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. 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 -






2. 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






3. Knowing basic facts and information






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






5. 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)






6. 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






7. 20 minutes per 50 minute period






8. 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






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






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






11. 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






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






13. How to communicate - observe and infer.






14. 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






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






16. Prior knowledge interferes with new learning






17. 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






18. 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






19. 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).






20. 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) -






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






22. 20 seconds






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






24. 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






25. 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.






26. 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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27. 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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28. 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.






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

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30. 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






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






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






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






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






35. 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!






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






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






38. 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






39. 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






40. Every 50 Minutes






41. Prior knowledge went away and nothing goes forward.






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






43. 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.






44. 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






45. 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.






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






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






48. 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?






49. 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.






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