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. Crossword puzzles - word searches - cryptograms - anagrams






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






3. 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.






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






5. 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






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






7. 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


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






9. Concept Maps - Reading Strategies - Questioning Techniques - Magic Square - Dichotomous Key - Cooperative Learning - Individualized Learning Packet - Puzzles and Information - Problem-solving activities.






10. 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






11. 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).






12. Application of material (vs. learning: change in behavior).






13. 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






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






15. 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






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. Every 50 Minutes






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






19. How to communicate - observe and infer.






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






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






22. Pavlov - Watson - Thorndike - and Skinner






23. Prior knowledge went away and nothing goes forward.






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


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






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






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






28. 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.






29. 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!






30. A puzzle with a hidden meaning






31. 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






32. Knowing basic facts and information






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






34. 20 seconds






35. 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






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






37. No more than 22 seconds






38. 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.






39. 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






40. 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






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






42. 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.






43. 20 minutes per 50 minute period






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






45. 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






46. 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






47. 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).






48. Bandura - Moslow - Vygotsky






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






50. 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.