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Test your basic knowledge |
Effective Teaching
Start Test
Study First
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.) 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.
Kelly's Model [3 P's]
How Does the Brain Think?
Lesson Plan Guide (Direct Teaching)
The Students in the Schools Stats
2. A puzzle with a hidden meaning
Cryptograms
Deductive Learning
Procedural Knowledge
Application Identification Words
3. 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?
Objectives
BT Stage 6
Pros/Cons to ILP
Comprehension Identification Words
4. Patterns and connections that CHANGE with experiences. When triggered - the connections that have been constructed by the brain reassemble into the patterns that make up memory. With experiences - dendrites grow and make connections with other neuron
Social Theorists [3]
Zero Transfer
Application Identification Words
The Brain Makes ____ and ____
5. 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)
Factors that Affect Achievement [3]
Analysis Identification Words
Evaluation Identification Words
Intrinsic Motivation
6. 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
Learning
Cognitive
BT Stage 4
Discussion Questions
7. 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).
Psychomotor Domain
The Students in the Schools Stats
Bloom's Taxonomy
Deductive Learning
8. 15 minutes
Time delivering content
BT Stage 5
CAPS
Factors that Affect Achievement [3]
9. To select - to judge - to assess - to compare - to appraise - to distinguish - to evaluate - to decide - to determine
Pros/Cons to ILP
Bloom's Taxonomy
Evaluation Identification Words
BT Stage 6
10. Locomotor skills - from the low-level simple manipulation of materials to the higher level of communication of ideas - and finally to the highest level of creative performance (music and art).
BT Stage 1
Deductive Learning
Psychomotor Domain
Extrinsic Motivation
11. Concept Maps - Reading Strategies - Questioning Techniques - Magic Square - Dichotomous Key - Cooperative Learning - Individualized Learning Packet - Puzzles and Information - Problem-solving activities.
Activities and Strategies [9]
BT Stage 3
Cognitive Theorists [6]
How Does the Brain Think?
12. Knowing basic facts and information
Group Work
Three Roles of a Teacher
Psychomotor Domain
Declarative Knowledge
13. Knowing how to do something in steps- teaches mind structure and organization.
Factors that Affect Achievement [3]
Three Things a Teacher Should Teach
BT Stage 6
Procedural Knowledge
14. HOW curriculum is implemented in the classroom. Example: problem solving - puzzles - etc.
Instruction
Examples of Different Concept Maps
Subject-Centered Curriculum [3]
How Does the Brain Think?
15. In any type of problem solving - the student is actively involved in deriving a solution to a problem/dilemma posed by the teacher. Problem solving can take many forms in a classroom situation: geographical mapping - experiments - scavenger hunts - t
Subject-Centered Curriculum [3]
Problem Solving
Individualized Lesson Plan
Concepts
16. Knowledge: Recognizing and recalling information. About 90 percent of learning doesn't get passed knowledge. Example: What is the capital of...
Intrinsic Motivation
BT Stage 1
The Importance of Repetition
3 Qualities You Want in you and your Students
17. 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
Note Taking Strategies [4]
Hidden Curriculum
Cognitive
Objectives
18. Organization of information through visual representations: concept maps - graphic organizers - webs - advanced organizer - schematic - Venn diagram.
Negative Transfer
Reciprocal Reading [SACP]
Social
Concept Maps
19. Transition is CRITICAL: Planning - Preparing - Presenting. 1.) Plan objectives and relate to relevancy and interest needs of students - 2.) Prepare the lesson sequence and allot approximate times for the lesson segments - 3.) Organize lesson: a) atte
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20. Teacher creates curriculum and activities for a student who is allowed to progress at his/her own rate. To create this: write content section (length varies from paragraph to 1-2 pages); number of content sections varies - content is followed by comp
Individualized Lesson Plan
Zero Transfer
Strategies that Make a Difference [8]
Instruction
21. 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...
BT Stage 5
CAPS
Types of Puzzle Challenges
Three Things a Teacher Should Teach
22. 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
Three Roles of a Teacher
Synthesis Identification Words
Application Identification Words
Cognitive
23. 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
Concepts
Lesson Plan Guide (Indirect Teaching)
Time delivering content
Examples of Different Concept Maps
24. Mental operations from the lowest level of simple recall of information to complex evaluative processes. What they will be able to do in class.
Concept Attainment
Cognitive Domain
The Brain Makes ____ and ____
BT Stage 6
25. A process that energizes and directs behavioral outcomes. Extrinsic and intrinsic.
Examples of Different Concept Maps
Time wasted?
Motivation [2 types]
Anagram
26. Targets his/her audience and writes it for specific needs of the individual - provides for individual accomplishment and differentiation in students - and requires inordinate amount of time to create.
Understanding
Concept Attainment
Pros/Cons to ILP
Time delivering content
27. Application of material (vs. learning: change in behavior).
Cognitive Domain
Reciprocal Reading [SACP]
Time to get on task?
Understanding
28. 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
Analysis Identification Words
3 Qualities You Want in you and your Students
Time to get on task?
Strategies that Make a Difference [8]
29. Enthusiasm - knowledge - organization - clarity teaching - vary instructional routine
Five Effective Teaching Qualities
Behavioral Theorists [4]
Anagram
Knowledge Identification Words
30. 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.
Kelly's Model [3 P's]
Affective Domain
Hidden Curriculum
Subject-Centered Curriculum [3]
31. 1.) Gaining Attention - 2.) Objectives - 3.) Recall of Prior Learning - 4.) Presenting the Stimulus - 5.) Providing Learning Guidance - 6.) Eliciting Performance - 7.) Providing Feedback - 8.) Assessing Performance - 9.) Enhancing Retention and Trans
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32. 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
Hunter's Model [8 Steps]
Cognitive Theorists [6]
Problem Solving
3 Qualities You Want in you and your Students
33. 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
Individualized Lesson Plan
PQ4R
Knowledge Identification Words
Objectives are Intended to: [2 items]
34. Knowing when or under what conditions to use knowledge and procedures... 'If this - then this...' Logic: order of events.
Strategies that Make a Difference [8]
Conditional Knowledge
Instruction
BT Stage 4
35. 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
Procedural Knowledge
Conditional Knowledge
Extrinsic Motivation
Learning
36. WHAT is taught in the classroom. Usually in written form. Example: textbook. Without content knowledge - it's impossible to teach.
How to Teach for Mastery in the Classroom
Affective Domain
Curriculum
Building Blocks of Learning
37. Pavlov - Watson - Thorndike - and Skinner
Behavioral Theorists [4]
Zero Transfer
Cognitive Theorists [6]
Three Roles of a Teacher
38. 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-
Hunter's Model [8 Steps]
Examples of Different Concept Maps
Reading Strategies [2]
The Brain Makes ____ and ____
39. 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
Objectives are Intended to: [2 items]
Evaluation Identification Words
Problem Solving
Comprehension Identification Words
40. Student's ability to study and comprehend is often contingent upon their ability to take notes. Best Strategies: 1. Outline (full or incomplete)- provided by teacher - 2. 'T' notes created by students - 3. Picture frame notes - 4. Concept maps create
Three Roles of a Teacher
Objectives are Intended to: [2 items]
Affective Domain
Note Taking Strategies [4]
41. Prior knowledge went away and nothing goes forward.
Concept Attainment
How Does the Brain Think?
Student-Centered Curriculum
Zero Transfer
42. 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
Multiculturalism [4]
BT Stage 1
3 Qualities You Want in you and your Students
Concepts
43. Knowledge - Comprehension - Application - Analysis - Synthesis - Evaluation... Three Domains of Learning: Cognitive - Affective - Psychomotor
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44. Facts: small bits of knowledge- must know facts in order to understand concepts. The goal is to get them to conceptualization.
Generalizations
BT Stage 5
Zero Transfer
Building Blocks of Learning
45. Application: Using information to solve a problem with a single correct answer. Example: Which principle is demonstrated in...
The Brain Makes ____ and ____
Concepts
BT Stage 3
Social Theorists [3]
46. Piaget - Gagna - Bruner - Ausubel - Erikson - Vygoslsky.
Extrinsic Motivation
Concept Maps
Cognitive Theorists [6]
Understanding
47. 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 -
Analysis Identification Words
Concepts
Five Effective Teaching Qualities
Motivation [2 types]
48. No more than 22 seconds
Building Blocks of Learning
Positive Transfer
Psychomotor Domain
Time to get on task?
49. 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) -
Learning
Intrinsic Motivation
Conditional Knowledge
Concept Attainment
50. You want prior learning to contribute to recent learning in a positive transfer. Large group teaching makes it impossible. Goal is to have positive transfer.
BT Stage 5
Positive Transfer
Hidden Curriculum
Subject-Centered Curriculum [3]
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