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. 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.






2. Analysis: Critical thinking; identifying reasons and motives; making inferences based on specific data; analyzing conclusions to see if supported by evidence. Example: What influenced the writings of OR Why was DC chosen as the capital?






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






4. 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.






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


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






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






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






9. Bandura - Moslow - Vygotsky






10. 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!






11. 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






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






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






14. 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






15. How to communicate - observe and infer.






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






17. A process that energizes and directs behavioral outcomes. Extrinsic and intrinsic.






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






19. 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?






20. 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






21. 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!






22. 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.






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






24. 15 minutes






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






26. 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)






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






28. 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






29. 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...






30. 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






31. 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).






32. Prior knowledge went away and nothing goes forward.






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






34. 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






35. 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






36. 20 minutes per 50 minute period






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






38. Every 50 Minutes






39. Crossword puzzles - word searches - cryptograms - anagrams






40. 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).






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






42. 20 seconds






43. 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






44. Knowing basic facts and information






45. 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-






46. 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.






47. 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






48. 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.






49. A puzzle with a hidden meaning






50. 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