Inst. Models final

Question 1

Graphic organizers

Answer 1

help categorize and organize information; build metacognition

Question 2

why should teachers employ multi-methodology?

Answer 2

to meet the differentiated needs of diverse learners

Question 3

reasons for classroom assessment

Answer 3

provide feedback
make informed decisions about students
monitor, make judgements, and document student performance
aid student motivation by establishing short term goals and feedback

Question 4

validity

Answer 4

the test measures what it claims to measure

Question 5

reliability

Answer 5

the consistency of the test results

Question 6

measurement

Answer 6

assigns numbers to assessment results

Question 7

norm-referenced standardized test

Answer 7

standardized for a large population; compare scores to that of norming group

Question 8

diagnostic test

Answer 8

identifies strengths and weaknesses; learning difficulties; used by specialists

Question 9

formative assessment

Answer 9

ongoing; monitors progress

Question 10

summative assessment

Answer 10

overview of previous learning

Question 11

placement

Answer 11

determine if student has prerequisite skills to begin instruction

Question 12

portfolios

Answer 12

collection of student work that demonstrates effort and progress

Question 13

ways to design differentiated instruction based on skills assessment?

Answer 13

?

Question 14

impact of effective formative assessment on motivation

Answer 14

clarifying goals and standards and giving clear feedback helps students to apply the goal to themselves and gives them ownership

Question 15

3 ways teachers can prepare students for summative assessments

Answer 15

give a content matrix on what will be on test
play review games
provide positive expectations

Question 16

strengths of large scale tests

Answer 16

questions are written by experts, so they are technically excellent
extensive technical data on norming, validity, reliability
cost efficiency
easy to use data
ease of administration and scoring
customization

Question 17

difference between norm referenced test and criterion referenced test

Answer 17

norm referenced compares students to one another

criterion is based on achievement on meeting certain criteria

Question 18

appropriate times to develop peer and self assessments

Answer 18

group projects? cooperative learning?

Question 19

convergent questioning

Answer 19

elicit short responses and focus on lower levels of thinking - the knowledge or comprehension levels; direct instruction

Question 20

divergent questioning

Answer 20

opposite of convergent; evokes a wide range of student responses; longer responses; do not have a right or wrong answer; accept all answers

Question 21

evaluative questioning

Answer 21

the question is similar to divergent but it also has a built in set of evaluative criteria; emphasize criteria on which students should base their judgements

a divergent response plus a rationale

Question 22

reflective questioning

Answer 22

wide range of student responses, have an evaluative element, but the goal is to develop higher order thinking- to elicit motives, make inferences, speculate on causes, consider impact, and contemplate outcomes. Critical or analytical thinking

helps students actively develop a concept

Question 23

what are benefits of wait time

Answer 23

wait time - non verbal pause- 7 to 10 seconds gives students a chance to think about their response to the question, helps ELLs, gives you chance to read students’ non verbal cues - are they prepared? less teacher talking, longer responses from students, more responses from slower students, higher achievement

Question 24

Group investigation

Answer 24

a puzzling situation

Question 25

Jigsaw

Answer 25

must have multiple categories to explore

Question 26

discussion

Answer 26

must include controversial or debatable content

Question 27

benefits of cooperative learning

Answer 27

``` improves student comprehension reinforces social skills allows student decision making boosts self esteem celebrates diverse learners ```

Question 28

group investigation steps

Answer 28

presented with puzzling situation record their first thoughts and reactions decide on study tasks and organize group assignments independent and group study time students analyze progress and process repeat cycle - decide on new problem class ex. what is the future of renewable energy and alternative energy sources? which type holds the most promise?

Question 29

Jigsaw steps

Answer 29

divide students into home groups with a leader reading objectives and facilitating group work students will then go to Expert groups to research and answer questions students will go back to home groups to report/share what they have learned. everyone in the home group with synthesize their findings apply it to the question. class ex. natural disasters: how dangerous are they?

Question 30

discussion steps

Answer 30

class ex. homework teacher provides groups discussion starters based in content students explore content and take positions students share positions with other groups natural emergence of comparisons among positions will occur; could end in research inquiries or debates

Question 31

direct instruction steps

Answer 31

set (get their attention), present information, guided practice w/feedback, independent practice w/feedback, closure (could be assessment)

Question 32

direct instruction is

Answer 32

teacher centered; explicit instruction; includes consistent feedback; uses scaffolding; Behaviorism

Question 33

feedback's role in direct instruction

Answer 33

it assesses the class understanding of learning; also allows for students to correct work

Question 34

the goal of constructivism is ...

Answer 34

to create learning communities that are more closely related to the collaborative practice of the real world

Question 35

Information processing

Answer 35

tells teachers how to help students transfer new knowledge and retain it. (dual memory- short term to long term memory) Mnemonics help with recall of information Sensory input (engagement) precedes working memory