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. 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.






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






3. Word or phrase formed from rearranging letters. Example: Elvis=lives - horse=?






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






5. 15 minutes






6. 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.






7. 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






8. 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


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






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






11. The brain processes incoming sensory data through its different regions. The brain thinks in WHOLES - not pieces. It stores in pieces however - all in different places. We retrieve in pieces- deductive process- whole to part. Example: the brain does






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


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






14. 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


15. 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






16. Mental operations from the lowest level of simple recall of information to complex evaluative processes. What they will be able to do in class.






17. 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.






18. Comprehension: Demonstrating understanding of the materials; transforming - reorganizing - interpreting. Example: Explain in your own words OR What is the main idea of...






19. 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






20. 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!






21. 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






22. Bandura - Moslow - Vygotsky






23. Knowing basic facts and information






24. 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.






25. 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






26. Practice makes perfect is a fundamental learning tool. Base the curriculum on the different stages [7 total] students are on. Use senses to mix up learning. You will vary your instructional routine many times!






27. 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






28. 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 -






29. 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






30. 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...






31. Enthusiasm - knowledge - organization - clarity teaching - vary instructional routine






32. Prior knowledge went away and nothing goes forward.






33. 20 seconds






34. How to communicate - observe and infer.






35. Knowing how to do something in steps- teaches mind structure and organization.






36. Changes in overt behavior of the learner. Examples of Teaching Strategies: Computers - games - worksheets - reading - lecture - homework - individualized learning packet.






37. Designed to teach reading comprehension strategies. SUMMARIZING the content of a passage - ASKING a question about the central point - CLARIFYING the difficult parts of the material - and PREDICTING what will come next. Have them read the statement t






38. 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






39. 20 minutes per 50 minute period






40. Piaget - Gagna - Bruner - Ausubel - Erikson - Vygoslsky.






41. To apply - to employ - to relate - to predict - to use






42. 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






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. 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)






45. 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) -






46. 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






47. WHAT is taught in the classroom. Usually in written form. Example: textbook. Without content knowledge - it's impossible to teach.






48. A puzzle with a hidden meaning






49. 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






50. Prior knowledge interferes with new learning