C368-Revised

A science teacher is creating a lesson on "Life in Space: International Space Station" for middle school students. She will use strategies and resources to activate prior learning. Match the strategies or resources with the corresponding outcome. Does not activate prior learning or Activates prior learning and is age-appropriate Answer options may be used more than once or not at all. 1. Encyclopedia 2. Dictionary 3. KWL chart 4. Diagrams 5. Oral Review

1. Does not activate prior learning 2. Does not activate prior learning 3. Activates prior learning and is age-appropriate 4. Activates prior learning and is age-appropriate 5. Activates prior learning and is age-appropriate

Match the math standard that aligns with each lesson component. - Patterns, functions, and algebraic structures - Data analysis, statistics, and probability - Number sense, properties, and operations - Shape, dimension, and geometric relationships (Answer options may be used more than once or not at all.) 1. Create a graph based on time and distance 2. Practice solving equations using a balance 3. Use number properties to rewrite expressions 4. Read a book about finding circumference and area 5. Play a game that involves rolling two sets of dice and examining the outcomes

1. Patterns, functions, and algebraic structures 2.Patterns, functions, and algebraic structures 3. Number sense, properties, and operations 4. Shape, dimension, and geometric relationships 5. Data analysis, statistics, and probability

Match each source of student diversity with the appropriate instructional strategy. -Include psychomotor development activities -Provide successful male and female role models -Use familiar speech and events -Identify and clarify difficult words and passages - Challenge with varied assignments (Answer options may be used more than once or not at all.) 1. Gender 2. Physical 3. Cognitive 4. Language 5. Cultural 6. Socio-economic status

1. Provide successful male and female role models 2. Include psychomotor development activities 3. Challenge with varied assignments 4. Identify and clarify difficult words and passages 5. Use familiar speech and events 6. Provide realistic expectations for work

A sixth-grade English language arts teacher is planning a lesson based on the following standard: Write arguments to support claims with clear reasons and relevant evidence. Classify each outcome as a short-term goal, long-term goal, or objective that aligns with the standard. (may be used more than once) 1. Students will create an outline showing the organization of the reasons and evidence. 2. Students will be able to construct and write an argument with three reasons and evidence for each. 3. Students will support claims in a well-organized manner using clear reasons and evidence. 4. Students will determine several reasons to support an argument and will organize the reasons in a logical order.

1. Short-term goal 2. Objective 3. Long-term goal 4. Short-term goal

A fifth-grade teacher is trying to increase student's willingness to support other students' learning. During a unit on simple machines, the teacher decides to use cooperative small groups in which students will problem-solve how to use a pulley to lift a brick from the floor. Why did the teacher choose this metacognitive lesson design? A. Students will have to work together to create the machine that will solve the problem. B. Students will be able to follow teacher guidance to complete a complex task that involves new knowledge. C. Students will have to work on a complex experimental task that requires one correct solution as its outcome. D. Students will be able to work both independently and together to use the information they have learned to solve the problem with the pulley.

A

A science teacher wants to develop a standards-based, problem-based lesson plan for middle school students. This lesson plan will address the following science standards: • Science as Inquiry: Understandings about scientific inquiry • Physical Science: Motions and forces • Earth and Space Science: Changes in earth and sky; Objects in the sky What is the justification for incorporating prior-learning strategies into this lesson? A. Using a KWL chart will actively link relevant background information. B. A think-aloud strategy allows the teacher to model the thinking process. C. Using a Venn diagram assists students in classifying properties of planets. D. Pre-teaching new vocabulary serves as a preview of frequently-used terms.

A

A science teacher wants to develop a standards-based, problem-based lesson plan for middle school students. This lesson plan will address the following science standards: • Science as Inquiry: Understandings about scientific inquiry • Physical Science: Motions and forces • Earth and Space Science: Changes in earth and sky; Objects in the sky How can this lesson be further developed to create a problem-based lesson? A. Have students determine methods for astronauts to prevent muscle and bone loss in space B. Have students observe conditions on Mars through modern video images and scientists' records C. Have student investigate weightlessness experienced in space and what scientists have discovered to make exploring space possible D. Have students watch a video clip to discover the history of rockets (5 min.), from their origins as Chinese fireworks to powering the space

A

A science teacher would like his seventh-grade students to understand how monkeys adjust their behavior and vocal patterns when meeting a member of their family group versus an unknown animal. The teacher would like the students to be able to observe the changes in the monkeys' behavior on their own with no assistance from peers and students will use a clicker as part of the lesson. Why is this technology appropriate for this lesson? A. The clicker can register each students' opinions on whether a behavior is friendly or adversarial. B. The clicker can categorize the observed behaviors and then electronically graph them for each student. C. The clicker allows the students to scroll through the photos so they can see the monkeys' body positions and responses on their own. D. The clicker can independently control the menu of videos of the friendly and adversarial behaviors so students can move at their own pace.

A

A seventh-grade language arts teacher has listed five books for class consideration for their next reading unit. The teacher gives students a brief overview of each selection and asks the class three key questions about how each selection may relate to their experiences and areas of focus. At the end of class each student is to submit an exit survey stating which book they would select and why. How does the lesson plan activate prior learning? A. It probes for relevancy and potential special interests. B. It lists at least five different books and presents an overview of each selection. C. It asks key questions and requires an exit survey to demonstrate students' understanding of the discussion. D. It prompts students to listen and discuss the books and write a short summary of the experience before leaving class.

A

A teacher has developed a lesson plan for teaching beginning fraction concepts to a second-grade class. Which additional research-based activity is developmentally appropriate? A. Include possible engaging questions such as "When might you use a fraction?" B. Begin the lesson with a demonstration of addition of like fractions on the white board C. Have students create a glossary of vocabulary used to describe components of a fraction D. Use a paper-and-pencil based summative evaluation of each child's ability to describe the addition of fractions

A

A teacher is having her students learn about money and budgets. She plans on having the students pretend to give a dinner party. Each small group is given the same amount of money and a recipe and will purchase the pretend items in a classroom store. How can this activity be adapted to incorporate a problem-based learning experience? A. Ask the students to select recipes based on the money they have been given B. Have students determine how much money they have left after their purchases C. Allow the students to dramatically play out making the recipe and holding the party D. Give the students three different recipes so they can choose which one they like the best

A

A teacher is planning a unit to address the following fifth-grade science standard: Understand the variety of roles that organisms perform in an ecosystem, including biodiversity, energy acquisition, and producers, consumers, and decomposers. What goals should the teacher develop to align with this standard? A. Short-term goal: Students will define producers, consumers, and decomposers. Long-term goal: Students will describe the importance of biodiversity within an ecosystem. B. Short-term goal: Students will describe the importance of biodiversity within an ecosystem. Long-term goal: Students will categorize organisms by how they acquire energy. C. Short-term goal: Students will categorize organisms by how they acquire energy. Long-term goal: Students will define producers, consumers and decomposers. D. Short-term goal: Students will create a food web identifying the relationships among producers, consumers, and decomposers. Long-term goal: Students will define producers, consumers, and decomposers.

A

A third-grade teacher presents a new science unit to the whole class. The first lesson introduces the environmentally friendly practices of recycling and reuse of common household products. Which age-appropriate lesson modification would provide at least one grouping strategy in alignment with the learning goals? A. Students in cooperative learning groups design and complete large posters displaying common household products that might be recycled or reused. B. Pairs of students are instructed to investigate the recent state laws impacting recycling and reuse of certain products, such as plastic shopping bags. C. Students work in groups of four and put together a teacher-designed jigsaw puzzle that displays common household products which are often discarded. D. Heterogeneous teams of students develop challenge questions covering the recycling and reuse practices that are currently employed in their community.

A

An eighth-grade literature teacher develops a lesson plan that meets the following standards: • Understand the importance of characters in a text •Evaluate the role of democracy in society The teacher will use the video, The Lord of the Flies, to teach the lesson. As an introductory activity the teacher has students complete a KWL chart. Afterwards, the class views the video. Independently each student identifies and describes the importance of three key characters. The teacher forms groups and has them role play a scene from the video that demonstrates how Democratic methods were used to govern society. What provides justification for integrating the group activity in the design of the lesson plan? A. Adds public discourse as a method of assessment B. Aligns the lesson plan to more than one content area C. Determines how students will describe the characters in the independent activity D. Defines the KWL chart as the most effective strategy for the introductory activity

A

How can metacognition be used by a fourth-grade teacher and his students? A. The teacher models thinking skills that students practice as they approach new learning. B. The teacher directs the instruction so student mistakes are kept at a minimum and confidence remains high. C. The teacher guides work periods so students learn independently and are not distracted by outside information. D. The teacher assumes the role of the learner so students have the opportunity to choose lesson objectives and materials.

A

In a science class, the teacher wants the students to participate in a problem-based learning (PBL) activity concerning the characteristics of various rocks and minerals. The teacher decides to research the benefits and drawbacks of using experiential or PBL in the classroom. What is one of the benefits of PBL? A. Provides options for engaging students through relevancy and authenticity B. Provides the teacher with a way to sequence the activities within the project C. Provides teachers with a simple evaluation of student concept development D. Provides teammates the opportunity to check each other's work as they complete the unit

A

Which assessment strategy might a teacher incorporate to support metacognition? A. Journal entries B. Matching items C. Vocabulary tests D. Sequencing charts

A

What are two important reasons for activating students' prior knowledge before initiating instruction? Choose 2 answers A. Teachers can constructively build on what students already know about the topic. B. Teachers can use the information to group students and improve comprehension. C. Teachers can use the information to organize a set of worksheets for every student. D. Teachers can use the information to select online resources for the entire class to access.

A, B

An art teacher is in the process of revising a lesson plan that uses music videos to communicate a story. Students begin with a discussion of how often they listen to music and watch music videos. They will then compare these to music videos they watched when they were younger, such as preschool age. The animated feature Fantasia will be used to demonstrate to students how animation was created while listening to the music, not vice versa. Next, students will listen to instrumental music, writing down thoughts and visuals as they come to mind. Students begin to write their story impression of the music. Which three active participation strategies could this teacher include in the lesson plan? Choose 3 answers A. Students create journal entries regarding their visual interpretation of music. B. Students use sketches taken from story boards to write a new script for a music video. C. Students listen to ideas presented about how to bring the senses alive with music and visuals. D. Students view examples combining music and visuals in history beginning with Charlie Chaplin, "That's Entertainment" clips. E. Students compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text.

A, B, E

A fourth-grade teacher is creating a standards-based lesson plan in science focused on reptiles and amphibians. Which two technology strategies are age-appropriate and aligned with the learning goals in this lesson? Choose 2 answers A. View a video on a teacher-approved website which focuses on the life cycle of the green turtle B. Review a detailed map which identifies and illustrates the highest concentrations of dangerous reptiles around the world C. Use a computer-based graphic organizer to classify a given list of animals as either a reptile or an amphibian based on their characteristics D. Assign teams to generate computer-based reports on the implications of the possible extinction of specific amphibians found in tropical rainforests

A, C

A second-grade class has been studying how simple machines work. As a follow-up activity the teacher has divided the class into teams and had them play a computer game where students drag parts into place to create a simple machine. Which two statements are true regarding this computer-based follow-up activity? Choose 2 answers A. It is age appropriate. B. It is not age appropriate. C. It is aligned with the learning goals. D. It is not aligned with the learning goals.

A, C

Fourth-grade students are nearing the end of a water cycle unit. As part of the unit, they have studied air, water, ground pollution, and water as a natural resource. Their teacher is planning to lead a whole-class discussion on the impact a factory being built along a nearby river will have on the local environment and community. Some of the students' parents may be employed at the new factory, so the teacher recognizes the need for the students to listen carefully to all points of view. Which two aspects of the grouping strategy will the teacher need to consider for the lesson to be successful? Choose 2 answers A. The teacher will need to prepare focus questions in advanced. B. The teacher will need to give the students specific responsibilities C. The students will need to prepare speeches to support their opinion D. The students will need to have a sufficient knowledge base of the topic. E. The teacher will need to place the students in a situation to model the impact.

A, E

A fifth-grade classroom is working on the following Social Studies Standard: Describe the struggle between the Federalists and the Anti-federalists over the ratification of the Constitution. The teacher would like to use a metacognitive activity that integrates multiple curricular areas to teach this lesson. Which of the following lesson plans would meet this goal? A. Have students study the Constitution and note the language differences between the English sentence structure of the time period and modern English. The students can then work in small groups to rewrite the Constitution using modern sentence structure and vocabulary. B. Have students work in small groups to research the mindset of the Federalists and Anti-Federalists and brainstorm the arguments for and against the constitution. Students can then write speeches and hold a formal debate with half of the students posing as Federalists and half as Anti-Federalists. C. Have students watch a slide show on the Constitution and the differences between the Federalists and the Anti-Federalists. Using guided discussion, the teacher can help the students determine why the Federalist position won and how the country would have been different if the Anti-Federalists has been successful instead. D. Have students choose "character sheets" randomly from a hat. The characters will either be Federalists or Anti-Federalists and the sheet will include information on that person's point of view, occupation, and monetary status. The students will then create costumes and attend a town meeting on the Constitution as that character.

B

A fifth-grade teacher decides to use an eighth-grade lesson plan in which students will listen to a guest speaker discuss the importance of engaging in community service for their local neighborhood, and then will ask the guest speaker questions. The original lesson had students write a paper that delineated the speaker's argument and specific claims and evaluate the soundness of the argument. The teacher replaced this activity with one in which students would write a paragraph summarizing the information provided by the speaker with appropriate elaboration and detail. Why did the teacher make the adjustment to the lesson plan? A. The original activity required that the students have extensive experience engaging in community service. B. The original activity required skills that were too advanced for fifth-grade students. C. The original activity was too long for the attention span of fifth-grade students. D. The original activity would not have allowed the teacher to effectively manage the classroom while students worked on the activity.

B

A fifth-grade teacher is planning a new unit about life cycles. The teacher wants to promote positive social interaction with the diverse students in the class. Some students are learning English as an additional language, some students participate in the after-school gifted program, and other students receive additional reading support. Which plan will most likely help the teacher to create positive social interaction during a learning experience with all the students? A. Show a slideshow of the life cycle stages of animals, plants, and fungus followed by a short-answer essay in which students individually explain each cycle. B. Design cooperative learning groups with a variety of materials and technological resources with which they can apply and share what they learn about life cycles. C. Allow students to use the information in the science text and online to research to prepare for a presentation on the life cycle they find personally interesting. D. Set up learning centers, addressing various life cycles depicted in the science text, in which students can individually explore and further examine the different cycles.

B

A fourth-grade teacher has a very diverse group of learners including several students with special learning needs. The teacher decides to use a portfolio to document learning in the next science unit. How does this strategy foster inclusion of the diverse learners in this classroom? A. It provides students with specialized instruction. B. It allows the teacher to differentiate assignments. C. It requires students to work in diverse small groups. D. It allows the teacher to grade products against a criterion.

B

A fourth-grade teacher is beginning a unit on weather patterns, which will include information about warm fronts, cold fronts, and dangerous weather patterns. After the unit has been completed, the teacher wants to assess students' knowledge of characteristics of weather patterns. What is an appropriate assessment strategy for this objective? A. Reciprocal teaching B. Portfolio assessment C. Formative assessment DNorm-referenced evaluation

B

A seventh-grade social studies teacher has created a unit plan that will focus on the Civil War. Daily lesson plans will provide student-centered instruction and focus on specific vocabulary related to the unit. The teacher plans to incorporate a unit test to determine students' achievement. How does the assessment strategy align to the learning goal? A. It occurs during instruction and assists the teacher in making decisions about further instruction. B. It occurs after instruction and serves as a means to document what students know and understand. C. It occurs after instruction and allows students opportunities to prepare a product reflecting their learning. D. It occurs during instruction and is a way to assess students' progress and provide students with feedback.

B

A sixth-grade class is wondering whether the class rule they created for using the grassy area of the playground is fair. The teacher decides to have the students use a problem-based project approach to resolve the issue. He has the students reflect on why they created the rule in the first place. He then has them suggest new rules and determine which one they would like to put in place. Which component of the problem-based learning model did this teacher forget to include? A. The students did not identify solutions. B. The students did not gather information. C. The students did not describe the problem. D. The students were not given a socially-significant problem.

B

A teacher has created a standards-based lesson plan on the state constitution. The teacher uses an anticipatory set as an instructional strategy for this lesson. As part of this activity, students will visit the State Capitol to attend a legislative session in which state senators debate how schools will be funded. Students are required to research the bill in advance and construct questions for the senators. What would be the teacher's justification for using this instructional strategy? A. It ensures all relevant content is covered and learned. B. It establishes the context and increases student engagement. C. It ensures students connect lesson content with concepts they already know. D. It allows students to help each other learn academic content taught in the lesson.

B

A teacher has just covered a state-curriculum standard that requires students to learn the articles of the Constitution. Afterwards, students will be assessed on their ability to correctly and completely recite each article to the teacher. Which statement about the measurability of this assessment is true? A. It provides a norm-referenced measure that is objective and valid. B. It is a criterion-referenced assessment that will measure performance. C. Having a student recite will not provide a reliable measure of performance. D. A qualitative measure cannot be used to assess correct or incorrect answers.

B

A third-grade teacher is creating a language arts lesson to address the following standard: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade three topics and texts, building on others' ideas, and expressing their own clearly. The teacher plans for students to read a short story at the third grade reading level, and then will place students in small heterogenous groups to discuss the characters in the story. Which statement describes how the lesson plan aligns to the standard? A. Students are participating in a teacher-led discussion. B. Students are engaging in a peer discussion in diverse groups. C. Students are working independently to understand the characters. D. Students are reading material that is age-appropriate for third-grade.

B

Fifth-grade students have been learning how nutrients, soil, water, and sunlight can all impact a growing plant. The next lesson will involve the students planting seeds and using what they have learned to grow the largest possible plant. During the lesson the students will keep a journal that gives details on the nutrients, soil, water, and sunlight their plant is given each day. Measurements will also be taken daily using a ruler. How can this lesson be modified to include metacognition? A. Have students use a rubric to self-assess the length of each journal entry B. Have students explain in their journal why they are taking certain actions with their plant C. Have students include drawings of what they think their plant will look like once it is fully grown D. Have students provide a visual graph of their measurements so they can concretely track how fast the plant is growing

B

In a second-grade class, students explore equivalent fractions through music. Using an interactive white board lesson demonstrating whole notes, half notes, quarter notes, eighth notes, and sixteenth notes played by an alto sax, the students will count the length of the music notes by clapping. Students will write a fraction for each of the notes on their own white board and then check their answer on the interactive white board. Which statement is true regarding this lesson plan? A. The instructional strategies are appropriate for the grade level, but are not aligned with state math standards. B. The instructional strategies are aligned with state math standards, but are not appropriate for the grade level. C. The instructional strategies are appropriate for the grade level and are aligned with specified state math standards. D. The instructional strategies are not appropriate for the grade level, nor are they aligned with state math standards.

B

What is a characteristic of an environment that fosters cultural and community understanding? A. It increases diversity by using unfamiliar words from other cultures. B. It encourages children to find meaning in the cultural activities provided. C. It helps children let go of their own culture and adopt new values and beliefs. D. It treats children as a member of a group so they develop a cultural identity.

B

Which action can a teacher take on the first day of school to foster an inclusive learning environment? A. Assign seats to students based on ability levels B. Have students report on their summer vacations C. Incorporate creative individual teacher-student introductions D. Require students to copy and memorize the classroom rules

B

A teacher develops a lesson plan to discuss key legislation and judicial rulings concerning civil rights. What are two ways this lesson plan can be enhanced to include evidence-based instructional strategies? Choose 2 answers A. The teacher requires students to memorize the judicial rulings. B. The teacher requires students to create a historical timeline to organize the events in a specific chronological order. C. The teacher requires students to engage in a debate about the effectiveness of the key legislation that was enacted. D. The teacher requires students to copy pages from the reading covering the legislation and judicial rulings concerning civil rights.

B, C

Which two lesson plans incorporate problem-based learning into instruction? Choose 2 answers A. Students will watch a video about water treatment facilities and the measures taken to ensure public health. Students will then write a report detailing the findings in the presentation. B. Students will gather and analyze data about local drinking water to determine if drinking water is comparable across the tri-county area. If students find some water to be unsafe, they will pose possible solutions to the problem. C. Students collect samples from water fountains at the school to determine the amount of bacteria that might be present. Students will review results and then come up with a solution to protect students' health if bacteria is prevalent. D. Students will listen to a presentation on water safety problems and associated health concerns of three third-world countries. Students will read a chapter in the text on water regulations in the U.S. and then compare the four countries.

B, C

Which three classroom management strategies will foster a feeling of safety and well-being in a classroom? Choose 3 answers A. Design an assessment system to guide instructional planning B. Identify rewards for following rules and consequences for breaking rules C. Organize an appropriate system of four to six rules, stated in positive terms D. Develop a comprehensive plan to address required state content standards E. Establish consistent procedures for achieving specific tasks in the classroom

B, C, E

A high school civics teacher presents an introductory presentation outlining several current controversial issues. The teacher divides the class into small teams. Each team is assigned a position to be either in support or opposition of a particular issue. Teams must investigate their assigned issue and present their position to the class in a engaging, multi-sensory report. Which two age-appropriate and goal-appropriate technologies might a teacher require teams to include when completing this assignment? Choose 2 answers A. Listen to tapes summarizing controversial court cases B. Utilize presentation software to develop the class report C. Survey teacher-approved websites for a video which supports their position D. Use an Internet search engine to access pertinent information regarding their issue E. Review teacher-approved websites detailing current reenactments of historic events

B, D

At the end of a measurement unit, a third-grade teacher wants to assess if students can accurately determine the length of specified objects using standard metric measures. Which two assessment strategies are age-appropriate and aligned to the learning goal? Choose 2 answers A. Have students order objects by length from shortest to longest B. Have students measure a list of objects found around the room with a metric ruler C. Have students write a short paragraph describing how to accurately measure different objects D. Have students draw a line to match a picture of an object with its millimeter or centimeter length E. Have students record on a chart what they know, want to know, and learned about the metric system

B, D

The use of lesson specific terminology in context ___ ___

Building Vocabulary

A fifth-grade teacher has been using explicit instruction to teach science. Students did not demonstrate success on the chapter test. The teacher plans to reteach the content and make effective improvements to the lesson to ensure students achieve academic success. The teacher plans to change the lesson plans from explicit, teacher-centered instruction to more student-centered activities to enhance comprehension. Which strategy should the teacher use to achieve the objective? A. Provide set induction strategies B. Encourage student use of rubrics C. Use reciprocal teaching strategies D. Incorporate more independent practice

C

A fifth-grade teacher has just received standardized test scores. A third of the students are reading at the 45th percentile. The teacher wants to increase their academic achievement in science but is concerned that the grade-level text will be too difficult. The teacher plans to differentiate instruction to ensure students are able to comprehend the content presented in the text. How can the teacher achieve the objective? A. The teacher can provide students with explicit instruction in vocabulary to ensure they can read the text more easily. B. The teacher can provide students with opportunities to reread the chapter at the end of the lesson to enhance comprehension. C. The teacher can introduce reciprocal teaching in the lessons to give students opportunities to work in groups to clarify content as they read. D. The teacher can incorporate rubrics into all assignments to allow students to better understand the requirements and increase academic performance.

C

A fourth-grade teacher is preparing for the first day of school. As with every year, this class will have students from diverse economic, cultural and linguistic backgrounds, and students with a range of academic skills and abilities. The teacher wants all students to be welcomed, and be a part of a supportive and inclusive learning environment. What can the teacher do on the first day of school to develop the desired classroom environment? A. Post the scores from state's standardize achievement from the previous year so the new students know their expectations and that they can succeed. B. Write directions for independent work on the board for students to complete while he talks with the parents as they drop their children off. C. Label objects and where supplies are stored around the room in different languages, and identify where the students will store their things. D. Arrange the students' seats in rows and suggest the students sit next to those they know from the third grade so they feel comfortable.

C

A math teacher presents students with various examples of polygons and non-polygons and asks the students to develop a definition of polygons based on the examples and non-examples. Which type of instructional approach is this teacher using? A. Direct instruction B. Social instruction C. Inductive instruction D. Independent instruction

C

A second-grade teacher is developing a math/science lesson on crickets. The objectives of this lesson are: 1. Students will be able to create an insect using variables from a set of directions 2. Students will use vocabulary associated with creating a glyph, including glyph and legend Which prior-learning strategy can be incorporated into this lesson? A. Students define new terms used in the unit B. Teacher verbalizes thoughts to model the thinking process C. Students use a KWL chart to draw a properly defined insect in the Know column D. Reteach information regarding insects: six legs, three main body parts, and symmetrical

C

A sixth-grade teacher is beginning a unit on open and closed circuits. The class is diverse and includes three English language learners (ELL) and two students with exceptional needs. The teacher would like to have students work in small, cooperative learning groups to promote positive social interactions. Why is this strategy appropriate to achieve the goal? A. It involves students working to better understand how to respond to the teacher's selected learning activities. B. It involves students working together to assist those students with learning disabilities to achieve academic success. C. It involves students working to solve problems, support one another, and take responsibility for all group members' learning. D. It involves students creating a statement of instructional goals, and then following instruction that is explicit, with a high level of active practice for all students.

C

A teacher creates opportunities for students to formulate and ask questions during a lesson. How does this participation strategy support student success? A. It allows students to demonstrate their interests. B. It gives all students the opportunity to speak in class. C. It keeps students engaged in higher levels of thought. D. It provides students with opportunities to socialize with peers.

C

A third-grade teacher taught a lesson on double-digit addition using problems created with student information. How can metacognition be used to assess the success of the lesson? A. The teacher scores the students' abilities to work the algorithm correctly. B. The students write their own problems with additional information for others to solve. C. The students summarize the goal of the lesson and their progress toward meeting the goal. D. The teacher gives a summative assessment to evaluate students' progress in solving each question.

C

An eighth-grade literature teacher develops a lesson plan with the objective to identify key literary ideas and details of a text. The teacher will use the book, Harry Potter and the Goblet of Fire, to teach the lesson. Before assigning the book to read, the teacher shows excerpts of the video to the class. After reading the book, each student writes a report identifying the key ideas and details of the text. The teacher forms groups and has them role play their favorite scene from the book. What would be an appropriate modification to the lesson plan? A. Select another text that is more age appropriate for an eighth-grade class B. Introduce only one objective to eliminate the integration of other content areas C. Have the students complete a KWL chart as an introductory activity to activate prior knowledge D. Replace the role playing activity as the active learning strategy because it does not align to the objectives

C

Which scenario describes a problem-based learning model? A. The teacher asks students to read the text silently and answer the questions at the end of the chapter. B. The teacher has students work independently to write a report on a historical figure presented in the chapter. C. The teacher questions students as they work in groups to discuss possible strategies to end a historical conflict. D. The teacher has students follow along in the text as the material is presented visually in a PowerPoint presentation.

C

In which two ways can a teacher use the results of student essays to improve student learning? Choose 2 answers A. The teacher can identify outstanding papers and post them on the school website as an example for struggling students. B. The teacher can identify students who have strong writing skills and assess these students in a way that does not incorporate essays in the future. C. The teacher can identify weak papers that fail to incorporate an introductory and concluding paragraph and reteach this skill in small group instruction. D. The teacher can identify students who struggle with noun-pronoun agreement and incorporate mini lessons on this skill into morning work for specific students.

C, D

Students learn about life before and after creation of the United States Constitution. The teacher begins by giving students examples of what life was like before the Constitution. The teacher then creates a Venn diagram to demonstrate the similarities and differences. The teacher provides a few similarities, but students are required to complete the remainder of the diagram. Students work in cooperative groups to complete the diagram and the teacher provides feedback. The teacher questions the students about why they organized the diagram in that manner. She assigns mandatory homework for students to interact more with the material at home. What are two examples of current research and evidence-based instructional strategies used in this lesson? Choose 2 answers A. The use of debate B. The use of role playing C. The use of a graphic organizer D. The use of questioning techniques E. The use of simulations and games

C, D

Which three grouping strategies could be included in effective lesson plans? Choose 3 answers A. Discovery groups to facilitate student practice of argumentation skills B. Whole group instruction as a stage for differentiating readiness levels C. Collaborative groups share decision making while working for a common goal D. Flexible grouping in which students might be members of more than one group E. Socratic seminars as a means to have individual students read and discuss various texts F. Cooperative learning groups in which mixed ability groups of students help one another learn academic content

C, D, F

Breaking the lesson into smaller manageable components for students to enrich student mastery ___

Chunking

Electronic student response system ___

Clickers

A lesson is introduced by asking students how many of them are breathing. A discussion ensues about how that happens. "What organs are involved and how do they work together?" Students list these on a KWL chart titled, "Respiratory System", independently completing the Know column. What is one other type of active participation strategy that could be added to this lesson plan? A. Students watch a teacher demonstration of how to fill out a KWL chart. B. Students find a textbook passage on how the respiratory system works. C. Students review PowerPoint Presentations on the respiratory and circulatory systems. D. Students create melody and lyrics to help memorize information about one of the body systems introduced earlier.

D

A seventh-grade math teacher is planning a unit on geometric figures. Two of the objectives for the unit are: 1. Determine if geometric figures are similar. 2. Identify measures of sides and angles of congruent figures.What is one way the teacher could incorporate differentiated instruction into this lesson? A. Have students watch a video about geometric figures used in architecture B. Have students match similar geometric figures using a computer program C. Have students answer a series of questions about congruent figures on a worksheet D. Have students create a geometric design of their choice that includes congruent figures

D

A teacher develops a lesson in which students will complete math problems that demonstrate their understanding of the place value of whole numbers and decimals to two decimal places and how whole numbers and decimals relate to simple fractions. How does this lesson plan align with the mathematics content standards for fourth grade? A. It takes algebra into consideration as one of the strands of this lesson. B. It takes reasoning into consideration as one of the strands of this lesson. C. It takes measurement into consideration as one of the strands of this lesson. D. It takes number sense into consideration as one of the strands for this lesson.

D

A teacher develops a lesson plan to address the social studies state standard. Goal: Students in a fifth-grade class will learn about the civil rights movement and legislation such as the Civil Rights Act of 1964 that revolutionized employment equality in the United States. Objective: Students will summarize the components of the Civil Rights act. How can the teacher assess students' knowledge of the Civil Rights Act of 1964? A. The teacher could have students write a research paper on one of the authors of the Civil Rights Act. B. The teacher could have students work in pairs to explain where related events should be placed on a timeline. C. The teacher could have students fill in a graphic organizer listing key ideas, as they view a video of the Civil Rights Act. D. The teacher could have the students participate in reciprocal teaching activities as students are evaluated on comprehension of the Civil Rights Act.

D

Which activity incorporates prior learning? A. Have students listen to audio of the text B. Have students list new vocabulary to define C. Have students take turns reading aloud from a new book D. Have students keep a journal of mastered vocabulary words

D

Students engage in various pathways to learning aligned with their needs and abilities. ___ ___

Differentiated groups

Students actively process information and understanding different points of view. ___

Discussion

Included but not limited to: ELL, Diverse Cognitive Abilities, Struggling Learners, Gifted and Talented, Gender, Culture, Socio-Economic Status ___ ___ ___

Diverse Student Groups

Activities where students interact with content and peers (discussion and etc) ___ ___

Engagement Strategies

Grouping Strategy used to intentionally for longer periods of time (reading-ability groups) ___

Formal

Offers a way to assess students' learning and provide feedback while instruction is in progress ___ assessment

Formative assessment

Provided direction for educators but no achievement levels specified They are broad statements that are non-behavioral that provide direction for educators. ___

Goal

The process by which the shift of cognitive accountability for learning is passed from the teacher to the student ___ Release of ___

Gradual Release of Responsibility

Tool to summarize and process large or complex ideas and concepts ___ ___

Graphic Organizers

Mixed ability grouping (geared towards activity based learning goals) ___

Heterogeneous

Like ability grouping ___

Homogeneous

Friendly caring and supportive classroom environment ___

Inclusive

Grouping strategy used to quick peer collaboration (shoulder partner) ___

Informal

Students explore course content, ask questions, and solve problems. ___

Inquiry

Using academic content to simulate real world application ___ ___

Interactive Games

Every member in the group is an expert on a particular topic in order to produce a group project ___

Jigsaw

Students record their insights, conclusions and feelings about their classroom experiences. ___

Journals

Students go to a designated place to pursue activities on a given topic. Place where student pursues optional or required activities; can be used as reinforcement or enrichment ___ ___

Learning centers

Students visit a designated place within the room to pursue required or optional activities on a given topic. ___ ___

Learning centers

Stated in terms that indicate what is to be observed and measured in daily lesson plans They are for specific lessons and include a measurable behavior. ___

Objective

Statements of what students will achieve through instruction ___

Objective

Communication and exchanges among peers that are free of negative experiences ___ ___ Interaction

Positive Social Interaction

Determines students' knowledge before instruction begins to help guide future instruction ___ assessment

Pre-assessment

Provides information about strengths and weakness of individual students at the start of a unit ___ assessment

Pre-assessment

Students learn by doing, typically by identifying solutions to a problem. ___-___ learning

Problem-based learning

Students investigate the facts of a particular issue and report these facts. ___-___ inquiry

Project-based inquiry

Students summarize the main ideas, ask questions, clarify any confusing points and predict what will happen next. ___ ___

Reciprocal teaching

Dramatization of characters or situations ___ ___

Role Play

Monitors student progress throughout and at the conclusion of the lesson Role of ___ Assessment

Role of Formative Assessment

Determine student achievement level Role of ___ Assessment

Role of Summative Assessment

Students act out situations and participate in debriefings to explain learning. ___ ___

Role playing

Mixed ability group of students that work cooperatively to achieve a common learning goal (Student team-achievement divisions) ___

STAD

Participation in a mock event ___

Simulation

Students engage by involvement in mock events or conflicts. ___/___

Simulation/games

Students engage by becoming directly involved in mock events or conflict. ___

Simulations

Statements that define the knowledge and skills students should have within their K-12 education ___

Standard

Documents students' achievement after instruction and helps determine if differentiated instruction is necessary to increase student success ___ assessment

Summative assessment

Planning with the end result in mind ___ by ___

Understanding by Design (UbD)