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. 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) -






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






3. 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


4. 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)






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






6. 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






7. 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






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






9. 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






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






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






12. 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






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






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






15. 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






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






17. 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






18. Bandura - Moslow - Vygotsky






19. 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






20. Pavlov - Watson - Thorndike - and Skinner






21. 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...






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






23. 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






24. 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).






25. Knowing basic facts and information






26. 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


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






28. 15 minutes






29. Prior knowledge interferes with new learning






30. 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.






31. Crossword puzzles - word searches - cryptograms - anagrams






32. 20 minutes per 50 minute period






33. 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!






34. 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


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






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






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






38. 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






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






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






41. 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.






42. 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






43. 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






44. Every 50 Minutes






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






46. 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?






47. 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






48. 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






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


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