Teaching Modalities Test Review

 An effective lecture includes a note-taking guide.  An effective lecture should take up the total time allotted for instruction.  An effective lecture should use clear, concise language.  An effective lecture should repeat course readings, presentations, et cetera.  An effective lecture does not require visual aids.  An effective question requires the student to actively compose a response.  An effective question avoids word emphasis, voice inflection, and repetition.  A convergent question limits possible responses.

 9. A divergent question allows for a broad range of responses.  10. Both convergent and divergent questions can be formulated at different levels of  Bloom’s taxonomy.  11. A probe is a question immediately following a student answer, designed to elicit  additional information.  12. The suggested wait time for student answers is 15 seconds.

 Asks learner to produce a response  Asks learner to explain or summarize prior knowledge  Asks learner to recall prior knowledge  Asks learner to use new information to build knowledge  Asks learner to break a problem into component parts  Asks learner to produce a response to unfamiliar information

 What are 3 effective methods for dividing students into groups? What factors should be considered when choosing which method to use with a particular group of students?  What are 5 examples of cooperative learning structures (not including large group work).  What are at least 3 factors to be considered when determining what cooperative learning structures are appropriate?

 What are 3 pros and 3 cons for the use of technology in the classroom? Be sure to explain how each is either a pro/con.  Describe a lesson scenario that lends itself to the use of a game. Discuss the factors that must be considered when choosing and structuring a game for instruction.

 To create excitement, I may use the following color: To create relaxation, I may use the following color: To foster reflection, I may use the following color: To foster creativity, I may use the following color: To foster alertness, I may use the following color:

 To foster alertness, I may scent my room with  To foster reflection, I may scent my room with  To foster creativity, I may scent my room with  To calm my students in the afternoon, I may give them  To give my students energy, especially in the morning, I may give them

 To get my students attention and help their memory, I may give them  To help my students focus, but not become hyper, I may give them  To help my students with nausea, and to foster creativity, I may give them  To help my students be calm, but not put them to sleep, I may give them

 Explain the importance of addressing students’ varying learning styles. Be sure to address at least 4 of the 8 intelligences with examples of activities appropriate to each.  Give at least 3 major characteristics of traditional teaching, 3 major characteristics of whole language instruction, and an explanation of how these mirror global and analytical learning styles.

 I am teaching a new algebraic function to a class of 12 sixth grade boys. The class is first period and the students are quite rambunctious.  I am teaching students to write haiku, poems about nature. I have 15 honors sophomores on a clear, sunny day. The class is seventh period, however, so students are a little sluggish.  I am teaching a group of low-performing students to memorize ten terms necessary for basic understanding of cell components. I constantly have to tell students to turn off their music and to be seated because they sing and move around the classroom a lot.