MLE Test 2

False

T/F - Bell work should not be assessed or "counted" toward anything.

supporting student engagement

Which of the following is NOT a challenge or limitation of anticipatory sets?

- assuming prior knowledge that students may not have

- not being focused on the main idea of the lesson

- doing something fun, but that isn't core to the lesson

- supporting student engagement

anticipation guide

This comprehension strategy activates students' prior knowledge, builds curiosity about a new topic before learning about it, and then checks for understanding after the topic is presented.

False

T/F - Bell ringers should not be reviewed or collected.

False

T/F - Bell work should require lots of teacher monitoring and close attention as it is being completed.

first thing in a lesson

after review bell work

When is an anticipatory set implemented in a lesson? Select all that apply.

- first thing in a lesson

- after review bell work

- in the middle of the lesson

- at the end of the lesson

every day

Bell work should be completed

- sporadically so as to make it less predictable

- a few times each week

- every day

False

T/F - Lesson closure is a form of summative assessment.

all of the answers

Closure should help the instructor decide which of the following?

- if additional practice is needed

- whether you need to re-teach

- whether you can move on to the next part of the lesson

- all of the answers

anticipatory set

introduction

connecting to prior knowledge

The following have a similar purpose to the "engage" part of the 5E lesson plan (select all that apply)

- anticipatory set

- introduction

- connecting to prior knowledge

- direct instruction

anticipatory set

Which of the following is not necessarily included in all lesson plan structures?

- objectives

- teaching and learning activities

- anticipatory set

- checks for understanding

objective

teaching/learning activities

checks for understanding

What are the three parts in all lesson plans?

True

T/F - It is useful to categorize students when the categories are meaningful and students are more similar than students in different categories

True

T/F - The domain or subject area should influence how you teach as much, if not more so, than individual differences.

True

T/F - Factual knowledge is a necessary precursor for students to extend their learning.

class 1 characteristics that all students share

Which of the classification areas should we focus on as a teacher primarily?

- class 1 characteristics that all students share

- class 2 characteristics that vary across students but that are classifiable

- class 3 characteristics that vary across students and are not classifiable

True

T/F - Research shows that instruction geared to common learning characteristics can be more effective than instruction focused on individual differences.

all of the answers

To support the gaining of factual knowledge, a teacher could (select all that apply)

- distribute study time

- practice recalling facts

- cycle between the concrete and abstract

all of the answers

Teachers can differentiate instruction based on

- readiness

- learning profile

- interest

a synonym for group work

Which of the following is not a method of differentiation

- teaching up

- flexible grouping

- respectful tasks

- a synonym for group work

content, process, product

Teachers can differentiate which set of three elements

False

T/F - When differentiating instruction, teachers should provide a different lesson plan for each student each day.

all of the answers

By providing students with choice in questions, complexity, activities, demonstrating understanding, or working conditions, teachers differentiation through each of the following?

- content

- process

- product

formative

The purpose of this type of assessment is to monitor and guide a process while it is in progress

portfolio

A type of assessment consisting of student work representing a selection of performance is known as a

creating rubrics

Which of the following is not a purpose of assessment?

- monitor student progress/promote growth

- evaluating programs

- making instructional decisions/improve instruction

- creating rubrics

summative

Which category of assessment is most useful in assigning grades?

formative

What type of assessment would this be?

- asking students to summarize main ideas from a lecture, discussion, or assigned reading.

summative

What type of assessment would this be?

- asking students to write an essay that requires students to present knowledge learned in a unit of study

traditional

traditional or performance based?

quiz

traditional

traditional or performance based?

test

performance based

traditional or performance based?

RAFT

performance based

traditional or performance based?

conduct an experiment

performance based

traditional or performance based?

presentation

traditional

traditional or performance based?

forced choice questions

traditional

traditional or performance based?

focuses on recall/recognition

criteria

a condition or fact used as a standard by which something can be judged or considered

holistic

a disadvantage of this type of rubric is that it doesn't communicate what to do to improve that well

offers criteria for subjective assessments

Why should rubrics be used?

holistic

in this type of rubric, all criteria are evaluated at the same time

What is an advantage of an analytic rubric?

- it gives diagnostic information to the teacher

- it is easy to score

- it requires less time to achieve inter-rater reliability

- it is good for summative assessment

stage 1

stage of backwards planning?

breaking down the standard

stage 1

stage of backwards planning?

writing learning objectives for a unit

stage 2

stage of backwards planning?

writing summative assessments

stage 3

stage of backwards planning?

planning lessons

stage 3

stage of backwards planning?

creating an anticipatory set

stage 3

stage of backwards planning?

locating resources for a given lesson

stage 2

stage of backwards planning?

creating a summative assessment rubric

remembering

which bloom's level?

describe

understanding

which bloom's level?

explain

understanding

which bloom's level?

compare and contrast

remembering

which bloom's level?

identify

remembering

which bloom's level?

label

creating

which bloom's level?

integrate

evaluating

which bloom's level?

appraise

analyzing

which bloom's level?

interpret

do

know, do, or understand?

compare and contrast

know

know, do, or understand?

details about the first continental congress

know

know, do, or understand?

key people and their roles in the first continental congress

know

know, do, or understand?

outcomes of the first continental congress

understand

know, do, or understand?

how outcomes contributed to the revolution/development of a new government

know

know, do, or understand?

details about the second continental congress

know

know, do, or understand?

key people and their roles in the second continental congress

know

know, do, or understand?

outcomes of the second continental congress

standards

What are the guidelines or expectations that specify what students in a given state should know and be able to do in a given grade level?

it is flexible

Which of the following is true of curriculum?

- it is used for evaluation

- it is flexible

- it is expectations for students

- it is consistent across school districts

standards>curriculum>instruction

What is the order in which instruction, standards, and curriculum function/flow from one to the next?

cognitive

Identify the learning domain: Junior high social studies students will recite the Gettysburg Address.

cognitive

Identify the learning domain: The freshman history student will paraphrase the definition of constitutional monarchy.

psychomotor

Identify the learning domain: Senior high driver education students will parallel park.

cognitive

Identify the learning domain: Senior high driver education students will identify all major traffic signs.

cognitive

Identify the domain: The reader will understand the differences among the cognitive, affective, and psychomotor domains.

psychomotor

Identify the learning domain: Beginning secretarial students will type at a minimum of forty-five words per minute.

cognitive

Identify the learning domain: Auto mechanics students will know how to read a schematic diagram of a diesel engine.

cognitive

Identify the domain: Advanced algebra students will construct a proof to prove the commutative property of real numbers.

affective

Identify the domain: Students will not harbor ill feelings toward students who disagree with their points of view

activity

Activity or Objective? Students will successfully complete the exercises in the back of Ch. 3.

objective

Activity or objective? Students will identify, in writing, subject/verb agreement in at least 5 sentences.

objective

Activity or objective? Students will explain, in writing, 3 defining characteristics of fables and tall tales.

activity

Activity or objective? The student will practice the scientific method.

objective

Using a thermometer and weather map, the student will accurately explain the difference between Celsius and Fahrenheit.

objective

In a debate, TSW explain the issue of slavery from differing points of view, supporting each w/at least 3 facts.

incorrect

Is the degree correct or incorrect? On a map, the student will identify the 7 continents with 75% accuracy

correct

Is the degree correct or incorrect? On a 10 question quiz, TSW identify key people from the Civil War with 80% accuracy.

correct

Is the degree correct or incorrect? Using a map, the student will locate North America on a map.

correct

Is the degree correct or incorrect? After reading, TSW describe 5 key events in sequence in The Man Who Got Away

incorrect

Is the degree correct or incorrect? On a test, TSW identify strengths and weaknesses of the Articles of Confederation.

6

How many levels of Bloom's Taxonomy are there?

evaluate

What level is demonstrated by a student justifying a stand or decision?

apply

What level is demonstrated by a student using information in new situations?

remember

What level is demonstrated by a student recalling facts and basic concepts?

create

What level is demonstrated by a student producing new or original work by synthesizing content?

understand

What level is demonstrated by a student explaining ideas or concepts?

remembering

What level is "recall"?

adjust the curriculum to the learners

in a differentiated classroom teachers

- adjust the curriculum to the learners

- do not vary instructional methods

- are not flexible in their approach to teaching

- begin where the curriculum dictates

false

T/F all teachers should strive to differentiate everything for everybody everyday

pre assess students to find out where they are

before one begins planning for differentiated instruction one must

- pre assess students to find out where they are

- already have resources ready before assessing students

false

T/F differentiating instruction is just about modifying the content for students

true

T/F offering a choice of tasks/activities is a way to differentiate instruction

product

choice menu is most related to which type of differentiation