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






3. 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






4. 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






5. 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.






6. 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)






7. Pavlov - Watson - Thorndike - and Skinner






8. Prior knowledge went away and nothing goes forward.






9. Content as it relates to student interests and real life.






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






11. Prior knowledge interferes with new learning






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






13. 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).






14. 15 minutes






15. 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?






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






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






18. 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.






19. No more than 22 seconds






20. 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






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

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22. 20 minutes per 50 minute period






23. 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






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






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






26. 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






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






28. 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






29. 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






30. Every 50 Minutes






31. How to communicate - observe and infer.






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






33. 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






34. 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






35. 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...






36. 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!






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






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






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






40. 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






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






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






43. 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






44. 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






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






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






47. 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






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. 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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50. 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) -