Introduction to Instructional Planning and Presentation – NHC1 Flashcards Preview

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Flashcards in Introduction to Instructional Planning and Presentation – NHC1 Deck (69)
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1
Q

Students will demonstrate originality in a creative graphic activity.

Which objective measures the given learning outcome?

A

Given crayons and paper, students will draw a picture of an animal sitting in a chair using five colors and four geometric shapes.

2
Q

What is a characteristic of learning outcome statements?

A

They are written in overt and measurable terms.

3
Q

A teacher works with an inclusion class that contains students at varying ability levels from different backgrounds. They all learn at varying speeds.

Which two instructional objectives reflect differentiated instruction appropriate for this class?

A
  • After instruction, using methods of their choice, all students will demonstrate mastery of the same objectives.
  • After instruction, students will work on the same assignments at their own pace by completing series of short, related activities and lessons.
4
Q

Bloom et al.’s Taxonomy of Educational Objectives measures cognitive ability in which level?

A

Synthesis

5
Q

What is the purpose of the affective domain?

A

To address feelings, emotions, values, and judgment

6
Q

On the first day of school, students share personal interests during an ice breaker group activity to create an effective classroom learning community.

What is the taxonomy for this instructional activity?

A

Affective domain-organization level

7
Q

Standards

A

State or national mandates of what students should know, understand, and be able to do

8
Q

Bloom’s taxonomy

A

Hierarchical listing of cognitive domain levels related to critical thinking

9
Q

Objectives

A

Clear and measurable statements of instructional intent

10
Q

Krathwohl’s taxonomy

A

Framework of skills in the affective domain covering attitudes, emotions, and values

11
Q

A teacher plans a social studies lesson based on the following standard:

    Determine the influence of geography on indigenous community location and development

Which objective aligns with the standard?

A

Use a topographical map to analyze features common to indigenous areas

12
Q

Rubric

A

To summarize criteria according to different levels of performance

13
Q

Portfolio

A

To systematically organize evidence that reflects growth and development

14
Q

Post-test

A

To provide a form of summative assessment

15
Q

Formative assessment

A

To plan and assess learning during instructional activities

16
Q

Authentic assessment

A

Require students to apply skills and knowledge in a real-life situation

17
Q

Competitive evaluation

A

Determine individual student’s standing within a group

18
Q

Work sample

A

Determine teacher effectiveness as related to evidence of student

19
Q

Journals and blogs

A

Require students to periodically write about social climate and activities

20
Q

Pre-test

A

Provide information that will enable the teacher to better plan effective instruction

21
Q

Which assessment strategy would help determine student proficiency in objectives that have yet to be introduced?

A
  • Give students a written exam over the upcoming objectives

- Ask questions aloud to determine students’ knowledge of the topic

22
Q

Scribes are for

A

Students who have difficulty with motor skills

23
Q

Recorded books are for

A

Students who struggle with reading

24
Q

Concept maps are for

A

Students who have difficulty processing complex concepts

25
Q

Manipulatives are for

A

Students who struggle in mathematics

26
Q

A fifth-grade teacher is developing a unit on geographic areas of the United States. She wants to plan a series of differentiated activities so that students will be able to identify various land and water forms.

Which set of instructional activities will meet this goal?

A

The teacher will organize self-selected groups of students.
Each group will choose a geographic region to research.
Each group will decide how to best communicate their research findings.

27
Q

A teacher is covering the different types of currency used in North and South America. The teacher would like to use activities that meet the needs of the Logical-Mathematical learners in the classroom.

Which two activities would meet this goal?

A
  • Games that utilize different forms of currency

- Classification activities where students group currency types

28
Q

A teacher has several students who are English Language Learners (ELL). The teacher decides to differentiate a lesson on recycling by lengthening the amount of time the lesson will last. The teacher also reduces the amount of hands-on materials that will be used to complete the activity.

Which differentiated strategy above is most effective for these students?

A

Providing a longer time for the lesson is most effective because students who are learning a new language process at a slower speed.

29
Q

What is a component of effective direct instruction?

A

Teach basic skills that are fundamental to more complex activities

30
Q

An eighth-grade science teacher is teaching a unit on the air we breathe. The unit will cover the following topics:

  • the scientific method
  • air particles and air quality
  • how to measure air particles
  • designing research plans
  • collecting data by gathering, observing, and testing
  • organizing, evaluating, and analyzing data, including making inferences from results
  • communicating findings

At the end of the unit, the students will demonstrate an understanding of how the scientific method is used to investigate air particles found in different environments.

Which questioning strategy should this teacher use when designing review questions to assess students’ understanding of the elements of the scientific method?

A

The teacher should design a series of short-response questions formulated around an authentic scenario that require the students to explain and provide details regarding how to apply elements of the scientific method.

31
Q

A teacher is having her students do an experiment that involves the collection of air-quality data.

How should the teacher monitor group participation in this experiment?

A

The teacher should use probing questions after data collection to ask students about their participation in the classroom.

32
Q

An eighth-grade teacher is teaching a science unit on the air we breathe. Within the class, one child is autistic and has a full-time aide that stays with her throughout the day. One child has cerebral palsy and has minimal use of his hands and is confined to a wheelchair but has no mental impairments. Two children have been identified as gifted. The remaining children are general education students.

How should students with special needs be evaluated during whole-group instruction on the scientific method?

A

They should be evaluated against their own past and present performance.

33
Q

A teacher places five to eight students in a panel group.

What is the outcome activity for this task?

A

The students prepare and present an informal discussion.

34
Q

Eighth-Grade Science Unit Case Study

Topic: The Air We Breathe

Learning Activities:
• introduction of the unit and of the scientific method (whole-group instruction/individual activity)
• overview of air quality and how to test for air particles (whole-group instruction)
• student creation of hypotheses and research plans for collecting, testing, and analyzing air particle data (small-group activity)
• testing of air particles (small-group activity)
• organization, evaluation, and analysis of data written up in individual lab journals (small-group activity)
• presentation of findings via multimedia presentation, video, or web page creation (small-group activity)
• end-of-unit exam (individual activity)

In this unit, small-group activities will be cooperative in nature, so all learners will be expected to actively participate and will be responsible for their own learning and for their role in the completion of the assignment. The activities will also be collaborative—all students will come together to share insights and ideas on how to solve problems and answer questions.

Which cooperative learning strategy should the teacher use to be the most effective for this class of students?

A

The teacher should organize the class into five-member teams that will all investigate the elements of the scientific method. Each team member will be assigned a specific topic to research, and a jigsaw activity will be employed so that the most possible information about each topic can be gathered and shared.

35
Q

A teacher is teaching a unit on various bacteria found in local river water. He plans a series of learning activities for his students. He intends for the small-group activities to be cooperative in nature, as all learners will actively participate and be responsible for their own learning and for their role in the completion of the assignment. The activities will also be collaborative in nature, as all students will come together to share insights and ideas on how to solve problems and answer questions.

Which three monitoring approaches should the teacher consider using with these students during the collaborative learning assignment?

A
  • The teacher should ask students questions to check for comprehension.
  • The teacher should supply the materials and make suggestions about where the data can be located.
  • The teacher should make pacing adjustments, such as breaking the assignment into smaller tasks if necessary.
36
Q

Which statement describes constructivism?

A

Learners individually discover and build their own knowledge.

37
Q

Which two instructional activities align with a constructivist perspective on learning?

A
  • Students visit a local nursery to complete a flower identification activity.
  • Students plant pansies, marigolds, and snap dragons in front of the school, and take turns watering the flowers.
38
Q

Which activity describes a student-centered rather than a teacher-centered instructional strategy?

A

Students work in centers related to plants, where the students plant a seed, water a plant, trace a leaf, and draw a tree.

39
Q

Which strategy should teachers use to select online learning resources?

A

Review online resources prior to teaching the lesson to determine if it will support student learning

40
Q

How can teachers monitor and evaluate student engagement with resources?

A

Use a seating chart record of classroom behaviors

41
Q

A fourth-grade teacher wants her students to interact with varied learning resources to heighten their learning experiences.

Which two strategies enable the teacher to manage, track, and analyze the types of resources each student is using?

A
  • Implement a seating chart record of classroom behaviors

- Have students fill out a weekly checklist for the resources they used

42
Q

The following are instructional objectives for a unit on Marley and Me:

  1. Students will compile detailed observations about a pet (stuffed animal or real) with three or more daily entries in a two-week journal.
  2. Students will summarize to classmates the three most interesting journal observations in a one-minute oral presentation with one graphic.
  3. Students will interview family members about their most memorable pet (stuffed animal or real) during childhood.

Which two resources support these instructional objectives?

A
  • Graphic organizers

- Parent or caregiver

43
Q

What are the three stages of backward design in instructional planning?

A

Identify desired outcomes, assess, and plan learning experience and instruction

44
Q

A teacher reads a rhyming poem and models the process of writing one. Students are put into pairs and given a poem selected by the teacher. The student partners discuss what the poem is about and how it is written. Then they write a rhyming poem together.

Which extension activity would be appropriate for the students to do after writing their poem?

A
  • Create an artistic display to showcase their poems

- Practice reciting their poems together using inflection for an oral presentation

45
Q

A teacher is teaching a unit about the air we breathe. She plans the following WebQuest assignment for her students:

Students will use a scientific method worksheet packet to go on a WebQuest and investigate factors that impact air quality and accumulation of air particles. This will be done individually. Based on the findings, students will create a research question, perform focused background research, create a testable hypothesis, design an experiment, and explain how to analyze results and communicate findings.

The teacher plans to monitor student understanding and engagement through observation of on-task behavior and through guiding questions.

The teacher determines the students were unable to complete the WebQuest assignment according to the given specifications.

Which two adaptations should this teacher consider?

Refer to the case study above.

A
  • Modify the complexity of the assignment

- Reteach the portions of the lesson that the students do not comprehend

46
Q

Which types of activities promote engaged student participation and active student voice?

A

Two-way listening and brainstorming

47
Q

Which statement describes effective time allocation in a classroom setting?

A

Time allocations such as pauses and silences can be interpreted differently among different ethnic groups.

48
Q

Which third-grade student activity would effectively begin a class for an initial lesson on fractions?

A

Organizing jelly beans by color into piles

49
Q

A fifth-grade science teacher is thinking about activities for the opening week of classes. The teacher wants the students to feel comfortable and be encouraged about the new school year.

Which strategy should the teacher use to begin the academic year effectively?

A

Distribute a short assignment that is interesting and is not textbook dependent

50
Q

Which two strategies can a teacher implement to facilitate positive social interactions among all students?

A
  • Teach self-regulation strategies so that students can nurture interpersonal relationships
  • Distribute a survey to determine students’ interests and use this information for cooperative learning groups
51
Q

A student has lived in the United States for four years and has mastered conversational English but continues to have a limited grasp of academic English. The student’s science class is studying geology.

Which strategy would help this student grasp the material?

A

Pairing the student with a strong science student for structured research

52
Q

What is a physical component of an effective learning environment?

A

planning transitions between activities and arranging seating according to activity

53
Q

Which instructional strategy is used in the development of students’ academic language skills?

A

drill

54
Q

Which three strategies could a teacher use to model academic language for students?

A
  • Using teacher-student interactions as a way to introduce students to new vocabulary
  • Maintaining high expectations of the student’s ability to understand what the teacher is saying
  • Developing positive classroom communication skills to effectively communicate with students
55
Q

A teacher has a class of students with varying English language proficiencies. After the initial lesson, he realizes that students are struggling with the unit vocabulary. He then gives the students a passage from a story to read to reinforce vocabulary.

Which instructional strategy effectively promotes the development of academic language for students with different levels of English language proficiency?

A

Demonstrating how to apply morphemic analysis and word derivations to advance their understanding of content vocabulary

56
Q

A teacher is planning instructional activities for a history unit about the Northwest Ordinance.

Which strategy is useful for introducing new essential vocabulary for instruction?

A

Preview text to determine vocabulary words or terms that students might find challenging

57
Q

Which type of information found in a cumulative record is important to review during a parent conference?

A

standardized test results

58
Q

A teacher is planning a field trip that requires parent signatures. Some students have not returned the permission slips that were translated into the parents’ native language. The teacher is concerned that the students will not be able to go on the field trip.

Which strategy should the teacher use to communicate with the parents of these students so the students will be able to go on the field trip?

A

Using a translator, call parents on the telephone and explain the field trip and have them return signed permission slips, if they approve.

59
Q

Which two strategies are appropriate for keeping parents who are unable to attend conferences informed of their child’s academic progress?

A
  • Call the parents at home periodically

- Add notes to report cards describing student performance

60
Q

What is an example of effective communication at the beginning of the school year with parents who are non-English speakers?

A

Hold a special meeting with the family and have an interpreter present

61
Q

What is an appropriate use of a school-based social networking site for teacher-student communication?

A

To provide links to additional information on what was taught at school

62
Q

What are two advantages of creating a podcast as an instructional activity?

A
  • Students can design audio and video files and post them to the Internet.
  • Students can use a wide range of skills such as planning, preparing, and recording.
63
Q

How does a technology-enhanced environment that includes access to computers, digital tools, and web access support differentiation of instruction?

A

It allows teachers to use time flexibly and implement a range of instructional activities.

64
Q

A teacher is having 25 students work independently on a research project using computers in the computer lab.

How can the teacher monitor student use of the Internet when all students are working at the same time?

A

Teachers should use internet filtering software to block sites that might contain inappropriate content.

65
Q

Which guideline should teachers follow when using the internet as an instructional tool?

A

Select activities that are developmentally appropriate.

66
Q

Computer-Based Instruction aligns with what objective

A

progress on development of specific skills documented

67
Q

Electronic white board aligns with what objective

A

demonstrate how to solve a quadratic equation

68
Q

Digital camera aligns with what objective

A

create a display using visual arts and artifacts

69
Q

Internet aligns with what objective

A

research a given topic