Chapter 14

Question 1

characteristics of effective teachers

Answer 1

clarity and organization

warmth and enthusiasm

Question 2

Teacher’s Knowledge

Answer 2

• expert teachers have elaborate systems of knowledge for understanding problems in teaching
• understanding wrong answers are a way of pin pointing problems and how to change lessons in order to change these results
• the academic subjects they teach
• general teaching strategies
• curriculum materials and programs appropriate for their subject
• the characteristics and cultural background
• the setting in which students learn
• the goals and purposes of teaching

Question 3

pedagogical content knowledge

Answer 3

teacher knowledge that combines mastery of academic content with knowing how to teach the content and how to match instruction to students

Question 4

Flexible and creative plans- using taxonomy (classification systems)
Bloom’s three educational objectives

Answer 4

Benjamin Bloom developed a taxonomy or classification system of educational objectives.
Objectives were divided in three domains : Cognitive, affective and psychomotor
(rememboring or reasoning (cog), writing (psychomotor) and emotional response to the task (affective))

Question 5

The coginitive domain

Bloom’s six taxonomy, memory and reasoning objectives

Answer 5

In bloom's taxonomy, memory and reasoning (six) objectives
#1 remembering (without understanding it) 
#2 understanding ( without relating)
#3 applying (general concept to solve problem)
#4 analyzing (breaking into parts)
#5 evaluating (judging value materials and methods)
#6 creating (by combining different ideas)

Question 6

Roseshine’s six teaching functions

Answer 6

#1 review and check yesterday's work
#2 present new material
#3 provide guided practice
#4 give feedback and corrections 
#5 provide independent practice
#6 review weekly and monthly

Question 7

Advance Organizers

Answer 7

statement of inclusive concepts to introduce and sum up material that follows (lesson thesis)

~expository organizer gives new info students will need going in~

Question 8

Seatwork

Answer 8

independent classroom work
often overused
should follow lesson and give guided practice
teachers should ask “why are they doing the work?”
requires careful monotoring

Question 9

Homework

Answer 9

students must understand to benefit
helps to do first questions so everyone gets support
many family memebers can’t scaffold information at home

Question 10

Discussion

Answer 10

teacher> students = recitation
students answers often followed by reactions from teachers
most powerful tool teachers have in lessons

Question 11

Questioning

Answer 11

Convergent = one correct answer
Divergent = many possible answers
Younger students and low ability > simple questions that allow a high percentage of correct answers ample encouragement, help when student does not have the correct answer and praise
High ability students> harder questions at both higher and lower levels and more critical feedback
all students should be exposed to thought provoking questions and if necessary help answering them
rephrase the question when theres no response

Question 12

Responding to Questions

Answer 12

Correct = accept offer another question
correct but hesitant = confirm relay what the student said that was correct
unsure/partially right= probe for more info, give cues, guide through the answer
careless= answer and carry on

Question 13

Hattie Timperely model of feed back

Answer 13

task feedback
process feedback
self regulation feedback
self feedback