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Chapter 7

Multiple Choice

Multiple Choice

This activity contains 15 questions.

	At the beginning of a lesson, a teacher must:   establish a positive mental set, or attitude of readiness, in students have enough learning materials for each student in the class test for what students already know about the subject at hand. fit the upcoming lesson into the context of what has been taught before about the subject in question

	When setting learning objectives for a lesson, it behooves the teacher   to use a standard formula for all their lessons, this makes learning easier for students and gives them a sense of security. NOT to give the students too narrow a set of objectives, which may lead them to devalue or ignore other meaningful aspects of a lesson. to use objectives couched in theoretically based terms. to make the list as short as possible.

	When presenting a lesson, effective teachers:   will give clear indications about the most important elements of the lesson by saying, for example, "It is particularly important to note that…." will wander off the topic frequently to give humorous, but largely irrelevant examples. will talk slower at the points in the lesson that are particularly important. will use a wide variety of visual aids and graphics to drive home important points.

	Teachers can check for understanding by:   testing them the next school day on the lesson material. having students write what they recall from the lesson at the end of the school day using "learning probes" during the lesson. stopping the lesson and administering a pop quiz.

	Research has shown that teachers tend to give up too rapidly on students whom they perceive to be low achievers. How long should a teacher wait for answer?   Teachers who wait approximately 2 seconds after asking a student a question obtain better learning results than do those who give up more rapidly. Teachers who wait approximately 3 seconds after asking a student a question obtain better learning results than do those who give up more rapidly. Teachers who wait approximately 5 seconds after asking a student a question obtain better learning results than do those who give up more rapidly. Teachers who wait approximately 5 seconds after asking a student a question obtain better learning results than do those who give up more rapidly.

	When using independent practice time, a teacher should remember   to keep the independent assignments short. to assign independent practice time before students have had a chance to master the concepts involved in the lesson. to let students work without teacher monitoring. to grade assignments done during independent practice time promptly.

	The research approach in which the teaching practices of effective teachers are recorded through classroom observation is called:   observational learning a process-product study direct instruction a time-motion study

	Concepts are generally learned in one of two ways: most of what we know is learned from   paired-associate learning observation classical conditioning one-trial learning

	Perhaps the most important thing that a teacher should know about transfer of learning is:   it needs a minimum of three students to be effective that it CANNOT be assumed that a student must be prepared for it by having the teacher present the appropriate mnemonics beforehand how to accomplish this with students whose first language IS NOT English

	Subjective and controversial topics can perhaps be best addressed by   having a lecture from an expert guest speaker framing the lesson in the simplest possible terms having students research the topic on the Internet either whole-class or small group discussion of the learning material

	In planning instruction, what 3 components are essential to incorporate:   Technology theories, graphics, and seatwork Learning theory, subject matter, and particular student development levels Ways to integrate music, art and as many of the other disciplines as possible Computer assisted learning along with hands on learning

	What is meant by "rule-example-rule?"   Having the students set a rule, give an example of it, and follow the rule Providing a rule for all to follow with non-examples that show opposites of the rule Presenting a rule, then example(s), and then showing how the example illustrates the rule Presenting a rule, then having students provide examples, and then repeat the rule again

	According to the research, what teaching strategy might be considered to be least effective   Short independent practice assignments Independent seatwork with too much feedback Independent seatwork without feedback No independent seatwork

	Of the reasons below for having whole class discussion, which one is the most appropriate curricular goal   A means of generating ideas about a topic Giving students a chance to talk Checking students behavior Giving the instructor a time for listening

	What of the following is recommended as effective in small group discussions?   Four to six member groups A group recorder to write down group's ideas Members prepare a report their activities All of the above

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