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. 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.






2. 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?






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






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






6. 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 -






7. 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






8. 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)






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






10. 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

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






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






13. How to communicate - observe and infer.






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






15. 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






16. 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






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. A puzzle with a hidden meaning






19. 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






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






21. 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?






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






23. Pavlov - Watson - Thorndike - and Skinner






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






25. 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)






26. 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






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






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






29. 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






30. 20 minutes per 50 minute period






31. 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.






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






33. Every 50 Minutes






34. 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-






35. 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






36. 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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37. 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






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






40. 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.






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






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






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. 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...






45. 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






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






47. 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.






48. 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).






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






50. 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