Unit 2 Review

Up to how much of the school day is devoted to questions and answers? 60% 70% 80% 90%

80%

How do asynchronous and synchronous learning differ? -Asynchronous learning materials can be accessed when needed, while synchronous learning materials should be accessed immediately. -Asynchronous learning is teacher led, while synchronous learning is student led. -Asynchronous learning requires no student interaction, while synchronous learning is strictly student discussion boards and student posts. -Asynchronous learning is student led, while synchronous learning is teacher led.

Asynchronous learning materials can be accessed when needed, while synchronous learning materials should be accessed immediately.

As a beginning teacher, you will need all of the following inputs except: -Knowledge of subject matter -Knowledge of teaching methods -Knowledge of colleagues -Knowledge of instructional goals and objectives

Knowledge of colleagues

A test blueprint ensures that a test will sample learning across the range of all of the following except: -Content areas covered in instruction -The cognitive and/or affective skills and processes covered -Levels of cognitive complexity -Norms set by a large group of peers

Norms set by a large group of peers

According to recent research all of the following justify technology's integration into instruction except: -Improved reading and writing skills -Promoting imagination, critical thinking, and problem solving -Promoting all students in the class to learn the same lessons at the same pace -Expanding experiences and content knowledge

Promoting all students in the class to learn the same lessons at the same pace

Effective questions depend on all of the following except: -Word emphasis and word choice -Voice inflection -The first word -The context in which they are asked

The first word

A classroom response system is useful for all of the following except: -To review practice test items -To provide instant feedback to students -To keep students engaged -To create visuals

To create visuals

A probe is a question that immediately follows a student's response to a question for all of the following purposes except: -To solicit new information -To redirect or restructure the student's response -To indicate that an answer is incorrect -To elicit clarification of the student's response

To indicate that an answer is incorrect

Gaining attention or the anticipatory set answers the following question: -What do you want your students to know and be able to do? -What student needs will be a foundation lesson? -Why should your students care or want to know about this topic? -How will you know when your students have achieved the goal of the lesson?

Why should your students care or want to know about this topic?

A norm-referenced test compares a student's performance to -the standards for mastery of set of specific skills. -a large, representative sample of learners. -Both A and B -Neither A nor B

a large, representative sample of learners.

To integrate technology and instruction some key suggested criteria are that learning tasks should be... -active, collaborative, and objective. -active, collaborative, and intentional. -constructive, intentional, and revolutionary. -collaborative, authentic, and structured.

active, collaborative, and intentional.

Verbs that might begin a synthesis question are -break down, differentiate, distinguish -apply, demonstrate, use -appraise, assess, decide -compare, predict, devise

compare, predict, devise

Action verbs in behavioral objectives allow for... -easy identification of the operations necessary for displaying the behavior. -use of numerous and specific adaptations for the lesson. -objectives that are more general in nature. -defining learning activities that leads to necessary lesson comprehension.

easy identification of the operations necessary for displaying the behavior.

Concept mapping is a type of -graphic organizer -wiki -social bookmark -virtual world

graphic organizer

When writing a rubric, using specific criteria has the positive effect of -helping to maintain consistency across all papers to be graded. -speeding up the grading. -making sure all student papers are alike. -defining the task.

helping to maintain consistency across all papers to be graded.

State standards are written to... -express the values of a society. -name specific behaviors. -identify what every child should learn. -explain how a school must teach certain goals.

identify what every child should learn.

The first step in writing a behavioral objective is to... -specify the criterion level. -state the conditions under which a learning outcome can be expected to occur. -identity a specific goal that has an observable outcome. -none of the above

identity a specific goal that has an observable outcome.

The primary intent of formative evaluations is to -inform parents of student progress. -compare students to other students. -improve teaching based on data. -improve teacher-student relationships.

improve teaching based on data.

Pedagogical Content Knowledge (PCK) is the concept that.... -knowledge of goals and objectives are not mutually exclusive. -knowledge of subject matter and learners are not mutually exclusive. -knowledge of subject matter and teaching methods are not mutually exclusive. -knowledge of colleagues and teaching methods are not mutually exclusive.

knowledge of subject matter and teaching methods are not mutually exclusive.

Goals are connected to: -objectives and standards. -other goals and standards. -standards and student knowledge. -objectives and other goals.

objectives and standards.

The main purpose of the three-tiered process of RTI is to -identify those students who need special education services. -assess student progress. -provide free and appropriate education to all. -promote early identification of students who are at risk of learning difficulties.

promote early identification of students who are at risk of learning difficulties.

When writing lesson plans, the teacher should... -learn skills for students. -provide for learner diversity. -speak to the school principal. -consider how many students are in the class.

provide for learner diversity.

Wait-time 1 refers to -how long a teacher waits to question students after reading -the amount of time a teacher gives students to respond to a question -the amount of time a teacher waits to affirm or negate a student response -none of the above

the amount of time a teacher gives students to respond to a question

Vygotsky's "zone of proximal development" refers to... -cognitive psychologist's belief that learning occurs. -an emphasis on verbal scaffolding. -the difference between independent actions and ones needing assistance. -the difference between higher-order thinking and learning.

the difference between independent actions and ones needing assistance.

Feedback can be given in the following ways: -to individuals, small groups, and whole class -to individuals and whole class, but not small groups -to whole class and small groups, but not individuals -to small groups and individuals, but not whole class

to individuals, small groups, and whole class