active engagement

Question 1

Learning theories explain

Answer 1

how people learn and how they incorporate experiences to expand their own knowledge

Question 2

In behaviorism theory learner is viewed

Answer 2

as passive participant or a “blank slate” Learner makes associations between stimuli and response that result in new or changed behaviors

Question 3

in cognitivism theory learner is viewed as

Answer 3

an active participant. Learner internally processes new information by making connections to existing knowledge

Question 4

in constructivist theory learner is viewed as

Answer 4

an active participant. Learner constructs knowledge of the world based on individual experiences

Question 5

Behaviorism view of learning

Answer 5

Learning is behavior changest that occur due to response to stimuli in the environment. For example, a student does not study for a test (current behavior) and makes a bad grade (response) the will learn to study for tests in the future (new behavior)

Question 6

Cognitivism view of learning

Answer 6

learning is connecting new information to existing information through mental processes. During a unit of study on fractions, a student may participate in a lesson about partitioning shapes into equal parts and mentally connect that new information to an experience slicing a birthday cake into equal parts at a party. From then on, every time the student divides food evenly, they will know fractions are being represented.

Question 7

Constructivism view of learnin

Answer 7

Learning is knowledge built through experience. A student may think soil is just dirt. Then, they engage in the experience of collecting a bucketful of soil and sorting through it, identifying rocks, twigs, parts of plants and insects to construct their own knowledge that soil is actually a complex mixture of many pieces of nature.

Question 8

Behaviorism associated terms

Answer 8

classical conditioning, operant conditioning, extrinsic reward, intrinsic rewards

Question 9

cognitivism associated terms

Answer 9

information processing, schema, interdisciplinary studies, concept mapping

Question 10

constructivism associated terms

Answer 10

scaffolding, zone of proximal development, experiential, problem-based, and inquiry learning.

Question 11

Another important learning concept to be familiar with is transfer, which is

Answer 11

the ability to use knowledge or skills in new situations.

Question 12

Not only do ELLs need to develop English proficiency for succession school, but also for

Answer 12

success in social situations

Question 13

It is important to provide instruction that allows students to practice both academic and

Answer 13

everyday language

Question 14

How to give students opportunities to practice both academic and everyday language?

Answer 14

Provide opportunities for peer interaction and discussion, as well as targeting content area vocabulary through tools such as a Frayer model.

Question 15

To improve ELL language acquisition teachers should

Answer 15

give a variety of opportunities for the student to listen to, speak, read, and write English at their current proficiency level, while gradually increasing the difficulty of the language tasks.

Question 16

Examples of way to support ELL language acquisition

Answer 16

provide the student with lots of opportunities to hear English words with a visual cue to support understanding. Students moving from beginning to intermediate benefit from repeating the same activity until the student has mastered that skill

Question 17

The more students can connect classroom lessons to

Answer 17

their own lives, the more interested they’ll be to learn them. One of the best ways to engage students in learning is to make instructions meaningful and relevant to them.

Question 18

Teachers need to help students see

Answer 18

real-world connections

Question 19

Meaningful and relevant teaching tips

Answer 19

introduce the lesson or unit with a real-world application. Teachers can circle back to relevance throughout the unit, but it is especially beneficial to highlight it at the start to set students’ purpose for learning

Question 20

If students are having trouble relating to the material, because of a lack of background knowledge

Answer 20

help students build background knowledge then help them find connections to their own lives

Question 21

How can you increase engagement in the lesson

Answer 21

seek student input or offer choice. When students have a say in what they study they ar more likely to be engaged.

Question 22

You need to keep instruction l

Answer 22

learner-centered.

Question 23

One of the best ways to make learning meaningful to students is

Answer 23

to keep them at the center of it

Question 24

Instruction is meaningful and relevant to students when

Answer 24

they are at the center of it and know how it relates to their lives

Question 25

teachers should help bridge the gap between

Answer 25

the classroom and the real world

Question 26

Teachers should include a broad range of diverse content in order to

Answer 26

pique the interest of all students.

Question 27

In order to reach diverse learners teachers should

Answer 27

apply a broad range of strategies and techniques

Question 28

Effective teaching requires

Answer 28

varied instructional techniques, strategies to promote student engagement and learning, age-appropriate instruction that encourages higher-order thinking skills

Question 29

Examples of varied instructional techniques

Answer 29

discussion, inquiry, problem-solving

Question 30

strategies to promote student engagement and learning

Answer 30

structuring lessons effectively, using flexible instructional groupings, pacing lessons flexibly in response to student needs (wait time)

Question 31

age-appropriate instruction that encourages higher-order thinking skills

Answer 31

prompting students to explore ideas from diverse perspectives. Structuring active learning experiences involving cooperative learning, problem solving, open-ended questions

Question 32

when answering questions about higher-level thinking, look for choices that require students to

Answer 32

do something with the content or explain their thinking about it - NOT just spit out facts

Question 33

Skilled questioning prompts students to

Answer 33

think carefully about issues while engaging them on an appropriate level.

Question 34

Effective leadership in discussion

Answer 34

moves the conversation deeper while keeping a clear focus on the topic. It can also adjust the interest of the students while keeping the instructional content and learning goals in mind

Question 35

Teachers must also consider wait time,

Answer 35

the period of silence that often follows a question. Teachers should be comfortable with it and allow students the opportunity to consider their answers and find the courage to speak up.

Question 36

When asking questions be careful not to

Answer 36

answer your own questions or allow the quick responders to answer every question without giving plenty of time for all students to formulate possible responses.

Question 37

Teachers play an important role in creating a

Answer 37

safe place for students to share their answers and ideas with the class.

Question 38

Some ways to support whole-class discussion are

Answer 38

spend time explicitly teaching class expectations regarding discussions.

Work to build a sense of community within the class so students feel comfortable sharing their thoughts.

Teach students how to question ideas, the teacher, and each other respectfully.

Help students learn how to articulate their answers and cite evidence to support them.
Handle incorrect answers with care.

Scaffold learning by asking clarifying questions if students do not know how to answer the original question

Remain open to various perspectives on a topic.

provide time for students to discuss in a pair first> less intimidating for students and is commonly referred to as a think-pair-share.

Question 39

Group discussion is a great way to stimulate

Answer 39

higher-order thinking about topics in class. In order for it to be effective, students must know what to do and feel comfortable enough to share their thinking in a safe environment.

Question 40

Student motivation refers to

Answer 40

the students’ desire to participate and try their best in the classroom.

Question 41

Motivation can be

Answer 41

intrinsic or extrinsic

Question 42

Intrinsic motivation comes

Answer 42

from within. They draw motivation from the learning process. They find joy in the activity itself and learn for the sake of learning.

Question 43

Intrinsic motivation comes

Answer 43

from within. They draw motivation from the learning process. They find joy in the activity itself and learn for the sake of learning.E

Question 44

Extrinsic motivation

Answer 44

comes from outside factors, such as report card grades. Extrinsically motivated students learn to gain something else.

Question 45

Intrinsic motivation is great because students

Answer 45

continue the learning process outside the classroom.

Question 46

Highly motivate students tend to

Answer 46

participate more in class, learn more, and have a positive impact on the classroom atmosphere.

Question 47

studnets who are unmotivated tend to

Answer 47

be disengaged in the classroom, have a harder time paying attention, and can have a negative impact on the classroom atmosphere.

Question 48

Why is it important for the teacher to determine the cause of the lack of motivation

Answer 48

because teachers need to determine the cause in order to effectively implement strategies to increase student motivation

Question 49

When students think they can’t do it

Answer 49

teachers can assure they are there to help

provide support and scaffolding

give frequent feedback

track accomplishments

place emphasis on growth over grades.

Question 50

When students think they don’t know what to do

Answer 50

make expectations and steps clear

answer questions

provide references

give frequent feedback

Question 51

When students think they shouldn’t have to

Answer 51

assign valuable, appropriately challenging tasks

make real-world connections

seek student input

offer choice

Question 52

When students think they don’t have to

Answer 52

require participation

call on students randomly

allow opportunity to prepare

use wait time

Question 53

Teachers can motivate students to participate in class by making the work

Answer 53

maneagable, clear, valuable, and required

Question 54

Communication must be s

Answer 54

clear and specific. Remember students don’t know what they don’t know

Question 55

For the classroom to run smoothly,

Answer 55

students must clearly understand expectations and directions. Teachers need to clearly communicate what they want students to do, and how thestudents are supposed to make it happen.

Question 56

Strategies to help make students understand expectations and directions

Answer 56

Teachers can model the steps taken to complete a task successfully. Actually showing students what to do by doing it yourself is a very powerful tool for clear communications.

Show students both what to do and what not to do when completing a task. It is effective to anticipate misunderstandings and bring them to students’ attention proactively.

Show a complete example of the final product. Creating one yourself or saving an example from a previous year are great ways to do this

Post directions on the board or provide students a handout with them. this way students can take ownership of their own understanding and refer back as needed.

Question 57

It is important to use ____ communication strategies to reach all learners.

Answer 57

varied communication strategies.

Question 58

Some students will benefit most by

Answer 58

seein directions or teacher modeling

others will understand the directions best by hearing them

other students will need to touch and move their own material to understand what to do.

Question 59

Teachers need to remember that sometimes they don’t have to say a lot to make a significant impact

Answer 59

Teachers can use non-verbal communication, which is what they don’t say, to guide the class.

Question 60

A teacher’s body language, eye contact, facial expressions, and written language all communicate specific messages to the students

Answer 60

Even the tone in which a person a teacher speaks can alter the students’ reception of the message

Question 61

Nonverbal cues can be used to to redirect student behavior.

Answer 61

it is common for teachers to use non-verbal cues such as clapping, raising a hand, or even giving a knowing look to get the whole class back on track

Question 62

When individual or small-group students need to refocus

Answer 62

the teacher may simply walk toward them. The power of proximity is significant.

Question 63

Both verbal and non-verbal communication should be

Answer 63

clear, varied, and used to meet students’ needs