Studies correlating a teacher's test of basic skills and college entrance exams with their students' scores on standardized tests found that high-scoring teachers are no more likely to elicit signifigant gains in student achievement that their lower-scoring counterparts
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False
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Teaching experience appears to have an influence on student achievement.
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T
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State licensure requirements for teachers are often based on standards proposed by professional educational agencies.
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T
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Before granting tenure, many districts require a teacher to be nationally board certified by the National Board for Professional Teaching Standards.
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False
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State licensure requirements for teachers are rarely related to or based upon standars developed by professional teaching organizations, such as the InTASC standards.
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False
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The term skills refers to the necessary values, commitments, and professional ethics that influence teacher behaviors.
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T
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The InTASC standards include references to the necessary professional dispositions which teachers should possess.
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T
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A teacher using constuctivist learning theory will encourage students to actively seek understanding and knowledge by relating new investigations to previous learning
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T
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A reflective teacher considers what to teach, how to teach, and how to provide an atmosphere that supports student learning.
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T
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Reflective writing involves preparing and teaching brief lessons that other educators would critique to improve your teaching
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F
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Real reflection only takes place when a teacher is formally evaluated by his or her school administrators.
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False
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Teachers, students, administrators, and peer teacher evaluators can all benefit from the process of teacher reflection.
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T
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Higher levels of reflection in pre-service teachers are related to higher final student teacher evaluations.
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T
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In a constructivist classroom, students rely on both teacher-directed questions and their own questioning to see a deeper understanding of course material.
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T
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A teacher portfolio including examples of lesson plans, video-taped lessons with self-critique, and analyses of student work can be a resource for professional reflection.
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T
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Reflective journal writing between a student and a teacher is an effective way to recored a student's thoughts and maintain a dialog between the student and teacher.
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T
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The number of English language learners in the United Statess public school system has increased more the number of students identified as diasbled has increased
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T
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Sources of student diversity are limited to students with special needs.
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False
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Teachers are responsible for diversifying instruction and creating a supportive classroom for all learners.
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T
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Attitudes and feelings best describe the ____________ area of learning.
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(c) affective
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Providing materials for manipulation and observing student responses to different environmental factors are objectives which should be included when teaching to the ___________ area.
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(a) psychomotor
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The way people process information and use strategies in responding to tasks refers to:
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(a) cognitive styles
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Lessons that emphasize sequenced, verbal, and numerical skills are:
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(d) left-brain oriented
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Teacher presentations featuring demonstrations, open-ended questions, and manipulatives involve _________ activity.
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(d) right-brain oriented
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A system of interacting with the environment through one or more of the basic senses refers to:
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(a) sensory modality
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Jean Piaget, Eric Erikson, and Lawrence Kohlberg have each developed theories in which of the following areas:
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(c) Cognitive development
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What percentage of LGBT student report feeling afrai for their safety in school?
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(c) 64%
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More than 10 percent of students in the United States are identified as:
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(b) having disabilities
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A classroom where students learn to be proud of themselves, to respect human differences, and to speak up for what is right can be described as:
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(b) an anti-bias classroom
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Learning activity packets, task cards, and learning contracts are some examples of:
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(a) differentiated materials
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The curriculum can be differentiated in the following ways except the:
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(c) professional standards
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Curriculum can be differentiated in the following ways:
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content, process and products
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The instructional activities or approaches used to help students learn the curriculum are known as the:
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(d) process
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What is a student's entry point into a particular content or skill?
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(b) Readiness
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A student's learning profile may be influenced by all the following except.
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(c) assessment procedures
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A student's learning profile may be influenced by the following:
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(b) culture
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Using texts at a variety of reading levels, focusing on main concepts instead of minor details, and instructing through both whole-to-part and part-to-whole approaches are examples of differentiating instruction through the:
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gender, assessment procedures, learning style
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Which of the following is not an example of an accepted and professional way to get to know your students?
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(b) Looking up your students on social networking websites
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What are some acceptable ways to get to know your students?
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Consulting the school's cumulative records for your student, Using student questionnaires to learn about their interest, Contacting your students' parents and families for information about your students' at-home study habits.
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Which of the following contextual factors for guiding planning address geographic location, community and school population, race/ethnicity, and socio-economic profile?
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(c) Community, district, and school factors
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Which of the following contextual factors for guiding planning address factors such as age, gender, special needs, skill levels, and language?
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(a) Student characteristics
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Which of the following is not included in classroom factors for guiding instruction?
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(d) The community's political climate
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Once you have determined your curriculum at the beginning of the school year, you should never stray from it or vary your instructional methods.
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F
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Highly creative children tend to be alienated from their peers and misunderstood by teachers who reward students that exhibit conforming behavior.
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T
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Psychomotor skills involve problem solving, information processing, and using mental strategies for tasks.
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F
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There is little to no difference to take into account when teaching students at the kindergarten level versus teaching students in the eighth grade.
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F
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About 8% of boys and 6% of girls report engaging in same-sex activity or having strong same-sex feelings during adolescence.
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T
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Early indicators of sexual orientation do not appear until well into the late adolescent years.
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F
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Independent study does not encourage creativity and problem-solving skills.
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F
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Teachers can differentiate assignments by altering the length, difficulty, or time span of the assignment.
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T
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Teachers should lower their expectation and standards for students who come from culturally diverse backgrounds or a lower socio-economic status than their peers.
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F
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Content includes the knowledge, skills, and attitudes related to the subject and the materials through which learning is accomplished.
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T
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Process includes the vehicles through which students demonstrate what they have learned.
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F
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Universal design for learning is a way to adapt the curriculum and delivery of instruction to meet the needs of the learners.
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T
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The products of a curriculum include assessment in which students demonstrate what they have learned.
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T
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To effectively support their students, teachers only need to know their students' intellectual abilities.
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F
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One way for teachers to gather information about their students is to meet the parents and guardians in individual conferences.
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T
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Contextual classroom factors to guide teacher planning include the physical features of the classroom, availability of technology equipment, and the number of students with special needs in the class.
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F
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Accomodation
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describes an alteration of environment, curriculum format, or equipment that allows an individual with a disability to gain access to content and/or complete assigned tasks.
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Brain hemisphericity
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referred to the idea that people rely on a preferred mode of cognitive processing that is linked to predominant activity of either their left or right cerebral hemisphere.
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Cultural diversity
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the inclusion of diverse people in a group or organization
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Differentiated materials
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is a framework or philosophy for effective teaching that involves providing different students with different avenues to learning (often in the same classroom) in terms of: acquiring content; processing, constructing, or making sense of ideas; and developing teaching materials and assessment measures so that all students within a classroom can learn effectively, regardless of differences in ability
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Exceptional students
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shall mean any child who requires special instruction or related services to take full advantage of or to respond to educational programs and opportunities because of a physical, mental, emotional, social, or learning exceptionality, as determined by a multi-disciplinary team
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Learning style
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an individual's unique approach to learning based on strengths, weaknesses, and preferences.
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Students at risk
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is generally defined as a student who is likely to fail at school.
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All of the following are reasons teachers give for developing plans except:
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(a) peer-reviewed plans are required for National Board Certification
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Reasons teachers give for developing plans:
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planning gives them a sense of confidence and security; planning gives them a sense of direction; collecting and preparing instructional materials
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Which of the following is not an example of a factor to consider in planning lessons?
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(c) What the student who has been routinely acting disruptive in your class would like the least.
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Factors to consider when planning lessons:
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the knowledge, skill, or concept that you want your students to learn; the textbooks, technology, or other materials you'll need during the lesson; your students' ability levels and academic needs
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The National Council of Teachers of Mathematics, the National Council of Teachers of English, and the National Academies of Science are all examples of what?
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(d) Professional education organizations
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Which of the following accurately describes the relationship between curriculum standards and classroom instruction?
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(b) The curriculum content flows from the state framework through district levels to ultimately inform the teacher instruction in the classroom
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The approach to planning that involves first identifying student outcomes to be demonstrated the end of the lesson is called:
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(d) backward mapping
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A syllabus is one product of:
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(a) course planning
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Term planning involves preparation of plans fo one:
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(d) marking period
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A planbook displays the results of which type of planning?
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(c) Weekly planning
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Many school districts require beginning teachers to submit their ___________ plans to the principal for review.
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(b) weekly
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Daily planning involves preparing notes about all the following except:
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(a) discipline
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The linear-rational approach to planning is taught most often in teacher education programs because it is a ___________ approach to planning.
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(d) structured and sequenced
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Which of the following terms best refers to a broad statement about the intent of education?
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(b) AIMS
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Statements of what is hoped that all students will achieve through instruction are referred to as:
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(c) educational objectives
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Written for daily lesson plans and stated in behavioral terms to indicate what is to be observed and measured best defines:
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(a) instructional objectives
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For those districts that have curriculum guides, the guides are approved by:
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(c) the local school board
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Resources used for planning include all the following except:
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(c) classroom rules
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Resources used for planning include the following:
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curriculum guides, teacher's edition of textbook being used, other textbooks related content.
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Which of the following is given to students, and it includes written statements about content, procedures, and requirements of a particular course?
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(d) Syllabus
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Which of the following does not describe a tier in the RT1 method?
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(b) Standardized scaffolding
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The RTI method is implemented in which of the following grade levels?
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(a) K-12
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In which of the following RT1 tiers do students receive instruction in addition to typical classroom instruction with more frequent assessment?
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(b) Tier 2
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for students who need more intensive levels of assistance
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RTI Tier 3
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All Students
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RTI Tier 1
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The amount of teaching experience you have influences planning decisions
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T
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Your personal philosophy of teaching should have little bearing on your curriculum planning decisions
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F
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In 2002, the federal government put forth and approved a set of officially recognized national standards,
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F
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All 50 states have adopted the Common Core Standards for student learning.
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F
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Backwards design, or backward mapping, begins by asking the question, "What materials do I need during this lesson?"
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F
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Preparing notes about objectives, materials, and activities are part of the process when making yearly plans.
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F
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As a rule, statements of philosophy and aims are the most abstract statements for the purposes of education.
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T
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In the linear-rational approach to planning, insights gained in one step of instruction lead to changes in later steps.
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T
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Curriculum guides commonly include subject-specific course goals.
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T
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Interdisciplinary planning involves planning and coordinating instructional activities and assignments for each subject area represented by the teachers.
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T
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One goal of the RTI method is to provide support to struggling students early, before they fall too far behind their academicd peers.
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T
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Backward mapping
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is a process that educators use to design learning experiences and instructional techniques to achieve specific learning goals.
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Course planning
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teacher plans for lessons
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Curriculum
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typically refers to the knowledge and skills students are expected to learn, which includes the learning standards or learning objectives they are expected to meet; the units and lessons that teachers teach
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Goals
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derived from standards to direct more specifically what must be accomplished at a particular grade level.
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Linear-rational approach to planning
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insights gained in one step of instruction lead to changes in later steps
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Plan book
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Teacher resource for lesson planning
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Planning for instruction
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Process of planning for a lesson
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Response to Intervention (RTI)
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a multi-tier approach to the early identification and support of students with learning and behavior needs.
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Syllabus
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an outline of the subjects in a course of study or teaching.
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Unit
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a defined portion of instruction time
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An action statement, a condition statement,and a criterion statement are components that should be included when constructing:
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(a) behavioral objectives
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Materials the student will be using, time limits for the completion of the task, and the location for the task to be performed are usually included as part of:
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c Conditions statements
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Which of the following describes a statement of the intended learning outcomes of a lesson?
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a Instructional objectives
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Which of the following is not found in a behavioral objective?
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b Subject-specific course goals
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What is found in a behavioral objective
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Condition, action, criterion
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Which of the following is a possible unintended consequence of setting instructional goals?
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d Setting overly specific instructional goals may cause students to ignore other important information.
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"Write a paragraph including a topic sentence and at least three supporting sentences" is an example of what kind of statement?
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b Criterion
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A system that classifies items and demonstrates relationships among them is known as:
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d a taxonomy
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Factual, conceptual, procedural, and metacognitive are categories of which dimension of Bloom's cognitive domain?
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c the knowledge dimension
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Which of the following objectives represents the highest level of thinking among the choices?
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b Evaluating
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Which of the following domains in Bloom's taxonomy encompasses students' attitudes, values, and emotions?
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a Affective
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Which of the following is not a domain identified in Bloom's classification system of learning?
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b Physiological
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Fundamental movements and physical abilities are associated with which of the following domains?
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d Psychomotor
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The introductory activities of a lesson would likely include all the following except:
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c having students working and discussing in small groups
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A procedural closing to a lesson would likely address all the following except:
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b summarizing the main ideas in the lesson.
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The __________ questions of a unit plan address the big ideas or fundamental concepts that students should be thinking about over the course of the unit.
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d essential
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One or more culminating lessons would likely be included in:
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c unit plans
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Which part of a unit plan includes the scope of the subject matter to be learned?
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a Outline of content
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Using the SIOP Model, each of the following is a way to build background except:
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d define and display language objectives with the students
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The content objectives of a unit plan should be all of the following except:
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a used for teacher reference only and not shared with students.
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Which of the following is not an example of best practice when supporting students' background knowledge?
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c Focus on background knowledge only at the conclusion of a unit.
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The term "taxonomy" refers to the fact that the classification system is hierarchical, and there is a relationship among the levels of the classification system.
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T
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About 50% of what is learned is in cognitive domain, with the rest of learned material in the other two domains.
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F
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In the cognitive domain, comprehension is at a higher level than evaluation.
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F
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The affective domain deals with students' attitudes, values, and emotions.
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T
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The teacher's summarizing of the key points of a lesson just before the close of the class period can be found in the procedural closing of a lesson
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F
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The instructional activities of a lesson should be closely aligned to the instructional objectives and should help students achieve the objectives of the lesson.
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T
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Identifying the objectives of a lesson and explaining to students why they are important shows no correlation with student achievement.
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F
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The content-specific goals of a unit of study can be found in the rationale of the unit plan.
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F
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Forms of assessment in a unit plan can range from evaluations of prior background knowledge to formative assessment during instruction to a summative assessment at the end of a unit.
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T
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Although the SIOP model was originally developed to support the learning of ELL students, all students can benefit from this model of instruction.
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T
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Using the _________ technology strategy, the teacher starts with a known principle and moves to the unknown concepts or examples.
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b deductive
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Using the _________ technology strategy, the teacher would not tell students at the start what specifically they are studying, nor would a definition of what is being studied be offered by the teacher.
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a inductive
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Which of the following would be considered the most direct approach to presentation.
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d Lecture
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Direct instruction is based on __________ learning principles.
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b behavioral
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Direct instructional approaches can be best described as:
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c teacher-centered instruction
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In which of the following instructional models do students work together to gather, process, and learn the target information or skills.
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d Social instructional approaches
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Which of the following instructional models moves slowly from teacher-as-model, to joint responsibility between teacher and student, to students practicing independently.
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a The Gradual Release of Responsibility Model
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To determine if the students have obtained the necessary prerequisite knowledge or skills for the lesson is the purpose:
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a conducting daily review
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To supervise the students' initial practice of a skill and to provide the reinforcement necessary to progress new learning from the short-term memory into long-term memory is the purpose of:
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c conducting guided practice
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If a teacher wants to introduce a new skill or concept in a relatively short amount of time, which instructional approach would be most effective?
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b Direct instruction
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Which of the following is not an aspect of explicit instruction?
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d Limit the amount of time which students spend actively engaged in learning course content.
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Which of the following is not an example of activating students' prior knowledge?
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c Teaching new vocabulary
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The teaching strategy that allows students to see the teacher as an active learner and a model, and also allows for students to observe real things is:
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c demonstrations
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The type of question that tends to have only one correct or best answer is:
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b convergent questions
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Questions that intended to seek clarification and to guide students to more complete answers are referred to as:
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d probing questions
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The teaching strategy which refers to the teacher orally questioning students about content that had previously been covered, and is also used as a means to diagnose student progress is:
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a recitations
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Which type of question is typically open-ended with many different yet appropriate answers?
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a Divergent questions
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Which level of questioning provides students opportunities to use knowledge and engage in critical and creative thinking?
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c Higher-level
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All of the following are main purposes of a recitation except:
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b to give the teacher an opportunity to introduce new content.
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All of the following are examples of good teaching practice regarding homework except:
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d assigning extra homework to students who misdbehave in class
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Direct instructional approaches can also be referred to as student-centered approaches.
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F
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A teacher's use of cues and prompts to lead students to increasingly complex thinking processes is an example of guided instruction.
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T
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The Gradual Release of Responsibility Model is based in part from Vygotsky's theory of the zone of proximal development.
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T
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Direct instruction is especially effective during the first stages of learning new material.
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T
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Direct instruction is an effective way to promote social learning outcomes.
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F
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An independent worksheet completed at the beginning of a lesson is an example of guided practice.
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F
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A demonstration is similar to the lecture in its direct communicaion of information from students to teacher.
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F
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Teachers should thoroughly plan and prepare lectures and know the content like an expert
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F
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Ask the question before calling on a particular student for the answer.
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T
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Recitations involve a series of short answer questions.
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T
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An effective approach during seatwork is to sit at your desk and have students come up to see you when they have a question.
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F
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Teachers should take the time in class to teach homework skills.
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T
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Using the ___________ teaching strategy, the teacher would begin with an exploratory activity and then lead students to discover a concept or generalizations.
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b inductive
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When choosing an instructional strategy, you must:
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monitor your students' learning
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Discovery learning techniques include all of the following except:
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a note taking
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When deciding if you should use a student-centered or a teacher-centered method, one of the most important things to keep in mind is that the method should be:
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c well matched with your goal
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In concept attainment lessons, each of the following is true except:
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a the teacher provides a definition at the beginning of the lesson
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Inquiry and discovery approaches which enable students to collect data and test hypotheses are usually _________ in nature.
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b inductive
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The teaching strategy which is considered to be the least explicit and most student-centered is:
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c inquiry
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Which of the following is not a component included in a typical inquiry lesson?
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b Create a game addressing the content
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The strategy in which the teacher creates situations where students can learn on their own is referred to as
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a discovery learning
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In problem-based learning, students will learn by:
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c doing
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A teacher should use creative problem solving for
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d all problems that students encounter
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Guidelines for effective whole class discussions include all the following except:
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b be careful not to use humor since it can be distracting
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Which type of instructional approach does cooperative learning fall into?
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d Social approach
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The style of group learning which involves six-member teams working on academic material that has been broken down in sections with expert groups is called:
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c Jigsaw
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A fairly informal setting in which four to six participants with a chairperson discuss a topic among themselves best defines a:
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a panel
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Class activities designed to involve students in competition as the primary means to achieve a learning goal are referred to as:
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d games
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At a learning center, a student should complete:
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c a task that interests them
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Activities that students complete without direct help from others are classified as:
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d independent work
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Student-centered instruction is very structured.
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F
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Teachers should always use student-centered instructional strategies.
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F
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Variation in instruction helps keep students interested.
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T
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Generally, student-centered approaches are more explicit than teacher-centered approaches.
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F
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An inquiry lesson would be an inductive instructional approach.
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T
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Using the process of inquiry provides opportunities for students to learn and practice skills associated with critical thinking.
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T
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Any problem would be good to use for a problem-based lesson.
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F
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The teacher should identify the problem for their students if the student's initial hypothesis is incorrect.
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F
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Before beginning a whole class discussion, teachers should ensure that students have an adequate knowledge base.
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T
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Small-group discussions can meet the goal of increased student participation by allowing select students to become involved in the discussion.
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F
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Cooperative learning works best with heterogeneous groups of students.
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T
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A symposium is a fairly informal setting in which four to six participants with a chairperson discuss a topic among themselves while the rest of the class listens.
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F
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Research indicates that cooperative learning should hold the group accountable rather than the student.
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F
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Learning centers should have all materials that a student willneed for an independent activity.
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T
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Not all students will need a learning contract.
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T
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All of the following are ways to identify similarities and differences except:
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c using experimental inquiry
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Summarizing involves each of the following except:
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b preparing questions about the information
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The pause, prompt, and praise technique can be used to:
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d provide recognition
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The study that students do when they are not under the direct supervision of their teacher is known as:
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a homework
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A time-sequence pattern is a type of:
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a nonlinguistic representation
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When setting objectives, you should be careful not to make them too:
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c specific
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Asking students to do a systems analysis is an example of which strategy?
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b Generating and testing hypotheses
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Having your students skim the textbook to preview important information is an example of:
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d providing advance organizers
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_________ involves evaluating the accuracy, credibility, and worth of information and the lines of reasoning.
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d Critical thinking
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The ability to control your learning behaviors, know where you are on a given task, and be committed to succeeding is called:
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b self-regulation
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Which of the following strategies would likely best promote critical thinking?
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a Open discussions
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__________ is the gateway to student engagement.
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c Motivation
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When students are actively involved in tasks that stretch their abilities, it is known as:
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c the state of flow
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Teachers should provide a supportive environment, communicate clear goals, and provide students with feedback in order to:
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a promote student engagement
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When challenging students, a teacher should ensure that the:
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b challenge aligns with the ability level
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The SIOP model was designed to help meet the needs of students who are:
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d English language learners
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Prompts, questions, and elaboration are examples of:
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d verbal scaffolding
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The SIOP model is beneficial for:
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c all students
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Creating metaphors is the process of identifying similarities and differences between and among things or ideas.
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F
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Reinforcing effort is important because some students do not make a connection between effort and achievement.
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T
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Asking students to generate a mental image about the content illustrates the use of summarization.
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F
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Historical investigations can be used to generate and test hypotheses.
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T
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Reading a newspaper article to the class about the day's lesson is an example of an advanced organizer
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T
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Reciprocal teaching occurs when teachers provide substantial amounts of support and assistance in the earliest stages of teaching a new concept and then gradually decreasing the amount of support.
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F
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Higher-order thinking skills promote critical thinking.
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T
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The teacher should be expected to understand the structures of the subject they teach.
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T
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Critical thinking is not something that can be taught; students must develop their skills on their own.
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F
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One critical aspect of student learning is engaging the student.
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T
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Teachers should use specific engagement strategies for every unit.
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T
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A benefit of SIOP model is that it requires little thought from the teacher for choosing instructional strategies.
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F
question
Which of the following is an example of ability grouping?
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a Between-class grouping
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Requiring the student to complete certain activities related to the instructional objectives relates to:
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b academic accountability
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The first step teachers should take when holding students academically accountable is to:
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c determine evaluation processes and grading systems
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The ideal group size for a group instructional lesson would be:
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b 4-6 students
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A jigsaw activity is a form of
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a cooperative learning
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When holding all students accountable, teachers should follow each of the following guidelines except:
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c using ability grouping whenever possible.
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Which section of the lesson is typically designed to motivate the student?
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b the beginning section
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Which of the following is not a recommended approach for soliciting the attention of the students?
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d Give clear, concise instructions for beginning the lesson
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Daily review should not be used to:
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c allow the teacher opportunities to check to see who has completed homework and assignments
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Weekly and monthly reviews provide the teacher with all of the following except:
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a an opportunity for slower students to catch up
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All of the following are considered to be effective techniques for conveying enthusiasm to students except:
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d physical contact
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Using seatwork effectively, cueing behavior, and pacing are in which part of the lesson?
answer
c Middle of the lessson
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Actions or statements by teachers that are designed to bring a lesson presentation to an appropriate conclusion best refers to:
answer
a closure
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All of the following are ways to effectively manage student work except:
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b clearly explaining instructions once students begin working.
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Once students have completed their seatwork, they should:
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d find something else to work on
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To effectively provide feedback to students, a teacher should:
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a try to provide feedback frequently and quickly.
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_______ occurs when the teacher asks students to stay on a learning task too long and the students begin to lose interest and get off task.
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d Satiation
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All of the following are ways to avoid satiation of the students exept for the use of:
answer
b established routines in the class
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___________ occurs when a teacher goes too fast sometimes and too slow other times.
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c Jerkiness
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To help English Language Learners in the classroom, a teacher should:
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d model and/or explain directions clearly for each task to help students who are ELL
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For English Language Learners, the best grouping strategy would be to:
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a vary how students are grouped.
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To stay on track while delivering a lesson, a teacher should do all of the following except:
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b engage students in the lesson 70-80% of the time.
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Informing students about guidelines and requirements for homework helps promote academic accountability.
answer
T
question
Inquiry is a teacher-centered instructional approach.
answer
F
question
Effective teachers vary their teaching strategies.
answer
T
question
Researchers report that some students cannot screen out distracting stimuli.
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T
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When planning for directions, have no more than five student actions that are required for the activity.
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F
question
Transitions are slowdowns or delays in the progress of a lesson.
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F
question
Teachers need to avoid dwelling on one topic too long to promote feelings of progress.
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T
question
Seatwork should be used to help students learn new material
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F
question
Teachers should vary their procedures for collecting student assignments.
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F
question
Teachers should make a commitment to try to return all assignments within five days.
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F
question
All seatwork assigned to students should be graded.
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F
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Withitness is a term used to describe the mindset of a teacher
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T
question
Teachers should not try to handle multiple activities at the same time.
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F
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Desis statements should be clear and direct.
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T
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A teacher should give students the opportunity to be actively engaged in the classroom.
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T
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Effective teachers will encourage their students to elaborate on their responses.
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T
