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. A puzzle with a hidden meaning






2. 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






3. 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






4. 20 minutes per 50 minute period






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






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






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






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






9. 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-






10. Prior knowledge interferes with new learning






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






12. 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)






13. 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.






14. 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.






15. Every 50 Minutes






16. 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.






17. 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.






18. 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!






19. 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






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






21. Knowing basic facts and information






22. 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...






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






24. 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)






25. 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






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






27. 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






28. 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?






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






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






31. 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).






32. 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






33. 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!






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






35. 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?






36. 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






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






38. 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.






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






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






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






43. 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






44. How to communicate - observe and infer.






45. 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






46. 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) -






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






48. 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






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






50. Pavlov - Watson - Thorndike - and Skinner