Test your basic knowledge |

Effective Teaching

Subject : teaching
Instructions:
  • Answer 50 questions in 15 minutes.
  • If you are not ready to take this test, you can study here.
  • Match each statement with the correct term.
  • Don't refresh. All questions and answers are randomly picked and ordered every time you load a test.

This is a study tool. The 3 wrong answers for each question are randomly chosen from answers to other questions. So, you might find at times the answers obvious, but you will see it re-enforces your understanding as you take the test each time.
1. 1.) Ability to observe objectively (making an inference. Filled with adjectives or do you cut to the chase? Do not involve adjectives) - 2.) ability to communicate clearly (giving directions you must be specific) - 3.) ability to infer/make assumptio






2. Most crime occurs between 4 pm and 7 pm. About one-fourth of the children in the U.S. live in poverty (< $18 -000). More than one-half of all students in the U.S. are being raised by a single parent.






3. Teach - Manage - Assess (often neglected). All of these are intertwined






4. Organization of information through visual representations: concept maps - graphic organizers - webs - advanced organizer - schematic - Venn diagram.






5. External catalyst that encourages behaviors (rewards and punishments). Begin with this and then move toward intrinsic. Examples: praise - grades - food - tokens - attention getters (how you open your lesson)






6. Categories - sets - or classes with common characteristics. A concept has 5 characteristics: Name - definition - characteristics - examples - and place in a hierarchy. Piaget: If schema is inaccurate - students will be confused. If this is the case -






7. HOW curriculum is implemented in the classroom. Example: problem solving - puzzles - etc.






8. Cooperative learning (ability group ~ 5 members) - learning centers - group work - think-pair-share - jigsaw - panel discussion - symposium (members present their side) - debate - round table.






9. Statements - sometimes inferential in nature - that describe a relationship between two or more concepts. A law or principle is a generalization that is accepted as truth. Must be able to transfer information to other things- application.






10. Knowledge - Comprehension - Application - Analysis - Synthesis - Evaluation... Three Domains of Learning: Cognitive - Affective - Psychomotor

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11. Synthesis: Divergent - original thinking - proposal - design or story. Example: What's a good name for OR What would the U.S. be like if the British had won...






12. Knowing when or under what conditions to use knowledge and procedures... 'If this - then this...' Logic: order of events.






13. To distinguish - to discriminate - to analyze - to detect - to recognize - to infer - to categorize - to choose - to select






14. Feelings - attitudes - and values from lower levels of acquisition to the highest level of internalization and action. We want them to value what they learn.






15. To translate - to prepare - to interpret - to distinguish - to conclude to predict - to estimate - to differentiate - to recognize - to explain - to summarize - to demonstrate - to paraphrase - to indicate - to make predictions






16. Internal catalyst that comes from within the individual; a natural tendency to seek out and conquer challenges and pursue personal interests. Learning is often the reward. This is student centered. Examples: values (parents now want values taught) -






17. Prior knowledge went away and nothing goes forward.






18. 1. Compare/contrast activities - 2. Summarizing and note taking - 3. Homework and class practice - 4. Non linguistic representation (concept maps - pictures - graphs - kinesthetic activity: vary routine- humans are visual learners) - 5. Cooperative l






19. 1.) Objectives - 2.) TEKS - 3.) Attention Getter - 4.) Content Delivery (15 minutes: lecture - lesson-discussion - demonstration) - 5.) Activities 6.) Closure of Lesson - 7.) Assessment. Discussion first - activity second.






20. Reading Strategy: Who are the CHARACTERS - What is the AIM of the story - what PROBLEM happens - how is the problem SOLVED?






21. Being able to apply what we know. Being able to retain information. It is a change in mental processes or observable behavior. Changes in behavior due to experience. The development of understandings and the CHANGE OF BEHAVIOR resulting from experien






22. Objectives must be organized and planned. Statement that describes what the student will be able to do upon completion of the instructional experience. Example: the student will be able to name all 50 states. Must be able to measure it!






23. Each person has a different role. Most effective group collaborative out there - Jobs vary depending on the assignment. Individual and group accountability. Individual grades - peer evaluations - assess at the end of every day! 80% retention






24. Application: Using information to solve a problem with a single correct answer. Example: Which principle is demonstrated in...






25. Evaluation: Judging the worth of an idea - notion - theory - thesis - proposition - information - or opinion. Informed opinion or decision. Example: Which U.S. senator is the most effective?






26. 20 minutes per 50 minute period






27. To select - to judge - to assess - to compare - to appraise - to distinguish - to evaluate - to decide - to determine






28. To define - to distinguish - to recall - to recognize - to develop - to outline - to identify






29. 1.) Objectives - 2.) TEKS - 3.) Attention Getter - 4.) Activities (introduce activities without content) - 5.) Content Delivery (lecture - lecture-discussion - demonstration) - 6.) Closure of Lesson - 7.) Assessment. Activity first - discussion secon






30. 1.) There is value in recognizing cultural diversity and a richness added to learning and culture that was not present previously in American culture. 2.) All students should have a full and equal opportunity to learn. 3.) Educational reform seeks to






31. 20 seconds






32. Questions should be posed by the teacher that guide reflective thought and critical thinking. They should move beyond rote memory answers.The best approach is to: PLAN and WRITE your questions in advance of classroom discussion (so students don't tak






33. KWL- What do I already KNOW - What do I WANT to know - End of the reading/activity - what have I LEARNED. READS- REVIEW headings and subheadings - EXAMINE boldface words - ASK - 'what do I expect to learn?' - DO it-read - SUMMARIZE in your own words-






34. 1.) Help teachers plan WHAT they are going to teach (not HOW they are going to teach). 2.) Help teachers create test questions that align with what has been taught (as indicated by the objective). Plan/organize- what. objectives must match test quest






35. A study of 25 -000 high school students determined that 3 major influences on academic achievement are: Ability (what the kid has) - motivation (teacher and kid) - quality of instruction (teacher-critical to children)






36. Strategy used to help students categorize attributes of a specific concept (e.g. hurricanes - gulf coast region - verbs - etc.) In advance of the lesson - the teacher must determine: the name of the concept - concept definition - conceptual attribute






37. Values or behaviors that students learn indirectly over the course of their schooling because of the structure of the educational system and the teaching methods used. Teachers must educate the 'whole student' not just the part of the student that th






38. Changes in the mental structures that contain information and procedures for operating on information. Examples of Teaching Strategies: Audio-visual aide - experiments - hands-on-activities - concept maps - mnemonics - reports - and homework.






39. You want all children to have mastery of the content. IF they do not do well the first time - reteach the material in a different way. 1.) Teach 2.) Test/Assess 3.) Reteach 4.) Retesting (using correctives). Be sure that you alter your teaching to th






40. Cause and Effect Organization - Sequence Chart - Main-Idea Organizers - Network Diagrams - Magic Square - Dichotomous Key.






41. Facts: small bits of knowledge- must know facts in order to understand concepts. The goal is to get them to conceptualization.






42. 1.) Anticipatory Set - 2.) The Objective and It's Purpose - 3.) Input - 4.) Modeling - 5.) Check for Understanding - 6.) Guided Practice - 7.) Independent Practice (HW) - 8.) Closure

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43. To create - to propose - to integrate - to plan - to design - to synthesize - to formulate - to perceive - to organize - to prepare - to develop - to compile - to incorporate - to visualize






44. There are 7 stages of development. Children must go through one stage in order to get to the next stage. Degeneration of brain cells is from lack of use - not a product of age. Some teachers teaching the curriculum and students do not learn - because






45. No more than 22 seconds






46. Changes in school achievement as well as changes in attitude and motivation. Example of Teaching Strategies: group work - role play - cooperative learning - demonstration - learning centers - and discussion.






47. PREVIEW - QUESTION - READ - REFLECT - RECITE - REVIEW: Teach them how to look for the main points.






48. The brain thinks and processes in wholes (deductive reasoning) - so it is important for a student to understand the whole first - then once there is understanding - the teacher is able to move to specifics and details (inductive reasoning).






49. 15 minutes






50. Knowledge: Recognizing and recalling information. About 90 percent of learning doesn't get passed knowledge. Example: What is the capital of...