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. 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?






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






3. 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-






4. 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






5. 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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6. 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.






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






8. 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






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






11. 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?






12. 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).






13. 20 seconds






14. Bandura - Moslow - Vygotsky






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

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16. 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






17. 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






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






19. 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






20. 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).






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






22. 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






23. 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.






24. 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.






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






26. 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






27. 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






28. Crossword puzzles - word searches - cryptograms - anagrams






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






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






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






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






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






34. 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 -






35. How to communicate - observe and infer.






36. 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






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






38. 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






39. 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






40. 15 minutes






41. 20 minutes per 50 minute period






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






44. 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






45. 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!






46. 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.






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






48. 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






49. Every 50 Minutes






50. 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