Wong Unit D and E

Question 1

standards

Answer 1

identify what is essential for students to master, form the core or backbone of the curriculum; the basis for learning, the basis for creativity, and describe what to teach

Question 2

allocated time

Answer 2

amount of time given to a student for learning

Question 3

engaged time

Answer 3

time you can see a student involved or engaged in a task

Question 4

cooperative learning

Answer 4

set of instructional methods in which students work in small, mixed-ability learning teams; students responsible for not only their own learning but also the learning of teammates

Question 5

academic learning time

Answer 5

time a teacher can prove or demonstrate that the student learned the content or mastered the skill

Question 6

instructional time

Answer 6

time you can observe a teacher teaching

Question 7

discuss “Tests tell you if the student needs corrective help” and what it implies for teachers

Answer 7

if you don’t correct and remediate, learning gets worse as the year progresses; teacher should use the results of each test item to assess for student learning and, if necessary, remediate and correct for student mastery; help the student take corrective action

Question 8

list the parts of a scoring guide

Answer 8

criteria, point values, performance expected

Question 9

describe the difference in a criterion-referenced test and a norm-referenced test

Answer 9

CRITERION-REFERENCED-each test question is written to a pre-stated criterion or objective, the only person a student competes against is him/herself; NORM-REFERENCED-used to determine placement on a normal distribution curve, used to determine competitive ranking

Question 10

identify the three factors of writing an objective

Answer 10

(1) draw from curriculum (TEKS) (2) pick a verb (from Bloom’s taxonomy) (3) complete the sentence

Question 11

write a good, original objective

Answer 11

x

Question 12

list three tools to enhance student learning

Answer 12

how to take notes, how to read a textbook, homework as an extension of classwork

Question 13

describe the difference in being assertive and aggressive as a teacher

Answer 13

ASSERTIVE - clear statement of the problem or issue, unambiguous body language, insistence on appropriate behavior and resolution of the problem; AGGRESSIVE - hostile, argumentative, inflexible

Question 14

list the four steps to an effective assignment

Answer 14

1. Determine what you want the students to accomplish. 2. Write each accomplishment as a single sentence. 3. Give the students a copy of the same sentences. 4. Post or send these sentences home with the students.

Question 15

identify the purpose of a test and when the test should be written

Answer 15

the test will be used to assess student learning/assess a student’s performance of the lesson objectives, it must be written after the objectives but before the assignments and the lesson begins

Question 16

list some tips for effective parent/teacher conferences

Answer 16

be flexible on scheduling, value parents’ time, begin with positive comments, listen to parents, take notes, avoid distractions, have an open mind and a positive intent, provide contact info and times, share support and resource info, develop an action plan, when difficult have a witness and support

Question 17

discuss “Learning has nothing to do with what the teacher covers. Learning has to do with what the student accomplishes.”

Answer 17

The effective teacher uncovers the lesson by telling the students, up front, what the students will accomplish. Learning has nothing to do with what the teacher covers. Learning has to do with what the student is able to accomplish. Learning occurs only when a student demonstrates accomplishment.

Question 18

relate how learning has to do with what the student accomplishes to the three student centered domains of PDAS

Answer 18

Domain I-student participation, Domain II-learner-centered instruction, Domain III-evaluation and feedback

Question 19

identify the major differences in protective behaviors, maintenance behaviors, and enhancement behaviors

Answer 19

PROTECTIVE behaviors complain and rationalize to protect themselves, avoid what is expected by diverting attention away from them, can be very toxic; MAINTENANCE behaviors spend time coping and hoping life will improve, make up the hardworking backbone of society, wish, survive, and don’t rock the boat, not toxic but not nourishing either; ENHANCEMENT behaviors are “we” people, true leaders and professionals, learners and developers, nourishing people

Question 20

know what “increase the amount of time the student is working and you increase learning”

Answer 20

whoever is doing the work is doing the learning

Question 21

describe a scenario of how increasing the amount of time the student is working increases learning

Answer 21

x

Question 22

discuss what the research says is valuable about cooperative learning and be able to list 4-6 benefits identified in class

Answer 22

learn much more of what is discussed with others, students reach higher levels of Bloom’s taxonomy; increased achievement, increase in positive relationships, greater intrinsic motivation, higher self-esteem, more “on-task” behavior, better attitudes toward teachers and school

Question 23

share 3-5 things you should never say to a parent, why you shouldn’t and what an appropriate alternative would be

Answer 23

1. Start with a negative, instead start with positive to soften the blow of the negative, 2. Johnny won’t be still, embarrasses and makes parents feel helpless, I’m struggling with Johnny sitting still, gonna try x, is there something else I should try, 3. I need you to …, puts too much pressure on already stressed parents, here’s what I’m doing, it would be great if you’d reinforce these at home 4. Johnny is just going to have to learn to …, parents know what he needs to learn but doesn’t know how to get him there, here’s what we are trying, having any success with strategies at home we might try

Question 24

PDAS Domain I

Answer 24

student participation-engaged learning, successful in learning, critical thinking/problem solving, self directed, connects learning

Question 25

PDAS Domain II

Answer 25

learner centered-goals and objectives, learner centered, critical thinking/problem solving, motivational strategies, instructional strategies, pacing/sequencing, value and importance, appropriate questioning/inquiry, use of technology

Question 26

PDAS Domain III

Answer 26

motivated and assessed, assessment and instruction aligned, appropriate assessment, learning reinforced, constructive feedback, relearning and reevaluation