Test 1 (Ch 1-4)

Question 1

Replace functionally rhetorical questions with more objective forms of impromptu assessment

Answer 1

Reject Self-Report

Question 2

Ask a quick series of carefully chosen, open-ended questions directed at a strategic sample of the class and executed in a short time period.

Answer 2

Targeted Questioning

Question 3

Streamline observations by designing materials and space so that you’re looking in the same, consistent place every time for the data you need.

Answer 3

Standardize the Format

Question 4

Be intentional about how you scan your classroom. Decide specifically what you’re looking for and remain disciplined about it in the face of distrations.

Answer 4

Tracking, not Watching

Question 5

Flip the classroom dynamic in which the teacher gleans data from a passive group of students. Have students actively show evidence of their understanding.

Answer 5

Show Me

Question 6

Insert specific points into your lesson when students must get confirmation that their work is correct, productive, or sufficiently rigorous before moving on to the next stage.

Answer 6

Affirmative Checking

Question 7

Increase the likelihood that you’ll recognize and respond to errors by planning for common mistakes in advance.

Answer 7

Plan for Error

Question 8

Create an environment where your students feel safe making and discussing mistakes, so you can spend less time hunting for errors and more time fixing them.

Answer 8

Culture of Error

Question 9

Dig into errors, studying them efficiently and effectively, to better understand where students struggle and how you can best address those points.

Answer 9

Excavate Error

Question 10

Have students correct or revise their own work, fostering an environment of accountability for the correct answer

Answer 10

Own and Track

Question 11

Turn “I don’t know” into success by ensuring that students who won’t try or can’t answer practice getting it right.

Answer 11

No Opt Out

Question 12

When you respond to answers in class, hold out for answers that are “all-the-way right” or all the way to your standards of rigor.

Answer 12

Right is Right

Question 13

Reward “right” answers with harder questions.

Answer 13

Stretch It

Question 14

Help your students practice responding in a format that communicates the worthiness of their ideas.

Answer 14

Format Matters

Question 15

Embrace - rather than apologize - rigorous content, academic challenge, and the hard work necessary to scholarship.

Answer 15

Without Apology

Question 16

Progress from unit planning to lesson planning. Define the objective, decide how you’ll assess it, and then choose appropriate lesson activities.

Answer 16

Begin with the End

Question 17

4 Ms

Answer 17

Use four criteria to write an effective lesson plan objective, making it manageable, measurable, made first, and most important.

Question 18

Display your lesson objective where everyone can see it and identify your purpose.

Answer 18

Post It

Question 19

As you plan a lesson, plan what students will be doing at each point in class.

Answer 19

Double Plan