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. 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






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






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






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






5. 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






6. Prior knowledge interferes with new learning






7. 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).






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






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






10. 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






11. 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






12. 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.






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






14. 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.






15. 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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16. 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.






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






18. 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






19. 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.






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






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






22. 15 minutes






23. 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-






24. 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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25. 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






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






27. 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






28. 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






29. No more than 22 seconds






30. 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






31. 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?






32. 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.






33. 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






34. How to communicate - observe and infer.






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

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






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






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






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






42. 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






43. 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)






44. 20 seconds






45. 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).






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. 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. 20 minutes per 50 minute period






49. Pavlov - Watson - Thorndike - and Skinner






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