Comprehensive Assessment #4 - Instructional Strategies

Mr. Johnson wants to start differentiating his curriculum but he doesn't know where or how to begin. Which of the following steps would you suggest he take? * Administer a learning styles inventory and determine which learning objectives and lessons he could adapt or revise to begin incorporating student's learning styles in his content delivery, classroom activities, and assessments. * Place students in flexible groups around the room and allow them to rotate throughout to learn the knowledge and skills the best way they know how. * Administer a pre-assessment to find out what students know and don't know and create activities at three different layers of learning. Assign different activities to students in the three layers based on the results of the assessment. * Look at his TEKS objectives and create learning menus to engage student's interests and learning styles and allow them choices as to the process and products of what they are learning.

* Administer a learning styles inventory and determine which learning objectives and lessons he could adapt or revise to begin incorporating student's learning styles in his content delivery, classroom activities, and assessments.

What is the main purpose for understanding and using the ISTE Standards for Teachers, Students, Coaches and Administrators? * Allows for the successful use of digital strategies to promote digital citizenship and responsible technology use. * Allows for the successful implementation of digital strategies that impact learning, teaching, and working in a digital world. * Allows for the successful use of modern technology for assessment in the classroom. * Allows for the successful implementation of modern technology for direct instruction in the classroom.

* Allows for the successful implementation of digital strategies that impact learning, teaching, and working in a digital world.

The following activity is an example of what: Mr. Cole is a ninth-grade English teacher who is about to begin a unit on poetry, he has asked his students to print out and bring to class the lyrics to their favorite song. When students arrive in class he asks them to underline instances of rhyme and repetition in the lyrics they brought. He has students discuss their findings with a partner and then share aloud with the class as a whole. He then explains to students that song lyrics are poetry set to music and that they will see many of the same elements in poetry that they do in their favorite songs. * Anticipatory Set or Focus Activity * Guided Practice * Closure * Direct Instruction

* Anticipatory Set or Focus Activity

Read the scenario below and decide which strategy the teacher should use. Mrs. Castro is a fourth-grade teacher. She has been using cooperative learning groups in her class for the first couple of months during the school year. Lately, she has noticed that usually one or two students in each group is doing the work while the others waste time and are disengaged. Which strategy below could best help Mrs. Castro solve this issue? * Assign project/group roles to each student. * Place students in homogenous groups. * Assess each group more frequently. * Allow students to choose who they work with.

* Assign project/group roles to each student.

Why is specific feedback important to student learning and growth? * Because it allows students the opportunity to gather his/her thoughts on what was learned. * Because it allows students the opportunity to better understand their mistakes, strengths and weaknesses, and apply that feedback to future practice and learning. * Because it allows students the opportunity to see the letter grade or percentage points they earned on an assignment or assessment. * Because it allows students the opportunity to reinforce skills and cement knowledge.

* Because it allows students the opportunity to better understand their mistakes, strengths and weaknesses, and apply that feedback to future practice and learning.

How does blended learning meet the diverse needs of students in a classroom? * Because the variety of technology tools available for student use are engaging and differentiated. * Because it allows students the opportunity to control the time, pace, path, and pace of their learning so they can be engaged both in and out of the classroom. * Because it allows students the opportunity to control the content and evaluation of what they learn. * Because it allows teachers the opportunity to control the time, pace, path, pace, and content of student learning.

* Because it allows students the opportunity to control the time, pace, path, and pace of their learning so they can be engaged both in and out of the classroom.

Why is it important that teachers encourage student questions in the classroom? * Because it can help lead to better differentiated instruction and assessment. * Because it provides the teacher with feedback on a student's knowledge and skills about a topic. * Because it can lead to better formative and summative assessment, increase problem solving skills and foster a sense of community. * Because it can help expand student thinking, increase student investment in the content, cultivate curiosity, and engage students on a deeper and more personal level.

* Because it can help expand student thinking, increase student investment in the content, cultivate curiosity, and engage students on a deeper and more personal level.

Why is it important for teachers to use and teach students how to use strategies like the Get REAL strategy or the CRAP test to determine if information found online is reliable and trustworthy? * Because teachers expect students to be good digital citizens and we do not want students to plagiarize untrustworthy and/or unreliable information. * Using and learning these strategies is only essential for older students who did not grow up with technology at home or in schools. Younger students are digital natives who understand the difference between reliable and unreliable websites and content. * Because students are gullible, trusting, and need guidance to discern real information from fake information so that they do not risk sharing false and untrustworthy material. * Because of the wealth of information that is available to students now and in the future, it is important they begin to discern what is reliable and true. It I also important for students to be able to make sense of the information they find so they do not learn, misinterpret, and/or share incorrect information.

* Because of the wealth of information that is available to students now and in the future, it is important they begin to discern what is reliable and true. It I also important for students to be able to make sense of the information they find so they do not learn, misinterpret, and/or share incorrect information.

Why is differentiation of process necessary for English Language Learners? * Because they need working in groups to learn language from others and make sense of content. * Because they need direct instruction to understand and make sense of their background knowledge. * Because they need developing language skills to demonstrate what they have learned. * Because they need sheltered instruction and language supports to understand and make sense of content.

* Because they need sheltered instruction and language supports to understand and make sense of content.

A first grade student is exhibiting the following reading and writing behaviors: letter and word reversals, transpositions, trouble remembering facts, difficulty decoding single words. If you were this student's teacher what might be your next action step to help this student? * Pair the student with a more advanced classmate to help provide tutoring and assistance when the child needs it. Modify work by giving the student more time to work and using a computer to type instead of handwrite when needed. * Begin and/or continue to take field notes while observing the child during reading and writing time. Collect the student's work in a portfolio and after gathering enough learning artifacts, speak with the learning specialist at your school to determine next steps. * Test the child for dyslexia using a TPRI and begin modifying and accommodating lessons for the student. * Provide the student with more practice work to improve and increase their reading and writing abilities. If that still does not prove successful, get the student tested for dyslexia.

* Begin and/or continue to take field notes while observing the child during reading and writing time. Collect the student's work in a portfolio and after gathering enough learning artifacts, speak with the learning specialist at your school to determine next steps.

Why is it necessary for students to be able to decode words? * Being able to decode words allows students the opportunity to develop phonological awareness to increase reading comprehension. * Being able to decode words allows students to build fluency and increases their reading comprehension. * Being able to decode words allows students the opportunity to monitor their comprehension. * Being able to decode words teaches students metacognitive strategies that allow them to monitor their comprehension.

* Being able to decode words allows students to build fluency and increases their reading comprehension.

_____________________ information is breaking the information into smaller, digestible bits of information, then later ______________________that information over a series of lessons. * Scaffolding, differentiating * Chunking, scaffolding * Scaffolding, chunking * Differentiating, chunking

* Chunking, scaffolding

The following scenario is an example of what? Mrs. Robinson a middle school social studies teacher has just taught a lesson on listing, identifying and locating the seven continents on a map. Students have researched the continents online and labeled and colored a world map with the seven continents. At the end of class Mrs. Robinson asks students "what did we learn about today?" She calls on students to respond and takes the time to clarify any misunderstandings. * Effective Feedback * Closure * K-W-L * Mastery

* Closure

Determine which of the following collaborative learning expectations would be MOST useful for effective group work? * Come prepared and/or be responsible for your work. * Treat others with respect and dignity. * Report all conflicts to the teacher. * Keep noise level to a minimum.

* Come prepared and/or be responsible for your work. * Treat others with respect and dignity.

What three 21st century skills does the Maker Movement support? * Digital Citizenship, Communication, and Problem Solving * Critical Thinking, Problem Solving, and Decision Making * Decision Making, Globalization, and Digital Citizenship * Communication, Creativity, and Globalization

* Critical Thinking, Problem Solving, and Decision Making

When using technology in the classroom, what should teachers consider first before using it? * Curricular learning objectives. * Assessment strategies. * Student's academic ability. * Ease of use and reliability.

* Curricular learning objectives.

The process of translating print into speech by rapidly matching a letter or combination of letters to their sounds and recognizing the patterns that make syllables and words is known as: * Fluency * Decoding * Phonemic Awareness * Monitoring

* Decoding

Mrs. Jameson is teaching students sh sound and the ch sound. Students learn, practice and review words such as "share," "chair," and "ship," "chip." What is teaching? * Word reading * Consonant Blends * Sight words * Diagraphs

* Diagraphs

When a teacher asks a question like: "Can you elaborate?" or "Tell me more about that..." They are: * Judging a student's response * Checking for understanding * Giving a student time to think * Encouraging critical thinking

* Encouraging critical thinking

What are the five guiding principles of cooperative learning? * Face to face promotive interaction. manageable group size, individual accountability and personal responsibility, responsible communication, high group morale and engagement. * Face to face promotive interaction, positive interdependence, individual accountability and personal responsibility, interpersonal and collaborative skills, and reflection or group processing. * Interpersonal and collaborative skills, group assessment and reflection, group accountability and responsibility, positive independence, student choice and engagement. * Positive interdependence, group accountability and responsibility, positive communication, manageable group size, group assessment and reflection.

* Face to face promotive interaction, positive interdependence, individual accountability and personal responsibility, interpersonal and collaborative skills, and reflection or group processing.

Identify which of the following tools can help you build your Professional Learning Network: * Blogs, YouTube, SnapChat * Facebook, Twitter, & Blogs * YouTube, Screen-Cast-O-Matic, VoiceThread * Twitter, VoiceThread, Pinterest

* Facebook, Twitter, & Blogs

What makes a classroom group and collaboration successful? * Flexible norms, trust, and community * Use of technology and homogenous grouping * Trust, community, and consistent norms * Homogenous grouping and flexible norms

* Flexible norms, trust, and community

What does flexible grouping allow? * For learning that is layered based on the level of critical thinking that is necessary for the students to excel. * For learning that is appropriately challenging and avoids labeling a student's readiness as static. * For students to focus on their own interests rather than the teacher's. * For learning that scaffolds instruction and avoids labeling student's interests as static.

* For learning that is appropriately challenging and avoids labeling a student's readiness as static.

What are the some of the qualities of a good reader? * Good readers can summarize what they read and use what they've read to write and respond to questions. * Good readers know why they are reading a text and can question, infer, predict and evaluate a text to determine what it's about and whether they like it. * Good reasons can answer questions about the text to show mastery of content and vocabulary. * Good readers can read blend sounds and decode words to read fluently and comprehend text

* Good readers know why they are reading a text and can question, infer, predict and evaluate a text to determine what it's about and whether they like it.

What is a rubric? * An assessment with constructed item response question items. * An assessment with selected item response question items. * Grading criteria that the student is given prior to completing an assignment. * An outline of the goals and purpose of an assignment.

* Grading criteria that the student is given prior to completing an assignment.

Joseph, in Mrs. Roebeck's fifth grade math class cannot seem to grasp the concept of long division. He consistently answers problems wrong in class, on homework assignments, and on the most recent quiz. Joseph is beginning to dislike math class. Mrs. Roebeck overheard him tell the other students that he is "not good at math" and so that must mean he is "dumb." What strategies could Mrs. Roebeck employ to promote a growth mindset in Joseph? * Have an advanced student tutor Joseph once a week on long division and check in with both regularly to determine progress. * Create daily quizzes of varying degrees of difficulty for Joseph to complete and send home extra division problems for extra practice until he masters the objectives. * Guide Joseph through each step of the division process and provide positive feedback on the steps he completes correctly. Mrs. Roebeck needs to provide opportunities throughout the process for him to feel successful as they work together towards achieving the larger goal. * Explain to Joseph that his negative attitude will only hinder his success and that he needs to try harder and pay attention during class so he can be successful.

* Guide Joseph through each step of the division process and provide positive feedback on the steps he completes correctly. Mrs. Roebeck needs to provide opportunities throughout the process for him to feel successful as they work together towards achieving the larger goal.

In her third-grade English and Language Arts class, Mrs. Ferdinand is teaching her students how to write an acrostic poem for springtime. After showing the class of an acrostic poem for the word spring, she asks the class to list a few other spring related words. Once they do, she chooses one and they work through each letter together as a class to write the acrostic poem for that word. Then, she assigns groups of four another springtime word to create an acrostic poem together.This is an example of: * Closure * Independent Practice * Guided Practice * Think-Pair-Share

* Guided Practice

A teacher is having trouble with class participation. When she asks questions only a few students raise their hands to respond and she always resorts to calling on these few bright students who know all the answers. Which of the following strategies would you recommend to help her increase student engagement and participation during discussions? * Implement a randomization strategy such as pulling popsicle sticks with student's names on them to encourage participation from all students. * Asking multiple students many questions at one time. * Have students answer the question with a partner first and then ask pairs to respond. * Asking simple close ended questions that any student can respond so that she can build student confidence.

* Have students answer the question with a partner first and then ask pairs to respond.

Students in a high school science class are watching their classmates give a presentation on a collaborative scientific experiment they researched and tested. Their teacher, Mr. Davidson would like for the class to provide feedback, ask questions, and engage in a discussion during each presentation without interrupting the presenters. Which of the following activities would help him achieve this goal? * He asks students to create a Wiki before presentations begin and they can add notes, information and questions about each presentation to their individual Wikis. * Mr. Davidson creates a Padlet pinboard and asks students to posts links that are relevant to the presentation and discusses the links at the end of class. * Mr. Davidson asks students to type their questions into a Word document and email it to him at the end of class. * He creates a backchannel discussion using the web based tool Today's Meet and asks students to use their devices to post questions and feedback comments throughout the presentations.

* He creates a backchannel discussion using the web based tool Today's Meet and asks students to use their devices to post questions and feedback comments throughout the presentations.

Mr. Gonzalez is a third-grade writing teacher. Over the school year he has been collecting student's writing in a portfolio. During each writing unit, he reviews each student portfolio to see how students have grown in their writing skills and where they still may need practice. What is Mr. Gonzalez doing and why? * He is using the portfolio as a summative assessment to determine if students have mastered the content. * He is using the writing portfolios as student self-evaluations so students can better understand their strengths and weaknesses. * He is collecting artifacts of learning as a form of formative assessment to better plan future lessons. * He is using the writing portfolios as field notes to determine student's strengths and weaknesses in writing.

* He is collecting artifacts of learning as a form of formative assessment to better plan future lessons.

A history teacher wants to spend class time on having students discuss the pros and cons of the Civil War but he doesn't want to spend class time lecturing on the dates of battles won and lost for each side. What is a strategy he could use? * He/she can create a KWL chart in class and find out what students already know about the Civil War and proceed from there to have a discussion. * He/she can introduce the events of the Civil War using a video in class and then test students on the knowledge learned. * He/she can assign a reading assignment that covers these basic facts and concepts for homework and review them briefly in class before spending time on the critical thinking concepts. * He/she can guide the conversation in the appropriate direction.

* He/she can assign a reading assignment that covers these basic facts and concepts for homework and review them briefly in class before spending time on the critical thinking concepts

What is the relationship between independent practice and homework? * Homework can be given as a form of independent practice to help reinforce skills learned in the classroom. * Homework should only be given to students who are ready for independent practice. * Independent practice and homework are assessment strategies teachers can use to determine if students have mastered the objectives. * Independent practice should only occur outside of the classroom in the form of homework.

* Homework can be given as a form of independent practice to help reinforce skills learned in the classroom.

How does teacher pacing of a lesson affect students and/or classroom environment? * If a teacher moves too slowly then the more advanced student can become restless and miss important information later. * If a teacher moves too slowly through a lesson students will complete the work ahead of time and then be disengaged. * If a teacher moves too quickly then the slower students may lack a complete understanding of the content. * If a teacher moves too quickly through a lesson students will be distracted and disengaged.

* If a teacher moves too slowly then the more advanced student can become restless and miss important information later. * If a teacher moves too quickly then the slower students may lack a complete understanding of the content.

Mrs. Johansen has devised a strategy for calling on students in class during the question and answer portion of her lessons. Instead of calling only students who have their hands up, each student has been assigned a number and a family in a deck of cards. (i.e. queen of hearts) She asks her question, pausing for a moment, then she pulls a random card from the deck. If that student's card is pulled, he/she can answer the question. What strategy of effective questioning is Mrs. Johansen employing? * Including all students and keeping them engaged. * Planning questions in advance * Avoiding judging student responses * Giving students time to think

* Including all students and keeping them engaged. * Giving students time to think

How would you categorize the following activity: You enter a third-grade classroom and see students working at various stations on multiplication, division, and fractions using worksheets, manipulatives and interactive web based games. * Check for Understanding * Guided Practice * Independent Practice * Anticipatory Set

* Independent Practice

What is the difference between independent practice and guided practice? * Independent practice occurs only when the teacher has ensured that students have achieved a basic level of skill to practice alone whereas guided practice occurs with the teacher modeling and working through exemplars with the students. * Independent practice occurs only mastery of the objective has been achieved whereas guided practice occurs with the teacher modeling exemplars and differentiating the lesson until mastery occurs. * Independent practice occurs during direct instruction while the teacher independently works through tasks to model them for the students whereas guided practice occurs after students have achieved basic skills and can practice with some help from the teacher or a partner. * Independent practice is completed at home whereas guided practice is completed at school with the help of the teacher.

* Independent practice occurs only when the teacher has ensured that students have achieved a basic level of skill to practice alone whereas guided practice occurs with the teacher modeling and working through exemplars with the students.

What is the difference between formal groups and informal groups in a classroom setting? * Informal groups are usually randomly selected and require students to work on short term goals and activities whereas formal groups require teachers to carefully select groups based on skills, ability and group dynamics. Formal groups are usually long term for students to work on a project or larger task. * Informal groups are small groups created by the teacher meant to last throughout the school year. Whereas formal groups are larger groups created by the teacher that are created only for major projects and assignments. * Informal groups are selected by students and require them to assign roles to each other to complete a task. Whereas formal groups are selected carefully by the teacher who assigns roles based on student's multiple intelligences. * Informal groups allow students to choose what they want to work on together whereas formal groups require students to work on assignments assigned by the teacher.

* Informal groups are usually randomly selected and require students to work on short term goals and activities whereas formal groups require teachers to carefully select groups based on skills, ability and group dynamics. Formal groups are usually long term for students to work on a project or larger task.

The __________________________________ of lesson delivery is the identification and teaching of the main concepts and skills that students need to achieve mastery of the objective. It emphasizes clear explanations, provides models which are accurate and effective, and invites active student participation. * Input phase * Independent practice phase * Guided practice phase * Feedback phase

* Input phase

What is the purpose or benefit of using a student-centered approach when incorporating Gardner's Multiple Intelligences into the classroom? * It allows teachers the opportunity to incorporate multiple strategies into the learning environment during direct instruction to meet the needs of all the learners in her classroom. * It allows students the opportunity to actively use their preferred intelligence to practice, and demonstrate an understanding of the concept to be more engaged and connected to the content. * It allows students the opportunity to work with others in the class that share their preferred intelligence and talents to be active participants and be engaged with the class. * It allows teachers the opportunity to create individual lessons based on a student's preferred intelligence to ensure all students gain mastery of the objectives.

* It allows students the opportunity to actively use their preferred intelligence to practice, and demonstrate an understanding of the concept to be more engaged and connected to the content.

What are the most important benefits of using technology in the classroom with your students? * It can help teachers instill the value of lifelong learning, community and curiosity in students. * It can help students organize information, create and share content and collaborate on group projects. * It can help create opportunities for personalized learning experiences, collaboration, communication, creation, and critical thinking. * It can help teachers create authentic assessments that provide instant real- time feedback to differentiate learning and improve teaching and learning.

* It can help create opportunities for personalized learning experiences, collaboration, communication, creation, and critical thinking.

Administering a learning styles inventory and/or a student interest survey at the beginning of each school year is valuable because: * It can help you gather information about your student's academic achievement and academic strengths and weaknesses so you can create lessons that are on their ability level. * It can help you gather information about their learning styles, interests, and preferences so students can decide what and how they learn. * It can help you gather information about your students that will allow you to better understand how your students learn and what their interests are to create lessons and activities that engage them and meet varying learning needs. * It can help you gather information about their interests and learning styles so you can create individualized lesson plans for each student.

* It can help you gather information about your students that will allow you to better understand how your students learn and what their interests are to create lessons and activities that engage them and meet varying learning needs.

Which of the following collaborative learning instructional strategies would you recommend for the following scenario? Mr. Davis wants his high school history students to understand the contents in chapter 12 of the history textbook. Chapter twelve is very long and very dense and he has found, that students seem bored and disengaged during his lectures. He has decided that he wants students to work together to learn the information. He knows all sections of the chapter are important and he wants to be sure all students get the content they need in an engaging and collaborative way. What strategy would you recommend? * Roundtable so that students can answer questions about the chapter and report back out to the class their correct and incorrect responses. * Note-taking pairs so that each student is only responsible for taking notes on a section of the chapter as they read. * Sequence chains where students in groups can create a timeline of events of the chapter and then compare it with other groups. * Jigsaw so that he can assign each group a section of the chapter, they learn it, discuss it, become experts and then share the most important information with the class as they listen and take notes.

* Jigsaw so that he can assign each group a section of the chapter, they learn it, discuss it, become experts and then share the most important information with the class as they listen and take notes.

Mrs. Jacobs wants her students to collaborate, communicate, and submit work online for a group project they need to work on both in and outside of class. Which of the following tools could best help her achieve these goals? * Online pin boards like Pinterest or Padlet. * Learning management systems like Edmodo and Schoology. * Flipped Classroom tools like VoiceThread or YouTube. * Student response systems like Socrative or Kahoot!

* Learning management systems like Edmodo and Schoology.

After reading the short story version of A Christmas Carol to her second-grade students, Mrs. Stevens asks her students the following questions: What do you think will happen to Scrooge after this Christmas experience? What other stories have your read or movies have you seen where someone really disliked something? Why do you think Scrooge changed his mind about Christmas? Mrs. Stevens is asking her students to: * Evaluate their comprehension * Monitor their comprehension * Make inferences * Summarize the story

* Make inferences

Which of the following might be text features of a social studies textbook? * Characters, Setting and Plot * Captions * Maps and pictures of countries and continents * Figurative Language

* Maps and pictures of countries and continents or * Captions

Media literacy is taught in schools because: * Media from television and computers is biased and students should learn how to separate fact from fiction to be informed citizens in society. * Media is another form of communication that is everywhere and it is important for our students to learn how to understand, appreciate and interpret these messages. * Too much media can be harmful to students and it is important that they learn how to limit their consumption of it. * Media literacy is ever evolving and it is important for our students to be knowledgeable about and stay up to date with media trends.

* Media is another form of communication that is everywhere and it is important for our students to learn how to understand, appreciate and interpret these messages.

What criteria would you use to determine if you need to adjust the pace of your lesson? * Reviewing assessments after a lesson and re-teaching misunderstood concepts. * Monitoring student's frustration and engagement levels during guided practice activities and exercises. * How well students work together and independently during independent practice and group work. * Using questions to check for understanding and adjusting pace to help students catch up or move on.

* Monitoring student's frustration and engagement levels during guided practice activities and exercises. * Using questions to check for understanding and adjusting pace to help students catch up or move on.

As a teacher, you can best use Gardner's theory on Multiple Intelligences to... * Plan differentiated assessments for each one of your student's intelligences. * Plan interactive review activities using the multiple intelligences to ensure all students learn. * Plan individual lessons for each of your students based on their strengths to ensure all students understand the content. * Plan engaging lessons to help your diverse classroom of students connect with and better understand the content.

* Plan engaging lessons to help your diverse classroom of students connect with and better understand the content.

Read the scenario below and determine which strategy the teacher is using. Mr. Pierre, a high school French teacher is teaching students how to order food in French. He begins class by showing pictures of various food and drink items and asks students to say them aloud together. He then asks students what are some of the ways they learned last class to order food. He lets a few students respond. He then asks students to role play various scenarios as if they were in a restaurant and they each must order different items off the menu using complete sentences. He circulates around the room providing assistance where needed and pauses to provide direct instruction when he identifies the need for clarification. He then allows a few pairs of students the chance to share their skits. At the end of class, he places a few sentences in English on the board and asks student to write down their French translations on a note card before leaving class. * Write-Share-Learn * Think-Pair-Share * Practice-Instruct-Review * Think-Aloud Strategy

* Practice-Instruct-Review

Read the scenario below and determine which strategy is the teacher using. Mrs. Davidson, begins her fourth-grade writing class each day with a five minute free write on a topic chosen by the class. She then calls on two or three students to share what they wrote. Afterwards, students know to turn to the vocabulary section of their journals for the daily vocabulary lesson and game. * Predictability and Stability * Numbered Heads Strategy * Think-Pair-Share * Chunking

* Predictability and Stability

What are the benefits of developing a Professional Learning Network? * Provides a platform and an opportunity for educators to collaborate, communicate, share ideas and resources, and build community to improve and expanding their learning. * Provides educators with an opportunity to network with law makers and school administrators to bring about change in educational policies and procedures. * Allows educators to socialize and discuss student behavior problems to find solutions to classroom management concerns. * Allows educators the opportunity to take professional development courses in a formal setting to receive credit and maintain their teaching credentials.

* Provides a platform and an opportunity for educators to collaborate, communicate, share ideas and resources, and build community to improve and expanding their learning.

The following scenario is an example of which ISTE Standard for Students? Students in Mrs. Miller's Spanish class are learning conversational Spanish vocabulary and grammar. Mrs. Miller wants students to practice their verbal and written Spanish. She has a colleague in Mexico who has agreed to collaborate with her to pair students in their classrooms to exchange online letters and engage in group discussions once a week via a moderated online chat room. Once a quarter, as a whole class they use a video conferencing program to have relevant discussions on sports, the weather and news events. * Students apply digital tools to gather, evaluate, and use information. * Students use digital media and environments to communicate and work collaboratively, including at a distance to support individual learning and contribute to the learning of others. * Students demonstrate creative thinking, construct knowledge and develop innovative products and processes using technology. * Students use critical thinking skills to plan, and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.

* Students use digital media and environments to communicate and work collaboratively, including at a distance to support individual learning and contribute to the learning of others.

What is the relationship between monitoring and comprehension? * Teachers monitor student's reading by asking them comprehension questions to determine if they have understood the text. * Students who monitor their comprehension and ask themselves "Do I understand what I'm reading?" have a better chance of improving their comprehension of what they read than those who don't. * Students who monitor how long they've read for can improve their comprehension by learning how to read for sustained periods of time. * Students who are monitored while reading have a better chance of improving their comprehension.

* Students who monitor their comprehension and ask themselves "Do I understand what I'm reading?" have a better chance of improving their comprehension of what they read than those who don't.

A second grade teacher is teaching her students multi-syllable words. Before they read a short story, she introduces multi-syllable words students may have difficulty decoding. She sounds out the words such as: beau/ti/ful and com/plete/ly and asks students which letters make each sound. She then writes the word on the board and asks students to copy it and say it aloud. Then, they take turn reading parts of the story aloud sounding out the multi syllable words. Which method of phonics instruction is she using? * Analogy phonics * Analytical phonics * Phonics through spelling * Synthetic phonics

* Synthetic phonics

Which of the following teachers has provided students with specific and timely feedback? Teacher A gave a math test two weeks ago. She returns the tests with percentage grades and tells students to ask her at the end of class if they have any questions on their grade. Teacher B has listened to student speeches in her class. She grades the speeches in class using a rubric and the day after all speeches have been delivered she returns the graded rubrics with notes to students. Teacher C has asked his history students to write a research paper during the first six weeks of the school year. He returns the graded research papers back to students at the end of the semester with check marks on the sections that he found interesting or meaningful and question marks on the sections he found confusing. Teacher D has created a student response quiz online. At the end of class, he projects the questions on the board and asks students to answer them using their devices. Immediately after all students have responded to the questions he projects the correct answers on the board. Students can view and compare their answers with the correct answers. * Teacher B is providing timely and specific feedback because she returns graded rubrics to students within one day of completing their speeches and provides notes that align with the objectives on the rubric. * Teacher C is providing timely and specific feedback because he uses symbols to indicate what worked well and what didn't work well in student's papers so they know their strengths and weaknesses. * Teacher A is providing timely and specific feedback because students can ask her right at the end of class what their grades mean. * Teacher D is providing timely and specific feedback because students get the results of their online quiz almost immediately after taking it and can compare their wrong answers with the right answers.

* Teacher B is providing timely and specific feedback because she returns graded rubrics to students within one day of completing their speeches and provides notes that align with the objectives on the rubric.

What is the difference between the input phase of the lesson and the anticipatory phase of the lesson? * The input phase allows teachers to check for understanding whereas the anticipatory phase models what students should know and be able to do. * The input phase is a time to inspire students to learn and model what they will be able to do whereas the anticipatory phase engages students and introduces the content. * The input phase requires students to be engaged with the material and work on their own whereas the anticipatory phase is a time for the teacher to model and practice with students. * The input phase allows students time to reinforce and practice what they've learned whereas the anticipatory phase is a time for the teacher to ask effective questions and check for understanding.

* The input phase is a time to inspire students to learn and model what they will be able to do whereas the anticipatory phase engages students and introduces the content.

Mrs. Jackson, a math teacher is modeling step by step how her third-grade students can answer double digit multiplication problems. She thinks aloud as she answers each problem and asks students for help along the way, saying "What should I do next?" She is modeling: * Active participation. * The process. * The product. * Assessment.

* The process.

Which of the following is the BEST summary description of the Write-Share-Learn strategy? * Begin class by reviewing facts or knowledge level content with students on the board or aloud. The focus should be on student practice not mastery of the content yet. Identify and clarify any misunderstandings and allow students to work in pairs to solve problems and share answers. End class with a review test of what they should've learned on the board. * The teacher begins the class by placing students in groups of four. The teacher asks the groups a question and tells them to write down their answers and then discuss. Each group shares their responses for the class and the teacher identifies and clarifies misunderstandings during the direct instruction portion of the lesson. At the end of the lesson, students share in their groups what they have learned. * The teacher begins class with a question. Students jot down their answers and then share their responses with a partner in a short time frame allotted by the teacher. Pairs share out with the class what they discussed. Teacher leads class through direct instruction portion of the class and ends the lesson by asking students the initial question again. Students are then asked to write down a few things they learned from the day's lesson. * The teacher begins the class a question. Students think about it silently in their heads. They share their thoughts with a partner. The teacher listens for misunderstandings and then clarifies for the whole class during direct instruction. At the end of the class students share what they've learned with a partner.

* The teacher begins class with a question. Students jot down their answers and then share their responses with a partner in a short time frame allotted by the teacher. Pairs share out with the class what they discussed. Teacher leads class through direct instruction portion of the class and ends the lesson by asking students the initial question again. Students are then asked to write down a few things they learned from the day's lesson.

What is the difference between the written objective and the stated objective? * The written objective is the literal lesson objective as written on the board and in the lesson plan whereas the stated objective is the student interpretation of the objective when asked what they are learning. * The written objective is the specific TEKS that the teacher writes in his/her lesson plan whereas the stated objective is a student friendly version of the TEKS objective that the teacher shares aloud with the students throughout the lesson. * Both the written and stated objectives are the specific TEKS the teacher is using to teach students. * The written objective is found on student written work whereas the stated objective is only spoken aloud by the teacher.

* The written objective is the specific TEKS that the teacher writes in his/her lesson plan whereas the stated objective is a student friendly version of the TEKS objective that the teacher shares aloud with the students throughout the lesson.

What is a benefit of allowing students enough time to think after you ask a question? *They don't feel judged or criticized when called to respond. * They can process the question and don't feel as pressured or anxious when called. * They feel encouraged to participate and ask their own questions. * They remain engaged in the lesson and are more likely to respond when called.

* They can process the question and don't feel as pressured or anxious when called.

Categorize the following question about the story of Alice in Wonderland: What kind of person was the Queen of Hearts? OR Describe the Queen of Hearts. * Think and search * Right there * Author and You * On your own

* Think and search

According to Wiggins, what are the qualities of effective feedback? * Timely, specific, formed to allow for student adjustment, clearly communicated * Timely, verbal, numeric, and specific. * Clearly communicated, written, instantaneous, formed to allow for student adjustment. * Verbal, Specific, formed to allow for student adjustment, given often.

* Timely, specific, formed to allow for student adjustment, clearly communicated

What is the purpose of closure during a lesson? * To allow students the opportunity to make connections with what they've learned and ask questions. * To allow teachers time to assess student learning and finalize administrative tasks for the day. * To allow the teacher time to provide feedback and introduce the next day's material. * To allow students the opportunity to mentally categorize and save what they've learned as well as clarify any final misunderstanding.

* To allow students the opportunity to mentally categorize and save what they've learned as well as clarify any final misunderstanding.

During guided practice, why should a teacher begin with simple examples first? * To monitor student progress and provide early intervention for students who don't grasp the content quickly. * To differentiate learning for all students in the class. * To build student confidence so that as they move to more complex examples they feel prepared to complete the task. * To promote a community of trust so students feel comfortable asking questions about concepts they don't understand.

* To build student confidence so that as they move to more complex examples they feel prepared to complete the task.

What is the purpose of the anticipatory set or focus activity at the beginning of a lesson? * To inspire students to learn and actively seek to know more. * To keep students occupied while the teacher takes care of administrative tasks. * To engage the student's attention toward the learning objective. * To practice and master subject matter.

* To engage the student's attention toward the learning objective.

True/False: The action-flow lesson plan provides ample opportunities for student engagement and variety within the lesson. * True because the action flow lesson plan moves quickly building momentum throughout the lesson. * False because the action flow lesson plan provides too much new information for a student to learn. * True because the action flow lesson plan allows teachers to overlap content and spiral learning. * False because the action flow lesson plan requires slow pacing and teaching students in layers.

* True because the action flow lesson plan moves quickly building momentum throughout the lesson.

True/False: A teacher wants to incorporate technology into his/her own classroom but is afraid and isn't sure where to begin. A recommendation you could make is to have him/her review their course objectives and decide where technology could be substituted to achieve the same goals. * False because a teacher should always first consider what technology they are familiar with and then decide how to achieve their classroom goals using that technology. * True because the SAMR model suggest that all teachers should start using technology at the Substitution level. * False because teachers should overcome their fear of the unknown by learning new technology and incorporating it at the Modification and Augmentation level. * True because the teacher should always consider the learning objectives first and then start small with a lesson he/she is comfortable with.

* True because the teacher should always consider the learning objectives first and then start small with a lesson he/she is comfortable with.

True/False: It is necessary for teachers to plan lessons that return to prior material taught and learned in class? * False because learning occurs best when teachers focus on one topic at a time to achieve mastery. * False because reinforcing learned material will cause students to become bored and disengaged in class. * True because when students are confronted with the same material day after day they will eventually internalize it and master it gradually. * True because students need predictability and consistency and because it allows teachers to continuously assess student progress.

* True because when students are confronted with the same material day after day they will eventually internalize it and master it gradually.

True/False: Differentiating content requires that students be pretested. * False- because all students can benefit from direct instruction lessons that reteach what they already know. * False- because it is not necessary to identify which students have a formal understanding of the knowledge and skills to be covered. * True- because it's necessary to have a formal understanding of student's skills. * True- because it can help you identify which students do and don't require direct instruction.

* True- because it can help you identify which students do and don't require direct instruction.

Mr. Rodriguez has been working with ESL students on writing complete sentences with a subject and verb. After reading students first three sentences, Mr. Rodriguez realizes that about sixty percent of the students have mastered this objective but about 8 students are still struggling. He asks students to work in pairs to come up with a short story using complete sentences. He then pulls the 8 struggling students into a small group, and works with them using specific feedback. He says things like "I see that you have a noun which is your subject, but what action is your subject doing?" He then works individually with them until they are ready to move forward. This is an example of: * Using student feedback to check for understanding. * Using student feedback to provide more feedback. * Using student feedback to assess students. * Using student feedback to adjust instruction.

* Using student feedback to adjust instruction.

Mr. Jones has decided to read the book Willy Wonka and The Chocolate Factory with his fourth-grade students. Once they have been read the first few chapters and been introduced to all the characters, he wants the students to compare two of their favorite characters. Which of the following graphic organizers would work best for this goal? * Cause and Effect diagram * T-Chart * Story Map * Venn Diagram

* Venn Diagram

The following short description could best be used to teach students what strategy? It was a dark and stormy night. All the children were curled up in their beds. The rain was falling hard on the big old house and the wind was whistling loudly. Suddenly the front door flew open and all the children sat up in bed scared and trembling. * Visualization * Summarizing * Questioning * Monitoring

* Visualization

What effective feedback might you provide for a student whose science project did NOT meet your objectives? * I liked your experiment but unfortunately you earned a 65%. * Please review the rubric for what is expected on this project and try again. * Your hypothesis statement does not use the correct formatting of "if" and "then" and your lab report is missing important data on your experiments. * Your project is incomplete and you must do it again.

* Your hypothesis statement does not use the correct formatting of "if" and "then" and your lab report is missing important data on your experiments.

Based on what you've learned about teaching K - 3 elementary students the alphabetic principle, choose the list of words below that is in the most effective order. In other words, which word would you teach first, second, third, and last based on the alphabetic principle? * cat, doghouse, ugly, should * dog, furry, lipstick, would * should, fireman, beautiful, daisy * cat, fireman, I, justice

* cat, doghouse, ugly, should

Differentiation of the curriculum falls into what three main categories? * knowledge, process, product * content, skills, product * content, process, product * knowledge, skills, product

* content, process, product

Identify the four factors you should consider when planning differentiated lessons? * student learning style, student knowledge, student interest, student willingness to learn. * student interest, student language, student willingness to learn, student environment. * student readiness to learn, student background, student learning style, student interest. * student readiness to learn, student language, student learning style, student environment.

* student readiness to learn, student background, student learning style, student interest.

What are the two conditions for using effective models or exemplars? * 1) Criteria for the model is clearly stated. 2) The model is grade-level appropriate. * 1) The model is differentiated for all learners. 2) The model is accurate and correct when first introduced. * 1) The model is grade-level appropriate. 2) The model is differentiated for all learners. * 1) The model is accurate and correct when first introduced. 2) Criteria for the model is clearly stated.

* 1) The model is accurate and correct when first introduced. 2) Criteria for the model is clearly stated.

How many intelligences does Gardner identify? * 18 * 5 * 8 * 15

* 8

What is a blog? * A blog is an online tool that allows teachers and students to write and create content on a subject and share publicly. * A blog is a digital tool that allows users to turn any image into an interactive graphic. * A blog is an online video creation platform that allows teachers and students to edit, collaborate and share videos publicly or privately. * A blog is social media platform that allows students and teachers the opportunity to connect with others synchronously and asynchronously.

* A blog is an online tool that allows teachers and students to write and create content on a subject and share publicly.

Which of these is NOT an example of how to teach/incorporate digital citizenship into the classroom? * A science teacher wants students to engage in an online discussion forum throughout the school year so she distributes a list of acceptable online communication expectations and behaviors for students to follow when they post their responses and comments. * A history teacher has decided to use digital textbooks in his classroom. During the first week of class he explains to students how to access and read the digital text in a meaningful way. * An English teacher is preparing students for a research paper and takes them to the library to learn about how to properly cite sources and avoid plagiarism. * A health teacher discusses the psychological and emotional impact of cyber bullying by showing students examples of online harassment and bullying on websites like Twitter and Facebook.

* A history teacher has decided to use digital textbooks in his classroom. During the first week of class he explains to students how to access and read the digital text in a meaningful way.

Dyslexia is defined as: * A learning disorder characterized by difficulty reading due to problems with concentration and hyperactivity. * A learning disorder characterized by difficulty reading and writing due to problems with monitoring and concentration. * A learning disorder characterized by difficulty reading due to problems identifying speech sounds and learning how they relate to letters and words. * A learning disorder characterized by difficulty writing due to problems with fluency and reading comprehension.

* A learning disorder characterized by difficulty reading due to problems identifying speech sounds and learning how they relate to letters and words.

What is the difference between a learning objective and a lesson activity? * A learning objective is why students are learning something whereas a lesson activity is what they are learning to appreciate why they are learning it. * A learning objective is what students are supposed to know and be able to do whereas the lesson activity is the task they complete to help them master the objective. * A learning objective is how students will master a concept whereas the lesson activity is what students will learn. * A learning objective is the task students are expected to complete whereas a lesson activity is the steps they take to complete that task.

* A learning objective is what students are supposed to know and be able to do whereas the lesson activity is the task they complete to help them master the objective.

Which of the following best summarizes metacognition? * A strategy teachers can use to help students monitor their thinking and comprehension after reading a text. * A strategy students can use during reading to ask themselves comprehension questions. * A strategy students can use before, during and after reading to help create pictures in their head to aid with comprehension. * A strategy students can use before, during, and after reading to think about, question, have control over and better understand their reading.

* A strategy students can use before, during, and after reading to think about, question, have control over and better understand their reading.

Decide which of the following differentiated activities is at the Tier 2, mastery level: * A student fills in the dates and events on a timeline for history class. * A student uses the vocabulary words he/she has learned to write a short story. * A student interviews someone from a historical period to better understand why the events occurred and presents the information to the class. * A student creates vocabulary flash cards for a book they are reading.

* A student uses the vocabulary words he/she has learned to write a short story.

Cooperative learning can best be described as... * A teaching strategy that helps students work together to build bridges between what is being taught and the learner's interests and skills. * A teaching strategy that moves from a teacher centered approach to a student-centered approach. * A teaching strategy that allows teachers to differentiate instruction and learning for all students. * A teaching strategy that allows students the opportunity to learn by doing and working both alone and together to complete a task or project.

* A teaching strategy that allows students the opportunity to learn by doing and working both alone and together to complete a task or project.

In which of the following classroom scenarios is the teacher using a Flipped Learning model? * Ms. Rodriguez has sent home a short reading assignment for homework. When students return to class the next day, they watch a short video clip and discuss in class. Afterwards they are asked to complete a Venn Diagram on their iPads comparing the reading with the video clip. They submit the Venn Diagram electronically to the teacher via Dropbox. * Mr. Smith has asked students to research a historical figure for homework and place at least three links on the individual on to an online pin board. When students arrive to class the next day, they discuss their links with group members and write a short biography of the person to turn in at the end of class. * Mrs. Fitzgerald has created a discussion board with debatable topics for her Government class on her classroom page. She has placed students in groups of four and asked them to respond to their unique discussion board prompt for homework. When students arrive in class the next day, Mrs. Fitzgerald shares some of the student responses with the class and they discuss as a class whether they agree or disagree with the responses and cite reasons why. * Mr. Jones has created a short six-minute video lecture on Chapter 9 in his History textbook. He asks students to watch his video at home for homework and answer ten questions via an online quiz. When students return to class the next day, they review their quiz answers and clarify misconceptions. Afterwards they engage in group discussions debating chapter 9 topics assigned by Mr. Jones.

* Mr. Jones has created a short six-minute video lecture on Chapter 9 in his History textbook. He asks students to watch his video at home for homework and answer ten questions via an online quiz. When students return to class the next day, they review their quiz answers and clarify misconceptions. Afterwards they engage in group discussions debating chapter 9 topics assigned by Mr. Jones.

Which of the following teachers is NOT cultivating student curiosity in the classroom? * Mr. Smith, a middle school science teacher likes to show his students pictures of unknown plants and animals and asks them to create questions about the image that he can answer or they can research on their devices to determine what it is. * Mr. Montemayor, a high school Spanish teacher has assigned his student groups a Latin American country to study. Their six-week long project involves developing a question about that country's social or economic problems and doing research to find or create the answer. * Mrs. Sanders, a math teacher likes to begin each class with an online quiz about the homework from the night before and review student answers. She ends each class with an oral or written exit ticket with a series of at least five questions or math problems for the students to solve. * Mrs. Jones, an elementary reading teacher often models thinking aloud and asking herself questions during read aloud activities in class.

* Mrs. Sanders, a math teacher likes to begin each class with an online quiz about the homework from the night before and review student answers. She ends each class with an oral or written exit ticket with a series of at least five questions or math problems for the students to solve.

What can you infer is happening in the following scenario: The students in Ms. Gonzalez's fifth grade class walk into her room one day to find the desks toppled over, papers everywhere and the room a complete disaster. Ms. Gonzalez tells them to find a seat on the floor and watch the short video clip. She shows them a historical video of the 1900 hurricane storm that devastated Galveston, Island. After the film, she engages students in a discussion about the state of the room and the video clip. * Ms. Gonzalez has created a safe space for inquiry and critical thinking about hurricanes and their effects. * Ms. Gonzalez has created an experience to access student's prior knowledge so they can connect it with new information about the effects of hurricanes. * Ms. Gonzalez is trying to engage her students with a focus activity and sensory experience anticipatory set about the effects of hurricanes. * Ms. Gonzalez is trying to assess her student's knowledge about the effects of hurricanes.

* Ms. Gonzalez is trying to engage her students with a focus activity and sensory experience anticipatory set about the effects of hurricanes.

In which of the following scenarios is the teacher differentiating the learning environment: * Mr. Benson, a math teacher has placed students in flexible groups and allows them to work together at their desks to collaboratively solve problems and then share their responses with the class. * Ms. Gonzalez, a fifth-grade reading teacher has a variety of reading "nooks" in the room. During silent reading time, some students sit in bean bag chairs, others on the floor with blankets and pillows, some in desks and a few outside in the hallway right outside her room. * During a lecture/direct instruction Mrs. Jones, a history teacher shows pictures of historical events, plays music of the era and allows students to either hand write or type their notes on their laptop devices. * Mrs. Smith, a visual art teacher has allowed students to choose how to submit their final art project. On the day, they are due, some submit short films, others have created a sketch portfolio, and some have chosen to create sculptures or full canvas paintings. She displays these in the art gallery outside her room.

* Ms. Gonzalez, a fifth-grade reading teacher has a variety of reading "nooks" in the room. During silent reading time, some students sit in bean bag chairs, others on the floor with blankets and pillows, some in desks and a few outside in the hallway right outside her room.

Jason is a second-grade student in Ms. Forbes class. Today she wants them to choose a book and do some independent reading. As they read, she checks in on in each student individually and asks them to read a passage aloud. This is how she determines if the student has chosen an appropriate book on reading level. When she gets to Jason's desk he pauses for long periods of time after every couple of words, and when asked basic comprehension questions he cannot answer them. Should Jason be reading this book? * Yes, because even though he may pause before words this book seems to be at the independent reading level for him and he may just need to take the time to read slower and reread to comprehend it. * No because this book seems to be at his frustration level of reading which means that the book is too hard and he will have great difficulty understanding it. * No because the vocabulary in the book is too difficult for Jason to understand which means that his comprehension will suffer and he will not get any enjoyment from reading this book. * Yes, because even though this book is probably at his frustration level, it is a good challenge for him and he will learn new words and improve his reading fluency.

* No because this book seems to be at his frustration level of reading which means that the book is too hard and he will have great difficulty understanding it.

Formative assessment can be described as: * Ongoing assessment that should only include written feedback on assignments and student projects. * Ongoing, continuous assessment to monitor student work and progress which can include, exit slips, conferences and homework. * A final assessment used to assign course grades after mastery of a skill has been achieved. * A final assessment such as a test or major project used to monitor student work to adjust instructional learning strategies.

* Ongoing, continuous assessment to monitor student work and progress which can include, exit slips, conferences and homework.

The specific ability to focus on and manipulate individual sounds in spoken words is known as: * Phonemic Awareness * Phonics * Fluency * Literacy

* Phonemic Awareness

Which of the following is an example of differentiating the product for students in a fifth-grade reading class who are supposed to read and describe the parts of a story in a book they've read? * Providing some students with a story map after they read the book to outline the events of the story, allowing kinesthetic or tactile learners the opportunity to rewrite the book as a skit and perform it for the class, and letting visual learners draw out the events of the book and deliver a presentation on the visuals. * Asking students to complete a KWL chart before they have read the book to learn what students know, want to know and have learned about the book and the author. * Allow auditory learners to listen to the audio recording of the book and take notes, while tactile learners can read silently and outline each chapter, while visual learners can watch the film version of the book and provide an oral summary. * Use a Venn Diagram to compare a book they have already read with the one they are currently reading and share it with the class.

* Providing some students with a story map after they read the book to outline the events of the story, allowing kinesthetic or tactile learners the opportunity to rewrite the book as a skit and perform it for the class, and letting visual learners draw out the events of the book and deliver a presentation on the visuals.

Mr. Johnson is a second-grade teacher. He is teaching students about including adjectives in their writing to make it more interesting. Which of the following questions could he ask that would be MOST effective during a check for understanding? Question A: Is the word beautiful an adjective? Question B: An adjective is a word that describes a what? Question C: Who can give me an example of an interesting adjective to describe a horse? * Question A because it is an interactive question the whole class can respond to at once and remain engaged with the content. * Question C because it is an open-ended question with multiple correct answers that would allow many students the opportunity to respond. * Question B because it is a simple question for all students to be able to master it. * Question A because it has only one correct answer that all students should have mastered.

* Question C because it is an open-ended question with multiple correct answers that would allow many students the opportunity to respond.

What are the four categories of questioning? * Representing, Reasoning, Interpreting and Evaluating, and Communicating and Reflecting. * Representing, Responding, Reevaluating, Reasoning * Reasoning, Chunking, Communicating and Reflecting, Responding * Reevaluating, Interpreting, Chunking, Communicating and Reflecting

* Representing, Reasoning, Interpreting and Evaluating, and Communicating and Reflecting.

An elementary school science teacher is interested in engaging her kinesthetic learners during a unit on weather. Which of the following activities should she consider? * She can introduce and reinforce different weather patterns and storms by having students play charades or act out with their bodies the various types of weather patterns. * She can show the class a compilation video of various weather patterns and then have students draw or artistically create their favorite weather pattern. * She can have students research and discuss a specific weather pattern with a partner and then present their findings to the class. * She can have students create songs or poems about a specific weather pattern, record it on a device and share it with the class.

* She can introduce and reinforce different weather patterns and storms by having students play charades or act out with their bodies the various types of weather patterns.

Mr. Stevenson is an elementary school science teacher. He wants his students to participate in the district science fair this school year. On the first day of his lesson on creating a science fair project, Mrs. Stevenson brings to class a former student's science fair display board and report. He introduces the concept of the science fair to the class and they discuss what they see on the display board and in the report. What is Mr. Stevenson doing in this scenario? * Scaffolding instruction * Checking for understanding * Connecting student's prior knowledge * Showing an exemplar

* Showing an exemplar

Why is it important for students to access prior knowledge to be successful in acquiring new knowledge? * So a student can create schemas in his/her mind that create neural pathways for new learning and understanding. * It is not necessary for a student to access prior knowledge to acquire new knowledge because his/her prior knowledge may be unreliable and thus cause more confusion. * So a student can scaffold his/her learning into chunks of information that he/she can interpret and understand. * So he/she can form meaningful questions about the content to be learned.

* So a student can create schemas in his/her mind that create neural pathways for new learning and understanding.

Ms. Jackson, middle school science teacher has placed students in groups of three. She has provided each group with a tablet. For their assignment, students are taken outside and asked to take photographs of plant life and insects. As a group, they will then have to try and use what they've learned about environmental science to research and label the plants and insects. Ms. Jackson would like students to be able to collaborate on the final product and share their images for all to have access to the information for future reference. Which of the following tools would BEST help her achieve these goals? * Students can create presentations using Prezi or PowerPoint and share it with the class during an oral presentation. * Students can email the images to Ms. Jackson and she can forward them to the rest of the class. * Students can use Padlet or create a Wiki to post their labeled pictures and create a pinboard or permanent webpage with their findings. * Students can Tweet their images during their field trip outside.

* Students can use Padlet or create a Wiki to post their labeled pictures and create a pinboard or permanent webpage with their findings.

Identify which of the following activities is NOT an example of independent practice. * Students in an Algebra class are watching and listening to the teacher complete a problem on the board and taking notes. * Students in a Spanish class are translating the lines of a short poem they love. * Students in an English class are at the library doing research for their research papers and taking notes. * Students in a Chemistry class are working in groups to complete a lab report on a recent experiment they conducted in class.

* Students in an Algebra class are watching and listening to the teacher complete a problem on the board and taking notes.