Instructors Manual

for



Models, Strategies, and Methods
for Effective Teaching





Hellmut R. Lang
University of Regina


David N. Evans
University of Regina













Boston New York San Francisco
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Copyright 2006 Pearson Education, Inc.


All rights reserved. The contents, or parts thereof, may be reproduced with Models,
Strategies, and Methods for Effective Teaching, by Hellmut R. Lang and David N. Evans,
provided such reproductions bear copyright notice, but may not be reproduced in any form
for any other purpose without written permission from the copyright owner.

To obtain permission(s) to use the material from this work, please submit a written request
to Allyn and Bacon, Permissions Department, 75 Arlington Street, Boston, MA 02116 or
fax your request to 617-848-7320.


ISBN 0-205-43551-3

Printed in the United States of America

10 9 8 7 6 5 4 3 2 1 09 08 07 06 05


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T a b l e o f C o n t e n t s





I. Introduction 3

II. Teacher Competence Profile 9

III. Chapter Guidelines 13

IV. Test Bank 77

V. Transparency Originals 120

VI. Summative Crossword 220



Note: Page references mentioned in this manual apply to the text.



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Without high-quality teachers, we cannot realize the goal of high achievement for all
students. In turn, if pre-service teachers do not receive the highest quality teacher
preparation, then we cannot meet the demand for high quality teachers.
Phi Delta Kappan, December, 2005, p. 284.

It (internship) is humanistic, in that the concern is for the intern as a person. The
program is expected to build the confidence, develop self-concept, and increase the
feeling of autonomy within each intern.

Internship Seminar Handbook, 2002, University of Regina.



I. Introduction

This manual is a study guide for education students and planning guide for course
instructors. It can help ensure an effective teacher education program. This manual
contains: an abbreviated summary of the chapters; practical suggestions using the
chapters, questions to stimulate thought and discussion; enjoyable activities (e.g.,
crosswords), test questions to focus knowledge and help tests and examination
preparation, additional (especially current) resources, and transparency masters for
overhead or PowerPoint presentations. Within Section III we have included press
quotations that make interesting fillers. We hope they stimulate discussion.


A. Scope and Rationale of the Text

This manual was written to help instructors and education students get the most
out of the text. The text is easy to read and use. While jargon is avoided, the text
introduces the professional language, concepts, principles, skills, and processes needed
by effective teachers.
The text can be used with a variety of approaches (e.g., lecture; lecture with lab,
clinic, seminar, independent study; microteaching; and, classroom teaching), with large
or small classes, and in the pre-service, inservice, or community contexts below:

1. Pre-service:
a) Core general (generic) elementary methods courses,
b) Core general secondary methods courses,
c) Core general methods courses taken by adult and vocational teacher education
students,
d) Age level (e.g., middle years) or subject-specific methods courses (e.g., Methods
of Teaching Social Studies), or
e) Graduate courses in instruction (as differentiated from curriculum).

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2. Inservice:
a) K-12 teachers,
b) Instructors or professors in post-high school institutions,
c) Administrators, or
d) Consultants, trainers and department of education or school district resource
personnel.

3. Business, Industry, Government:
Human Resources (Personnel) departments.

4. Reference:
a) Educational libraries,
b) Reference for any person involved in, or interested in, teaching,
c) References for researchers, or
d) Reference for those interested in action research.


Uniqueness
The text, which has a constructivist orientation, is based on what is known about
effective teaching and teacher education. It combines and extends the principles and
skills of effective teaching. The goal is to help intending and inservice teachers to
become self-analyzing, self-actualizing, interdependent decision makers.
Teachers need a rapidly retrievable body of pedagogical knowledge and specific
competencies on which to base instructional decisions. They need to question past
beliefs and practices, review present personal teaching ability, and thus improve their
own teaching knowledge and skills. Effective teachers have performance capability and
critical reflective decision-making capability. They use a systematic approach to
professional development. Needed competencies and dispositions can be acquired with
the assistance of this text.

Generic and Subject Specific Teacher Education
Generic performances are correlated positively with student outcomes. These are
well documented in the literature on effective teaching. Research in the teaching of both
generic and specific school subjects is extensive. Once teachers possess skills, they must
understand how to translate these into principles of good teaching so decisions can be
made on when and how to use the skills.
Some programs rely on subject-specific methods courses to help students learn
generic teaching competencies. Ideally both generic and subject-specific courses are
employed. These can fulfill different functions. Competencies can be studied, practiced
and learned independently of each other. Reliance on subject-specific methods courses
may lead to: (a) overlap in content and mismatch in expectations between the different
methods courses and between methods courses and the practicum; (b) deficiencies caused
by a lack of a variety of instructional methods; (c) lack of opportunity to apply the
methods discussed; and, (d) lack of a proven, systematic, professional development
process resulting in superficial understanding. Subject-specific instructors may find it
difficult to keep up with the burgeoning body of research on teaching because there is so
much subject-related content to cover. Having both generic and subject specific
approaches to instruction is not always possible so subject area instructors will find it
useful to have their students use this text.
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Foundational disciplines like educational psychology, sociology, philosophy and
administration have traditionally been taught in a general or generic way. Increasingly,
"instruction" also is being taught in a generic way--often in conjunction with on- and off-
campus practica. Common material in general methods of instruction courses may be
taught prior to, or concurrent with, subject-specific methods courses. It is useful to
determine what is common to all or most subject areas and what is specific to subject
areas.
In the past there was a paucity of research and texts that effectively dealt with
generic instructional methods. Current texts are helping to fill the void. Content that can
be taught through general (generic) instructional methods courses includes: instructional
models, strategies, methods, and, skills; communication, interpersonal and group skills;
measurement and evaluation; and, classroom management techniques, procedures, and
routines.
Content that can be studied through subject-area-specific methods courses
includes: subject matter not prerequisite nor provided elsewhere in a program;
organization of content for instruction; curriculum guide or syllabus expectations;
applications of material studied during general methods courses to a school subject;
applications of previously studied measurement and evaluation techniques; teaching
instructional approaches unique to a school subject or discipline; and, specialized
applications of classroom management and organization to a discipline. Methods texts
are available for the teaching of many school subjects but this text can be used either as
the main text or to supplement subject-specific methods courses.

B. Nature of the Text

Beliefs About Learning
Based on our research and experience, this text is predicated on the following
beliefs:
1. Learning is an active process.
2. Learning is constructive, not by reproducing, but by constructing one's own
reality.
3. Learning is cumulative.
4. Learning needs to be goal oriented.
5. Learning always has an affective component.
6. Professional development is not perfectly linear.
7. Professional development is a lifelong process.
8. Learning is best done in conjunction with others.
9. Effective learning requires critical, creative, self-regulated thinking.
10. Transfer of learning to new contexts is not automatic.
11. Above all else, teaching and learning need to be learner centered.


Role of The Teacher Educator
Learning to become an effective teacher and the act of teaching are highly
personal. This text includes explanations, descriptions, and steps that can help pre and
inservice teachers understand and perform a skill or process. It is important that the
principles and practices suit the context. In some instances the skills and competencies
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can be used as presented; in other instances they need to be modified to accommodate
learner needs and learning styles, subject discipline needs, or situational variables.

The role of the teacher educator is to:
1. Help each pre or in-service teacher construct a personal framework about the
nature of effective teaching and learning.
2. Help establish a climate that fosters personal growth (particularly as it relates to
the interrelationship among knowledge, skill, and ego).
3. Realize that transfer is not automatic and help students transfer learning to new
contexts by modeling, through discussions, case studies, and activities.
4. Set expectations and provide settings for the theory/practice dialectic to function
effectively (e.g., labs, simulations, microteaching, and school teaching).
5. Adapt the contents of this text to individual teacher-learner needs and styles.

Purposes and Organization
This text has a universal principles and practices of instruction focus that can help
potential or experienced teachers at any age, grade, or educational institution level to
become effective reflective decision-makers with the instructional capabilities needed to
carry out decisions. It presents processes, skills and procedures students can practice and
critically examine. Principles and practices are presented so they can become part of the
decision-making and performance repertoire.
A five-phase theory-with-practice structure is used:
1. A professional development process,
2. theoretical bases of effective instructions,
3. specific communication, interpersonal, and group skills needed by effective
teacher-helpers,
4. specific instructional competencies needed by competent teacher-decision-makers
and,
5. topics that provide a holistic context for the competencies studied and to help
intending and practicing teachers to function in a reflective and innovative
manner.
Each chapter begins with a concept map that foreshadows what is to follow. The
content is easy-to-understand, relevant, and a rich selection of activities is available to
help learners personalize the content. Cases are provided that describe classroom
incidents that can be used to apply theory. Ideally, following this, students will then have
the opportunity to apply theory in microteaching or school classrooms assisted by
analysis and feedback instruments.
The authors recognize the importance of subject matter expertise but are
convinced that effective teachers are more than subject matter experts. It is pedagogical
knowledge that distinguishes the understanding and performance ability of the perceptive
and skilled teacher from that of the content specialist. The pedagogical component
should blend content and principles and practices of instruction into understanding of
how topics, problems, or issues are organized, represented and adapted to the diverse
interests and abilities of learners and presented for instruction.
This text is built on the existing knowledge base in pedagogy (including formal
scholarship in education and the wisdom of practice itself). It recognizes that a critical
dialectical relationship exists between theory and practice. Understanding theory can
improve practice; and, practice can personalize and deepen the understanding of theory.
The purposes of the text are:
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a) development of general pedagogical abilities including technical expertise
(process and skill acquisition, dispositional pattern acquisition, and development
of practical reasoning ability),
b) pedagogical content knowledge,
c) development of communication, interpersonal, and group skill competencies, and
d) acquisition of generalizations and critical decision-making capability (including
expertise in professional development schema or clinical and analytic expertise
for lifelong development).
The text has been piloted with, and found very helpful by, experienced teachers.
While this is so, and because of way the text is organized, the beginning teacher is
gradually inducted through a unified reflection-in-action sequence of experiences that
recognize the new teacher's stage of development. Continuity is provided as theory
moves to specific instructional patterns through to critical, reflective, holistic capability.



C. Need for the Text

Effective teacher education requires a systematic, practical, theory-practice format
supported by relevant and understandable materials. Effective teacher education is not
an "either-or" situation! While specific competencies must be mastered, these are not
ends in themselves or "right answers" for all situations. An evolving critical decision-
making and performance capability emphasis is needed as the program unfolds and
student or practicing teachers reflect on their emerging skills in the context of their
developing teaching experiences and growing awareness of educational issues.
Once a professional development process is in place, and once a pedagogical
framework and functional undergirding theory is provided, understanding and
performance capability is best created gradually through selecting and practicing specific
teaching competencies one or two at a time. To acquire these competencies, a theory-
with-practice-and-reflection model is desirable. Once a prescription, or a "practice" of
teaching, is acquired and incorporated, a teacher needs to be able to decide when and how
to use the prescription or processes, skill, or procedure as part of an instructional
"principle." Ideally, the new "practice" and revised "principle" should be tried in an
actual classroom.


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D. Field Testing

Effective education programs prepare students for teaching and are integrated and
coordinated with on- and off-campus practica. Teacher educators recognize the problem
and prefer a model that links theory-with-practice, is research-based, experience-intense,
is humanistic, and encourages reflection.
The content and materials in this text have been evolving for over two decades, first with
students in an Elementary Teacher Education Program; and then Secondary, Arts Education,
Technical, and First Nations Teacher Education programs. It has also been used in a graduate
class dealing with the theory and practice of instruction. The topics (including the professional
development model, content and activities) have been used in on-campus classes, microteaching
and other laboratories, and in-school classrooms with positive results.






Research has shown that exposure to poor, underperforming teachers is cumulative and life-
altering. Many students, particularly those considered "at risk" who are exposed repeatedly to
ill-prepared teachers, are unable to overcome the effects of poor instruction, even in later years
when taught by more-effective teachers.

Baltimoresun.com December 22, 2005
http://www.baltimoresun.com/news/opinion/oped/bal-
op.education22dec22,1,7570227.story?coll=bal-oped-headlines
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II. Teaching Competence Profile

A key feature of this text is that it provides a process pre and inservice teachers
can use for personal professional development. It is both a learning plan and a way to
assess progress in developing teaching skills. Competencies possessed by skilled
professional teachers are the basis of the Teacher Competence Profile (TCP). These are
the competencies pre and inservice teachers can target for their professional development.
They are described along a continuum of highly desirable to highly undesirable. This
section of the manual begins with the TCP. It is a checklist you can use to assess present
capability. The sequence of competencies in the TCP parallels the chapters of the text.
If one is a teacher education student, this may be the sequence in the preservice teacher
education program; and, if one is in an inservice program one can decide what to work on
by referring the TCP. For a workshop, the TCP can be an invaluable teaching aid.
The complete set of descriptors of the TCP is on pages 28-40 of the text. At the
end of this section is a useful checklist for diagnostic formative and summative
assessment of your professional skills.

Pre-Internship Approaches
In the early stage (Year I or II) of a teacher-training program basic strategies and
approaches to becoming a teacher will likely be studied. School visits will occur with
practice teaching either once a week over a prescribed number of days and then over
several consecutive days to experience continuous teaching. Whatever the approach,
time will be spent in schools learning the initial skills of teaching and putting into
practice the theory learned in the classroom.
For this stage we suggest that focus be on the following competency areas:

Communication Skills
Assessment and Evaluation
Classroom Management
Lesson, Unit Planning and Delivery
Questioning
Concept Teaching
Giving Directions
Teaching Skills

Initially, it is important that competencies that are a part of each of the above
areas be studied and practiced. A student teachers abilities for each area can be
examined and discussed in the college classroom. Then, using the descriptors, students
can prepare lesson plans, targets, and data sheets using the guidelines on pages 18 to 28
of the text. This should be read carefully because it provides guidelines using a
professional development process (PDP). This preparation is for (a) microteaching
practice, and (b) in school field experience. Suggestions for data sheets are at the end of
each chapter of the text. However, after an assessment of personal capability in an area,
we recommend that students or inservice teachers design their own data sheets. Note:
Competency area data sheets are included at the end of chapters.
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During internship, (the extended practicum that usually runs from three to four
months), all professional competencies need to be mastered. The TCP can help ensure
success.
At the beginning of internship the intern and cooperating teacher should review
the competencies and do an assessment of all the interns professional capabilities. This
is useful for setting professional development goals.
Once lessons are prepared and teaching begins, every lesson plan should include a
professional focus or target (see Figure 1.11 on page 23 of the text). For instance, in
initial teaching experiences, the intern might focus on communication skills, questioning,
giving directions and other aspects of management. The intern will give the cooperating
teacher a data sheet and the cooperating teacher will collect descriptive information and
provide feedback. What is unique is that the intern takes the initiative for his or her
professional development.
We suggest that the overall profile be visited once a month and a complete report
be shared with the intern. In the early weeks of internship some competencies will be not
rated (NR).
The TCP can be used for the final evaluation of the interns performance in
school. However, colleges of education will have their own assessment approaches. We
recommend this model or one such as the Danielson Framework (page 10 of text).




Your Teacher Competence Profile (TCP)
Checklist

The competencies below follow the sequence of chapters of the text. Descriptors for
each competence are on pages 28-40 of Chapter One.
Please indicate your present capability with each competence on the checklist below
using a continuum from Not Evident to Excellent.
The checklist can be used at the beginning and conclusion of each semester or year of
your teacher education program if you are a teacher education student. If you are a
practicing teacher, you could use the TCP to plan your professional development and
assess your progress.


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Teacher Competence Profile

A. Professional Qualities Evident Not Evident
General internship skills
1. Shows interest & commitment to teaching 1 2 3 4 5 6 7 8 9 10
2. Collaborates & cooperates with school staff 1 2 3 4 5 6 7 8 9 10
3. Relates effectively to students' caregivers 1 2 3 4 5 6 7 8 9 10
4. Gets involved in student-related school activities 1 2 3 4 5 6 7 8 9 10
5. Practices professional code of ethics
Professional Development Process
1. Practices the professional development process effectively 1 2 3 4 5 6 7 8 9 10
Implements plans based on reflection on experiences
2. Evaluates planning, instruction & management 1 2 3 4 5 6 7 8 9 10
3. Participates in planned professional development 1 2 3 4 5 6 7 8 9 10

B. Interaction with Learners
Diversity Issues
1. Promotes the worth of all students 1 2 3 4 5 6 7 8 9 10
2. Responds to the needs of all 1 2 3 4 5 6 7 8 9 10
3. Is attentive to learning styles 1 2 3 4 5 6 7 8 9 10
4. Is adept at intercultural communication 1 2 3 4 5 6 7 8 9 10
Attitudes and Values
1. Helps students understand attitudes & values 1 2 3 4 5 6 7 8 9 10
2. Creates a positive climate for student-centered learning 1 2 3 4 5 6 7 8 9 10
3. Shows an interest in individual students 1 2 3 4 5 6 7 8 9 10
4. Encourages & supports students 1 2 3 4 5 6 7 8 9 10
5. Motivates students to participate 1 2 3 4 5 6 7 8 9 10

C. Classroom Management & Discipline
1. Creates a classroom climate student-centered learning 1 2 3 4 5 6 7 8 9 10
2. Communicates & monitors expectations
3. Uses good classroom routines & procedures 1 2 3 4 5 6 7 8 9 10
4. Handles minor disruptions in a positive way
5. Uses a problem-solving approach to misbehavior 1 2 3 4 5 6 7 8 9 10
6. Uses consultation when necessary
7. Anticipates problems has good preventative management 1 2 3 4 5 6 7 8 9 10
8. Uses management skills effectively
9. Involves students in making classroom rules & consequences 1 2 3 4 5 6 7 8 9 10
10. Exhibits understanding of student behavior 1 2 3 4 5 6 7 8 9 10
11. Practices fairness & is consistent 1 2 3 4 5 6 7 8 9 10

D. Planning & Organization
Lesson, Unit Planning & Delivery
Planning
1. Integrates skills & knowledge common to all subjects & 1 2 3 4 5 6 7 8 9 10
adapts curriculum to individual needs
2. Does long-range plans to guide student development 1 2 3 4 5 6 7 8 9 10
3. Plans varied learner-centered activities 1 2 3 4 5 6 7 8 9 10
4. Plans interdisciplinary thematic units 1 2 3 4 5 6 7 8 9 10
5. Involves learners in the planning process 1 2 3 4 5 6 7 8 9 10
6. Includes classroom management in plans 1 2 3 4 5 6 7 8 9 10
Instruction
1. Demonstrates competence in basic instructional skills 1 2 3 4 5 6 7 8 9 10
2. Teaches physical, social, emotional & cognitive development 1 2 3 4 5 6 7 8 9 10
3. Varies teaching approaches & activities 1 2 3 4 5 6 7 8 9 10
4. Ensures the participation & success of all students 1 2 3 4 5 6 7 8 9 10
5. Engages students in instructional dialogue 1 2 3 4 5 6 7 8 9 10
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6. Provides motivating set & closure 1 2 3 4 5 6 7 8 9 10
7. Orders & sequences content to meet learner needs 1 2 3 4 5 6 7 8 9 10
8. Provides for transfer of learning 1 2 3 4 5 6 7 8 9 10
Curriculum
1. Adapts curriculum to student needs 1 2 3 4 5 6 7 8 9 10
2. Knows subject matter 1 2 3 4 5 6 7 8 9 10
3. Exhibits knowledge of local & state/provincial curricula 1 2 3 4 5 6 7 8 9 10

E. Teaching Competence
Questioning, Discussion, Seatwork & Homework
1. Has effective questioning skills 1 2 3 4 5 6 7 8 9 10
2. Conducts effective class discussions 1 2 3 4 5 6 7 8 9 10
3. Sets meaningful seatwork & homework 1 2 3 4 5 6 7 8 9 10
Skills Teaching
1. Provides effective teaching of skills & demonstrations 1 2 3 4 5 6 7 8 9 10
Concept Teaching
1. Does concept teaching & gives explanations effectively 1 2 3 4 5 6 7 8 9 10
Direct Instruction & Individual Study
1. Effective direct instruction/deductive/expository methods 1 2 3 4 5 6 7 8 9 10
2. Effective use of the individual study strategy
3. Uses resource-based learning & variety of media & resources 1 2 3 4 5 6 7 8 9 10
4. Uses instructional technology to enhance student learning 1 2 3 4 5 6 7 8 9 10
Indirect Instruction & Experiential Learning
1. Provides effective use of indirect/inductive/inquiry methods 1 2 3 4 5 6 7 8 9 10
2. Often uses experiential learning to encourage active learning 1 2 3 4 5 6 7 8 9 10
Collaborative & Cooperative Learning
1. Develops group skills in the classroom 1 2 3 4 5 6 7 8 9 10
2. Often uses collaborative & cooperative learning methods 1 2 3 4 5 6 7 8 9 10
Thinking Skills & Problem-Based Learning
1. Uses specific instruction thinking skills & processes 1 2 3 4 5 6 7 8 9 10
2. Incorporates thinking operations & skills into teaching 1 2 3 4 5 6 7 8 9 10
3. Ensures that students use critical thinking procedures 1 2 3 4 5 6 7 8 9 10
4. Ensures that students think creatively 1 2 3 4 5 6 7 8 9 10
5. Skilled & effective approach to problem-based learning 1 2 3 4 5 6 7 8 9 10
Assessment & Evaluation
1. Identifies student academic, personal & social strengths 1 2 3 4 5 6 7 8 9 10
2. Assesses change in student development 1 2 3 4 5 6 7 8 9 10
3. Involves students in assessment 1 2 3 4 5 6 7 8 9 10
4. Evaluates student progress 1 2 3 4 5 6 7 8 9 10
5. Keeps thorough, well organized records 1 2 3 4 5 6 7 8 9 10
6. Provides diagnosis & remediation 1 2 3 4 5 6 7 8 9 10

F. Personal Qualities
Communication Skills
1. Models appropriate spoken & written language 1 2 3 4 5 6 7 8 9 10
2. Makes effective use of interpersonal skills 1 2 3 4 5 6 7 8 9 10
3. Demonstrates initiative 1 2 3 4 5 6 7 8 9 10
4. Manner is dependable & mature 1 2 3 4 5 6 7 8 9 10
5. Deals effectively with stress & conflict in self & others 1 2 3 4 5 6 7 8 9 10
6. Demonstrates confidence & enthusiasm 1 2 3 4 5 6 7 8 9 10
7. Demonstrates creativity & flexibility 1 2 3 4 5 6 7 8 9 10

Lang & Evans 2006
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III. Chapter Guidelines

Chapter One: Teacher Preparation:
Becoming a Professional Teacher

A. Chapter Summary

How to become a professional teacher is treated in this chapter. This includes: the need
to apply the current research, a teacher preparation model, the professional development process,
and a teacher competence profile.
In North America there is much research on what constitutes effective teaching. Generic
and subject specific aspects of teacher preparation are examined. Specific concerns
contemporary teachers should be aware of are described including: teaching for diversity,
theories of learning and instruction; special needs and gifted children, developing thinking skills,
and mastering teaching strategies, classroom management and assessment. The stress in current
research on teacher preparation is on professional standards and accountability.
A teacher preparation model, called the Teacher Competence Profile (TCP) that links
theory learned in the classroom with effective practice in micro- and field-based teaching is
presented in this chapter. Using the TCP, the student teacher and cooperating teacher, in
partnership, foster the professional development of the student teacher.
Key to professional development is a Teacher Competence Profile. This model gives
practicing and novice teachers a profile, or framework, for professional practice. In keeping with
the standards movement and call for accountability, the profile sets goals that can be mastered
over the teacher-training period. It is adjustable to fit different university and college and teacher
training college designs. It is can be used to empower the practice teacher and give him or her
control over an emerging repertoire of professional understandings and skills.


B. How to use this Chapter

Students should become aware that there is excellent research on effective teaching, the need
for a well-planned teacher education program, and the existence of excellent examples of
standards to guide them.
Each chapter begins with a list of specific objectives and a concept map that provides a
graphic overview. These are advance organizers. Students become familiar with current
research. The subject of initial class discussions can be about the research cited in the chapter.
For example, lively discussions could ensue on what constitutes an effective teacher. Even a
very basic awareness of current research will help make student become aware that the standards
movement, the need for accountability, and the Teacher Competence Profile are based on
research on good practice.
Next, students could brainstorm the essentials of an effective teacher education program.
They could compare their findings with the viewpoints presented in this chapter. Specific
aspects of teacher education could be discussed in more detail including, the importance of
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theory, the value of micro-teaching, the need for developmental exposure to field practice, and
the need for specific standards.
A key part of this chapter is the introduction to the Teacher Competence Profile (pages
13-14) and the full Teacher Competence Profile (pages 29-40). It would be useful to examine
the major parts of this profile and compare these with sections of Danielson (page 10), PRAXIS,
INTASC and NBPTS (page 12 and web sites referred to in this section). This can allow students
to understand that a professional framework is necessary.
It could be a useful for students to examine their own teaching competence based on the
Teacher Competence Profile. (See part II of this manual)
We recommend examining the Professional Development Process presented on pages 18-
28. It outlines how practicing teacher pairs and student teacher or intern and cooperating teacher
pairs can develop a professional relationship that includes sharing lessons and professional
targets, observation and effective feedback, practicing teaching and targets in a microteaching
lab, using the Teacher Competence Profile in the field, and the nature of reflection.


C. Useful Internet Resources

Note: All web sites were valid at the time of publication. However, web sites change. If the
recommended web site does not open, we recommend going to the home base. This is the
site prior to the first slash (/). For example for the first web site below, it would be:
http://www.ccsso.org/

http://www.ccsso.org/projects/Interstate_New_Teacher_Assessment_and_Support_Consortium/

This site, The Council of Chief State School Officers (CCSSO) gives an excellent introduction to
the mission, standards, and accomplishments of The Interstate New Teacher Assessment and
Support Consortium (INTASC).

http://www.catalyst-chicago.org/arch/12-03/1203danielson.htm

An interesting commentary from Teacher Evaluation, December, 2003 on the use of standards in
the work of Charlotte Danielson.

http://www.chss.iup.edu/jrmcdono/ED455-methods/teacher_evaluation_to_enhance_pr.htm

An article, Teacher Evaluation to Enhance Professional Practice by Charlotte Danielson
& Thomas L. McGreal, from the Princeton, NJ: Educational Testing Service, 2000. This
is a good review of the need for standards, from the 1970s to the present, particularly
authentic pedagogy of the 2000s.
http://www.ascd.org/portal/site/ascd/
A highly recommended site is The Association for Supervision and Curriculum
Development (ASCD). Go to publications-books-browse-by-author to see many of the
books cited in the text including extracts of the books by Danielson.
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http://nclb2.ecs.org/Projects_Centers/index.aspx?issueid=gen&IssueName=GeneralThe
The No Child Left Behind Act has had a significant impact on the standards movement in
teacher education. There are many useful sites. The USA Education Commission site
gives a comprehensive analysis of states progress toward implementing this act.
http://www.washingtonpost.com/wp-dyn/articles/A4741-2005Apr20.html
There are many recent criticisms of the NCLB Act. An interesting discussion is
presented in this Washington Post article of April 21, 2005.
http://alex.edfac.usyd.edu.au/LocalResource/Study1/hattonart.html
This is an excellent discussion from the University of Sydney, Australia on the
importance of reflection in any teachers professional development. Australian
universities are doing innovative work on teacher education. Exploration of their web
sites is recommended as a means of comparison.
http://www.phenomenologyonline.com/max/books/index.html

The books on teaching by Professor Max Van Manen of the University of Western
Ontario take a very perceptive and thoughtful approach. This site presents some of his works.


D. Questions for Consideration

1. Is teaching an art or a science?
2. The effective teacher needs a specific repertoire of skills Discuss.
3. To what extent does educational theory influence practice and good practice
influence educational theory?
4. Is microteaching with peers a meaningful way of preparing teachers?
5. Why are planning a lesson and planning a professional approach (target) both
critical to effective teaching?
6. What should be the role of a cooperating teacher?
7. Why are learning from experience and reflection critical to professional
development?


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E. Crossword: Teacher Preparation: Becoming a
Professional Teacher

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3. A goal or professional skill to aim for.
4. The cooperating teacher collects this type of information during lesson observation.
6. She is known for her components of professional practice.
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1. A type of teaching usually done in a college lab or classroom.
2. Information given in a post conference.
3. Teacher Competence Profile.
5. The thoughts and ideas behind practice.



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Chapter One: Crossword Solution


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Chapter Two: Communication and Interpersonal Skills

1. Chapter Summary

The content of Chapter 2 includes effective verbal and non-verbal communication. To
communicate well a teacher needs to know his or her own knowledge and abilities. A teacher
needs to become proficient in basic communication approaches.
Basic oral and non-verbal communication skills are presented. These involve how one
speaks to be understood by others and how to understand others. Two-way communication is
essential for meaningful human relations.


2. How to use this Chapter

With each of the chapters in the text there are three discussion openers. These are the
objectives, the graphic organizer and a section of the Teacher Competence Profile that applies to
the chapter. Examine the objectives. Give yourself a mental pre-test. The graphic organizer on
page 42 can be a transparency or Power Point for an opening class discussion. What is the
relationship between oral and non-verbal communication? In what kind of interactions does a
teacher engage? How effective are the teachers listening and interpersonal skills? The Teacher
Competence Profile and its relationship to important standards of teacher effectiveness have been
discussed earlier.
The TCP section on communication and interpersonal skills on page 43 can be used in
several ways. It can make one aware of current ability or be used by student pairs for their first
micro-lessons. Each student prepares a basic lesson and designs a simple data sheet based on the
communication and interpersonal skills the student wants as the professional focus of the
lessonthe target. In a pre-conference the student would discuss both the intended lesson and
the target. See Figure 1.11 on page 23 for a graphic example of this. The student would design
and share a data sheet on the intended target. The student teaches the lesson and the partner
takes data on the target. Following the lesson, in a post-conference both the lesson and the
professional target will be discussed. This approach is used for school practice, except the pre-
and post-conference is done with a cooperating teacher.
Using the data collection appended to each chapter to determine what needs targeting,
students are urged to design their own data sheets. Appropriate initial data sheets are in the text
at the end of chapters. An excellent practice is to design them based on the descriptors for the
TCP. Select the elements to be observed and list them leaving space for data to be recorded.
Designing effective data sheets is an important part of teacher education. An example follows:
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Professional Target: Interpersonal Skills Focus: Oral Communication

Date: _______________ Student: ___________________

Data Collector: ____________________

Communication skill Describe teacher actions Describe student actions

Generally audible



Clear, pleasant, and expressive



Appropriate volume



Distinct enunciation






Note that, after assessing communication skills, the student decides to focus on oral
communication. The design of the data sheet should ensure that descriptive, not judgmental,
information is collected. It is up to the student teacher to examine the data and judge how
effective his or her communication was. Describing what is happening is not always easy.
There is a tendency to be judgmental.


3. Useful Internet Resources

http://ilearn.senecac.on.ca/careers/succeed/developing.html

A useful site from the Seneca College of applied Arts and Sciences, Toronto, Canada. It presents
ideas on interpersonal skills and gives additional web sites.

http://cepm.uoregon.edu/publications/digests/digest102.html

From ERIC, this Digest article contains suggestions for improving communication skills.

http://www.noogenesis.com/game_theory/johari/johari_window.html

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There are many web sites on the famous Johari Window. This site, with excellent text and
graphics, could be used to explore how knowledge of self can lead to better interpersonal
communication.

http://www.augsburg.edu/education/edc210/johari.html

This site from Augsburg College adds background and ways to using the Johari Window in
academic settings. The possibilities of different forms of human interaction are presented.


4. Questions for Consideration

1. In what ways can a teacher be considered an actor? Give full comparative details.
2. How can your teaching be enhanced by your communication skills?
3. How can your teaching be enhanced by your interpersonal skills?
4. Socrates said, Know thyself. Why is this good advice for a teacher?
5. How can you ensure you understand others and they understand you?
6. Design a chart with a teacher in the middle. Consider all the groups a teacher
communicates with. How many groups can you add?




The stress that universities place on publishing in research journals rather than in
domestic professional journals means that the more useful kind of work that is done in
university faculties of education, if published at all, is read by mere dozens of other
academics in Australia rather than by an audience of thousands of teachers. . . . much of
the research that does go on is far removed from what I would consider to be the essential
task of an education researcher: improving teaching and learning.
The Australian December 14, 2005
http://www.theaustralian.news.com.au/common/story_page/0,5744,17557733%255E123
32,00.html


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Crossword: Communication and Interpersonal Skills

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4. Do this so that you both agree on what is being said.
6. Speaking so that all words are clearly heard.
7. When the message sent and message received differ. Also a harsh sound or discord.
8. When the message sent equals the message received. Similarity and agreement.
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1. Speaks with clarity.
2. Physical gestures that we are not always aware of.
3. You describe these emotions in order to be understood.
5. Not saying anything sometimes is effective.
















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Chapter Three: Teaching for Diversity

A. Chapter Summary

Perhaps classrooms have always had a diversity of students, but this diversity may not have
been noticed or acknowledged. Today, teaching must be adapted to this diversity. Post-
modernism led to awareness that there are many more roads to a destination than one highway.
Diversity treated in this chapter includes learning styles, gender, culture, special needs and
economic differences. Guidelines for dealing with racism and ensuring human rights are
provided.
Becoming aware of learning styles can be an exciting challenge for the teacher. Children
learn in different ways, some are right brain and some left-brain dominant, there are visual,
tactile and auditory learners, there are several intelligences and student learning is influenced by
cultural background. Cultural diversity must be accommodated and gender and sexual
preferences need to be respected. There are many kinds of special needs children and their needs
must be accommodated.


B. How to use this Chapter

Review the objectives at the beginning of the chapter. Discuss the concept map on page 59.
How many of these concerns were acknowledged in your school? What are the preliminary
perceptions of the range of diversity issues? Examine the Teacher Competence Profile section
on page 60. Can lessons be taught with these professional standards in mind?
An interesting approach to this chapter would be to take lessons that have previously been
designed, and adapt them for diversity.
Students in the class can also share their own learning styles. The classic views on theories
of learning and intelligence such as those by Piaget and Vygotsky can be examined. Educational
psychology texts and courses are a useful source.
Educational testing and IQ theory are another worthwhile investigation. Is IQ innate or can
it be learned? The theories and ideas in this chapter can be compared with current school
practice in your district. Case studies can be discussed. The chapter includes useful activities
and a broad range of approaches to diversity. Dividing the class into expert groups that would
research and present findings would be a creative way of examining the issues. Groups could
include the following: Learning Styles; Multiple Intelligences; Right/Left Brain learners;
Learning Modalities; Special Needs children; Gender issues (How Boys Learn- How Girls Learn
-Sexual Preferences and Schools); Dealing with Children in Poverty; Multiculturalism; and, how
teachers can deal with Human Rights and Racism.


C. Useful Internet Resources

There are many excellent web sites on diversity in the classroom. A selection follows:

http://www.augsburg.edu/education/edc210/johari.html

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This is an excellent article by Bruce Campbell on Multiple Intelligences in the Classroom.

http://www.aac.ab.ca/aboutqa.html

Another excellent discussion on multiple intelligences from the University of Calgary, Alberta.

http://www.newhorizons.org/strategies/mi/front_mi.htm

This site by New Intelligences for Learning, Seattle provides a comprehensive set of resources on
multiple intelligences. New Intelligences for Learning is an excellent source of educational ideas.

http://www.ncrel.org/sdrs/areas/issues/students/atrisk/at600.htm

One of many good sites with information on at risk students. This is from the Central Regional
Educational Library, one of the 10 regional educational laboratories funded by the U.S.
Department of Education--its work is conducted by Learning Point Associates.

http://www.upsidedownschoolroom.com/learningstyles.shtml

The Upside-Down School Room is useful as a college teaching resource. A synopsis of various
approaches to learning styles and summaries of the key models are provided.

http://www.learningstyles.net/

The Learning Styles Network at St. Johns University, NY contains excellent resources.

http://www.fcsn.org/

The Federation of Children with Special Needs site, aimed at parents is useful for teachers.

http://www.european-agency.org/

The European agency for development in special needs education has a European point of view.
It has links to European representatives. It also includes excellent resources. For example, one
link discusses inclusive education and classroom practice.

http://www.nccp.org/

The National Center for Children in Poverty (NCCP), Columbia University, has a wealth of
information. The Fact Sheets section is especially useful.

http://www.heartsandminds.org/articles/childpov.htm

The Hearts and Minds site has interesting information on children in poverty.

http://volcano.und.nodak.edu/vwdocs/msh/llc/is/4mat.html

A valuable discussion on Bernice McCarthys 4MAT system.

http://www.teachingenglish.org.uk/think/methodology/learning_style.shtml

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This British Council/BBC has an excellent synopsis of key ideas on learning styles.

http://www.educationworld.com/a_issues/chat/chat107.shtml

The Education World site includes Carol Ann Tomlinson on Differentiated Instruction.

http://www.aauw.org/research/girls_education/hssg.cfm

The American Association of University Women site has many resources on discrimination
against women. The AAUW report is presented How Schools Shortchange Girls.

http://www.aauw.org/research/girls_education/hssg.cfm

This Canadian (University of Calgary) site deals with issues of sexual preference. It has many
reference sections including dissertation abstracts. It includes valuable links to other universities.
Homophobia in schools is given particular attention.

http://bcn.boulder.co.us/community/safeschools/bvssc_safeboys2of4.html

The link provides information and book references to literature on boys development.

http://www.state.ct.us/sde/equity/Multicultural_education/definitions.htm

If you want clear definitions of multicultural education, the Connecticut State Department of
Education site contains them. The definitions foster interesting classroom discussion.

http://jaie.asu.edu/v27/V27S3gre.htm

Good source on learning styles and aboriginal cultures from the Journal of American Education.

http://tip.psychology.org/index.html

An extremely useful site that includes the major learning theories.


D. Questions for Consideration

1. Can students be taught in a manner that matches their learning style?
2. From your initial teaching and learning experience, is the theory of multiple intelligence a
useful concept for teachers?
3. Is the way children learn universal or are cultural differences significant? Give examples.
4. What is a hidden curriculum?
5. What are your views on inclusion in terms of special needs students?
6. What are the advantages and disadvantages of single sex classrooms?


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E. Crossword: Teaching for Diversity

Across
3. One of four major learning styles. 4. Needs that are sometimes termed exceptional.
6. One of the intelligences. 7. Gifted. 8. A learning modality.
9. Described as seeing the forest. (Two words)
Down
1. Prejudice transmitted into action.
2. A controversial orientation.
5. A hemispheric mode of the brain.



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Chapter Four: Energizing Learners: The Affective
Domain and Motivation

A. Chapter Summary

Motivating students is an important aspect of effective teaching. Traditionally,
motivation has stressed extrinsic factors like marks or praise for success and criticism for failure.
Motivation is far more complex. The many faceted nature of motivation is treated in this
chapter. All children have needs and it is now understood that the basic needs of nutrition and
security need to be addressed before the need for personal success can be met. Children need to
understand the difference between success from luck and success from effort. Teachers need
specific competencies to motivate their students. Not only do they need to plan well and
consider a variety of approaches, they need skill in reacting to students work and feelings.
Suggestions are provided for creating student choice and individualizing learning. A
First Nations approach to motivation and dealing with students at risk called the Circle of
Courage is included in this chapter. This is a model of youth empowerment based on aboriginal
theories of child development and the four core values of belonging, mastery, independence and
generosity. A focus of this model is on working with students at risk.


B. How to use this Chapter

Every school board has policies and approaches for the cognitive domain. Explore these.
Local policies on the affective domain should also be examined. Intending teachers can reflect
on their own school, and even their college experience. What attention was paid to the affective
domain? What is motivation to student teachers? The cognitive objectives in student teachers
lessons can be examined and affective objectives added.
The objectives of this chapter on page 107 can be examined. Those objectives that are
familiar can be listed as can as those not previously associated with motivation. Consider the
importance traditional teaching places on intellectual development.
Students can consider their college experience. How much of their current success is
attributable to ability, effort, luck, and difficulty? Do they consider themselves to be
intrinsically or self-motivated or strongly externally motivated by marks and the like. Ways to
work with students at risk can be considered. Findings can be compared with the suggestions in
this chapter and with the TCP skills on page 110.


C. Useful Internet Resources

http://teaching.berkeley.edu/bgd/motivate.html

Barbara Gross Davis, University of California, Berkeley on Motivating Students.

http://www.reclaiming.com/

Information on the Reclaiming Youth Network and the concept of the Circle of Courage is
presented. It has details on publications and workshops.
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http://www.augie.edu/dept/nast/Projects/doc6.htm

Excellent information on the book Reclaiming Our Youth and helpful descriptions of the four
core values are given. The source is Augustana College, Sioux Falls, SD.

http://www.ata38.ab.ca/ataglance/volume18issue1/resiliency.php

A very helpful example of how a school adopted the Circle of Courage as its unifying theme.

http://www.ucalgary.ca/~dmjacobs/edts325/circle/

This is creative and informative site. From the University of Calgary, Alberta, it contains
essential information (with fine graphics) on the main aspects of the Circle of Courage.

http://www.howardcenter.org/Donations/donations%20circle%20of%20courage.htm

From the Howard Center for Human Services, and the Baird Center for Children and Families,
this site has a clear explanation of the philosophy of the Circle of Courage. Illustrations by
Vermont artist Michael Tonn show each of the four tenets of the Circle of Courage.

http://www.olemiss.edu/depts/educ_school2/docs/stai_manual/manual9.htm

From the University of Mississippi, this web page contains a useful summary of Blooms
Taxonomy and the affective domain (Krathwohl).

http://www.olemiss.edu/depts/educ_school2/docs/stai_manual/manual9.htm

This article by Leah Davies from Kelly Bear Press, Inc. Oregon, (www.kellybear.com) has ideas
for motivating children.


D. Questions for Consideration

1. To what extent is the affective domain addressed effectively in elementary teaching but
not in secondary teaching?
2. To what do you attribute your academic successes (or failures)?
3. How would you define an at-risk learner?
4. How would you apply the four values of the Circle of Courage to your own academic
experience?

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E. Crossword: Energizing Learners: The Affective
Domain and Motivation

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5. A highly valued Circle of Courage attribute.
7. One of three motivation theories.
Down
1. A low expectations cycle.
2. An affective teacher competency.
3. The first of Maslows needs hierarchy.
4. The domain that deals with attitude.
7. A common causal attribution.
(Why I did well).



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Chapter Four: Crossword Solution


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Chapter Five: Assessment and Evaluation

A. Chapter Summary

The nature of assessing student progress in school is shifting focus. In the United States,
Canada, and Great Britain there is still considerable emphasis on testing. The demand for
accountability is creating a culture in which teachers may be testing (or being tested themselves)
more than they actually teach. But, there is increasing concern about assessment for learning
contrasted with assessment of learning.
Emphasis in the chapter is on assessment that helps children learn. This helps teachers
plan more effective lessons, know their students abilities better, and ensure real growth and
development.
The key concepts of assessment and evaluation are provided and a thorough overview of
the main assessment approaches is presented. Suggestions are provided for preparing assessment
materials and the value of computer aided assessment approaches is examined.


B. How to use this Chapter

Students can be asked to consider the ways their teachers gathered information about
their learning. Which were most effective? What approaches do student teachers feel
comfortable using in their teaching? Which approaches do they need to know more about? Test
items the students have designed can be compared with the guidelines on pages 146-149.
Rubrics are popular in both school and college. Why? Have each student (or groups of
students) design a rubric and compare it with others. A key moment in teaching that tests
teacher assessment of students is the parent teacher interview. How might a good parent teacher
interview occur?
Have your students become familiar with key concepts in assessment and evaluation.
(See page 133). Examine research on the current interest in authentic assessment. The Teacher
Competence Profile on page 134 gives six sets of expected standards. What needs to be known to
be competent in using these? Have data sheets designed that would describe the degree of
professional competence in assessment and evaluation.


C. Useful Internet Resources

http://cte.umdnj.edu/student_evaluation/evaluation_constructing.cfm

Although not strictly a teaching site, this University of Medicine & Dentistry New Jersey, Center
for Teaching Excellence sites contains valuable links for student evaluation and test construction.

http://www.aac.ab.ca/aboutqa.html

The Alberta Assessment Consortium site has useful questions and answers on classroom
assessment for learning.

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http://www.nsdc.org/library/publications/jsd/stiggins202.cfm

An interview with Rick Stiggins, Assessment without victims, by Dennis Sparks.

http://wik.ed.uiuc.edu/index.php/Stiggins,_Richard_J.

Excellent information from the University of Illinois on Richard Stiggins and his work.


D. Questions for Consideration

1. From the assessment approaches presented on pages 142-145, which would be your favored
means of testing your students? Why?
2. Read the section on portfolios on page 137. What do you consider to be the advantages of
portfolio assessment?
3. What is the essential difference between assessment of learning and assessment for learning?
4. How effective are anecdotal records?
5. Why are rubrics popular?
6. What is the difference between assessment and evaluation?




GRADUATE teachers are entering classrooms under prepared largely because
their university lecturers have lost touch with everyday teaching, according to the
State Government.
Education Minister Lynne Kosky said the staff of some university education
faculties were not spending much time, if any, in schools.
Education lecturers needed to be familiar with new approaches to teaching,
including the new Victorian curriculum and working with a team of teachers, she
said. "You can't just get it out of a textbook," she said.
The Age. December 3, 2005
http://www.theage.com.au/news/national/teacher-training-out-of-touch-kosky-
warns/2005/12/02/1133422111077.html
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E. Crossword: Assessment and Evaluation

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6. Assessment that is as close to real life as possible.
8. Judging the value of a test, program, or approach.
9. A set of guidelines that includes criteria and rating scales.
Down
1. Collecting information about students progress.
2. A chronological collection of a students work, often in a folder.
3. A strong advocate of assessment for learning. 4. No child left behind.
5. The final or overall evaluation after instruction of a unit is complete.
7. An agreement with a teacher on what is to be done.
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Chapter Six: Classroom Management

A. Chapter Summary

Classroom management is the most important concern of new teachers. Poor
management is a key cause of failure of students to learn. Classroom management is broader
than discipline. Just as lessons and units are planned, so must classroom management. Common
management problems and preventative approaches are presented.
There are three distinct approaches to classroom management: preventative, supportive,
and, when problems arise, corrective. These can ensure a positive classroom climate. The need
for specific rules and procedures to be taught and practiced is stated. Guidelines for effective
management conclude the chapter.


B. How to use this Chapter

Students can be asked to take steps to prevent management problems from arising and
make use of supportive approaches and, when there are problems, try the corrective approaches
suggested in the text. Rules and procedures are vital for good management. Suggest that
teachers have only a few specific rules and teach and rehearse routines and procedures until they
are second nature to students. Guidelines for effective management are presented at the end of
the chapter. These can be discussed. Then, the objectives on page 164 might be reviewed.
Students can be asked to consider what they already understand to be important and
classroom management aspects that are new. The list of professional competencies in the TCP
on pages 169-170 can be noted. Why the list is so extensive can be asked and items that are
preventative, supportive and corrective can be identified
Some texts on teaching differentiate between classroom management (the preventative
arrangements of planning, establishing rules and procedures and setting up the classroom
environment) and behavior management (handling misbehavior, punishment, praise, and
discipline). Using the text, consider the differences. If classroom management follows the
guidelines in this text, the need for behavior management will be reduced.


C. Useful Internet Resources

http://www.proteacher.com/030000.shtml

This excellent site (http://www.proteacher.com/) Pro Teacher, has very useful classroom
management help, much from regular teachers in the classroom.

http://ss.uno.edu/ss/homepages/cmanage.html

An extensive list of classroom management links is provided. They are arranged under sections
such as handling discipline problems, discipline with dignity, and cooperative discipline. The
links are provided by the University of New Orleans, College of Education.

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http://www.cyc-net.org/cyc-online/cycol-0305-classroom.html

The International Youth and Youth Care Network has an interesting essay by Gene Van Tassell
on Classroom Management.

http://www.nwrel.org/scpd/sirs/5/cu9.html

From the North West Regional Educational Library, School Improvement Series--Schoolwide
and Classroom Discipline by Kathleen Cotton. This is research you can use.

http://www.ascd.org/ed_topics/1997curwin/1997curwintoc.html

Serious problems can arise in schools. Violence and attacks on teachers and fellow
students are common. The ASCD site here gives extracts from As Tough as Necessary:
Countering Violence, Aggression, and Hostility in Our Schools by Richard L. Curwin
and Allen N. Mendler

D. Questions for Consideration

1. Why is preventative management better than corrective management?
2. What are the basics necessary for a good start?
3. What is your own classroom management style? How does your style compare with the
guidelines suggested in this chapter?
4. Can a teacher actually cause classroom management problems?
5. Think of a lesson you have planned. Why would adding a management approach section be
a good idea?


So, once more, the lone teacher, faced with a class of 30 children, many of whom have a
myriad of social and psychological problems, is expected to sort them out, all between
the hours of 9am and 3.15pm, as well as teaching the traditional school subjects. . . . . if
teachers had wanted to be social workers or psychologists they would have trained as
such, but it certainly remains clear that we have as a society to sort out just what we
expect our schools and teachers to do, for they patently can't do everything.

Birmingham Post, November 28, 2005
http://icbirmingham.icnetwork.co.uk/0100news/0100localnews/tm_objectid=16423315&
method=full&siteid=50002&headline=if-the-doctor-docs--then-the-teacher-should-teach-
-name_page.html
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Crossword: Classroom Management


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1. Guidelines for a range of activities in the well-run classroom.
7. Academic Learning Time.
8. Statements of standards of behavior.
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3. He developed the assertive discipline model.
4. Every teacher hopes for a good one on the first day of school.
5. The degree of teacher awareness of everything that is happening in the classroom.
6. He developed reality therapy.
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Chapter Six: Crossword Solution


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Chapter Seven: Facilitating Learning: Lesson and
Unit Planning and Delivery

A. Chapter Summary

Successful lesson planning is at the heart of effective teaching. Lesson planning is placed
in this chapter into the broader context of planning approaches and the phases of before, during,
and after instruction. Various linear and non-linear approaches to planning are offered. An
approach often used by experienced teachers, which begins with the desired results and then sets
the teaching experiences to achieve these, is presented. Writing clear objectives is critical, so
guidelines are provided. Traditionally, students begin lesson planning with the classic (Hunter)
model. Other models, including constructivist, are suggested. Ideas for designing units or
sequential lessons on a theme are included. A concern for practice teachers is that they need to
plan both for student learning and for personal professional growth using the TCP.


B. How to use this Chapter

Review the three openers to the chapter. How familiar are students with the objectives on
page 201, the ideas in the graphic organizer on page 202, and the TCP standards on page 203?
A suggested beginning to more sophisticated lesson planning is to have students design a lesson
plan using the elements in Appendix 7.3 on page 241. This is the classic framework. Variations
can occur once initial competence is achieved. The next task is to write observable objectives.
Time should be taken to practice objective design using the ideas on pages 209-213. This
includes writing objectives in the cognitive, psychomotor, and affective domains. Other lesson
elements (page 241) need to be practiced. It would be interesting to have students design sets
and closures that suit their subject majors and share these with classmates. Ideas on set and
closure are on pages 221-224. As always, plan lessons with the TCP standards in mind.
Students can be expected to design units in their specific school subjects if they are to
become secondary teachers and on thematic units if they are to become elementary teachers.
Students can begin with the major elements of the unit plan as a broad framework and then the
design of preliminary units for sharing and discussion. A useful checklist, which can be varied
according to preference, is included in Appendix 7.5 on page 243. Lesson and unit planning
should be carried out within the broader context of whole year or semester planning. On the
initial visits to schools or in pre-intern and internship experiences, it is useful to discuss the
broader aspects of planning with cooperating teachers.



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C. Useful Internet Resources

http://www.csbsju.edu/education/knowledgebase/knowledgebaseVII.htm

From the College of Saint Benedict, St. Johns University, MN, Education Department, here are
some research ideas for planning instruction.

http://scied.gsu.edu/Hassard/mos/con9.html

A constructivist lesson plan guide from Georgia State University.

http://www.nwlink.com/~donclark/hrd/learning/development.htm

A presentation on Gagnes nine steps of instruction and examples of other approaches including
constructivism. The source is Infinity Internet. (http://www.iinet.com/index.php)

http://www.boardofstudies.nsw.edu.au/archives/forum_learner/learner5.html

A useful study of constructivism from Board of Studies, New South Wales, Australia. The
material is by Peter Westwood.

http://www.library.ualberta.ca/subject/education/k12/prepplans/index.cfm

The University of Alberta has helpful resources. Here are definitions of lesson and unit planning
followed by resources and a guide to online lesson plans.

http://www.library.ualberta.ca/subject/education/k12/prepplans/index.cfm

From the Educators Reference Desk, this is a friendly approach to lesson planning.


D. Questions for Consideration

1. What are the advantages of the constructivist lesson planning approach?
2. What are the advantages of the Backward Design approach to lesson planning? (Pages
204-5). Shortcomings?
3. Examine the paragraph, Preparing Lesson Objectives, on page 209. Why must there be
congruence between objectives and assessment?
4. What unit planning approach works for you?
5. Can a concept map be a unit plan?
6. Do you recall your teachers using sets and closure? Why are they important to the
students you teach?
7. Why is it important to plan both for the children in your class and for your own
professional growth.
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E. Crossword: Facilitating Learning: Lesson and Unit
Planning and Delivery

Across:
1. A type of closure that comes from an unplanned opportunity.
4. She is well known for her direct instruction model.
5. A kind of concept map that is useful as an advance organizer.
6. In any lesson objectives and evaluation should match and be this.
7. A type of set that motivates and focuses attention.
8. A lesson where the teacher and the students build knowledge.
9. A description of the intent of and reasons for the lesson.
Down
2. Effective teachers should vary this to make lessons interesting to all.
3. Unit planning that integrates disciplines under a broad area.



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Chapter Seven: Crossword Solution





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Chapter Eight: Engaging Learners:
Questioning, Discussion, Seatwork, and Homework

A. Chapter Summary

This chapter has three distinct sections. Questioning is a daily activity of teachers. The
chapter gives guidelines and practices to avoid, and explores asking questions that promote
thinking and that extend the cognitive and affective level. Guidelines to effective discussions are
presented. Finally, approaches to homework and seatwork practices are offered.


B. How to use this Chapter

The chapter can be used as a thematic whole in terms of in class practices, or each key
element can be approached separately. The questioning section needs to be used in close
association with microteaching and in school practice. Practice the normal steps, try the ideas on
wait-time and question distribution. The section on questioning and cognitive level can be
explored in the college classroom. Students can design questions in association with lesson
plans. The grid on pages 252-253 is particularly useful.
The guidelines for discussion can also be practiced in the college classroom. Set up a
discussion topic (see activity 7 under Discussion on page 273) and assess the progress of the
discussion using Appendix 8.3 on page 276. In chapter 4 the Circle of Courage was discussed
as an aboriginal model for youth empowerment. In this chapter we offer the talking circle as an
aboriginal model for discussion.
Homework and seatwork practices make for interesting research. Examine the material
on pages 265-271. Have students then research the homework and seatwork practices of their
schools. The activities sections of the chapter have many other ideas.


C. Useful Internet Resources

http://www.ericdigests.org/1995-1/think.htm

An Eric Clearinghouse article on wait time also defined aptly as think time. The source is
http://www.ericdigests.org/

http://atozteacherstuff.com/pages/1884.shtml

Using think time and wait time skillfully in the classroom from A to Z teacher stuff. Home base:
http://www.atozteacherstuff.com/

http://www.aft.org/teachers/t2t/0103.htm

An article The Right Line of Questioning by AFT president Sandra Feldman. AFT is the
American Federation of Teachers founded in 1916. The home base is at http://www.aft.org/

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http://www.aft.org/teachers/t2t/0204.htm

Another article by the same author on The Great Homework Debate.

http://www.nwrel.org/scpd/sirs/3/cu5.html

Classroom Questioning by Kathleen Cotton and the School Improvement research Series (SIRS).

http://www.sedl.org/pubs/sedl-letter/v14n03/6.html

An SEDL (The Southwest Educational Development Laboratory) newsletter article by Leslie
Blair The Right Questions can Improve Student Learning and Thinking.


D. Questions for Consideration

1. Who do you think asks the most questions in class elementary teachers? Secondary
teachers? Students? Give reasons for your viewpoint.
2. Why is wait-time also called think time? Why is wait time often difficult for teachers to
practice?
3. How comfortable are you with asking questions that ask for judgment, synthesis, and
analysis as well as knowledge and understanding?
4. Would very young children appreciate higher-level questions?
5. Did you enjoy in class discussions? Why or why not?
6. What are your views on assigning homework?
7. How can you ensure that seatwork is not busy work?"





Although not quite frozen in time, the lesson is that change in schooling tends to be
an incremental rather than a radical thing, developed through a process of additions
rather than by inventing bold new formulas.

New Matilda.com 14 December, 2005
http://www.newmatilda.com/policytoolkit/policydetail.asp?PolicyID=250










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E. Crossword: Engaging Learners: Questioning,
Discussion, Seatwork, and Homework
Across
3. When the whole class answers a teachers questions.
5. An aboriginal approach to discussion groups. (Two words)
7. Relates to a knowledge level of thinking.
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1. Questions for which a response is not expected.
2. An academic integrity concern, especially with computer work.
4. Sometimes stated that this is the activity that elementary students most engage in.
6. A well-known researcher on homework policies.
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Chapter Eight: Crossword Solution

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Chapter Nine: Teaching Concepts

A. Chapter Summary

The teaching of concepts as developed in this chapter is approached as the teaching and
structuring of ideas. Teaching concepts is very much akin to teaching thinking, especially
analytical thinking in that ideas are understood more precisely and arranged into patterns.
Concepts are defined, seen as personal understandings, and the various types are defined.
Concepts relate to one another in hierarchies and can be better understood in concept maps. The
chapter looks at ways of teaching concepts. These approaches link with the chapter on learning
styles. Concepts can be taught hands on through concrete methods, or through picture and
abstract methods. The approach depends on the age and experience of students in school. An
example approach of teaching concepts is suggested (pages 291-295) beginning with an analysis
of the concept to be taught (See Concept Analysis Form - page 299).


B. How to use this Chapter

Teachers often find the teaching of concepts quite difficult. We suggest beginning with
the concept analysis form on page 299. Following the example, decide on the concept to be
taught and then create an analysis of your concept. If the terms conjunctive, disjunctive and
relational are difficult at this stage, leave these until greater experience has been gained. All the
other terms are straightforward and important to the effective teaching of concepts. Detailed
help in your analysis is on pages 291-295.
A very important decision for teaching a concept is whether the approach will be
concrete, (observing/doing with specific objects); pictorial, (using images), or symbolic or
abstract (using words). For young children, concepts can be effectively taught using objects or
pictures. Specific concrete objects or pictorial examples and non-examples can be displayed and
placed by the children in YES and NO trays depending on whether or not they see them as
examples of the concept you are teaching. Older students can handle symbolic and abstract
concepts such as justice, discovery etc.
When teaching concepts the key concern is encouraging thinking. This is why it is
important to have students eventually come up with a definition of the concept. Teaching
concepts is a model way of teaching inductively. Beginning with examples and non-examples,
discussion and exploration leads to definitions. Students enjoy webs and concept maps.
Children with learning difficulties seem to find concept maps helpful. Once a concept has been
taught it can be seen in relationship with other concepts. Examples are on page 285 (Solar
System) and 286 (Water). This is where the terms (super-ordinate, subordinate, and coordinate)
at the end of the concept analysis (page 299) become clear. The graphic organizer/concept map
on page 278 can be used as a review for this particular chapter as a clarifier of what has been
learned. There is one Teacher Competence Profile section on page 280. It is suggested that
when designing a professional target that this profile be divided into manageable sections for the
professional skills to be mastered.


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C. Useful Internet Resources

http://cmap.coginst.uwf.edu/info/

The Theory Underlying Concept Maps and How to Construct Them by Joseph D. Novak, Cornell
University. From an interesting site called Institute for Human and Machine Cognition (IHMC).
It has excellent concept maps and is well worth exploring.

http://library.uwf.edu/Tutorials/module_conceptmapping/content.htm

Another good site that defines and explains concept maps. The source is the University of West
Florida.

http://www.studygs.net/mapping/

A very creative site on concept and mind mapping. The source is Study Guides and Strategies
http://www.studygs.net/


D. Questions for Consideration

1. What is a concept?
2. Teachers often say that the direct teaching of concepts is difficult. Do you agree with this?
3. Students who have learning difficulties can often create very meaningful concept maps,
whereas they might have difficulty expressing the same ideas in written form. Why might
this be a valid statement? Do you agree?
4. To conceptualize means to understand. How does this apply to teaching concepts?





I think we make a huge mistake in that we hire teachers, put them in the classroom - and
that's it," said Jack Darcey, West Hartford's board of education chairman. "I think it's a
shame there isn't more done to reinvigorate them, help them refine what they are doing."

Hartford Courant Courant.com December 11, 2005
http://www.courant.com/news/education/hc-latestart.artdec11,0,2763211.story?coll=hc-
headlines-education
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E. Crossword: Teaching Concepts

Across
3. Like a web. Or a type of thought.
5. A strike could be this type of concept.
7. A mental construct.
8. Not a non-example!
Down
1. At the top of the hierarchy.
2. These can be critical parts of concepts.
4. Would Sherlock Holmes have liked this?
6. A visual or pictorial approach.

























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Chapter Ten: Teaching Skills

A. Chapter Summary

The teaching of skills is often neglected in texts on teaching. This is quite odd because
teaching skills in schools is so common. Perhaps this is because we tend to think of skills in
terms of physical skills as in physical education classes. Yet there are cognitive skills, such as
writing a paragraph or affective skills such as having a successful interview.
This chapter looks at the broader picture in examining the nature of skills. Cognitive,
affective, and psychomotor skills are addressed. The principles of successful skill teaching are
detailed and specific stages in teaching skills (pages 315-317) are given. As with the teaching of
concepts, an analysis of the task is suggested (pages 318-321). Guidelines for lesson planning
are included. Similar to teaching skills is the task of demonstrating. Procedures and principles
of effective demonstration are outlined.


B. How to use this Chapter

After the principles of skill teaching have been explored through reading the chapter, it is
recommended that students create and demonstrate skill-based lessons in microteaching labs.
The lessons, in this case, can be on skills at which the students feel particularly adept or practice
frequently. (An interesting range can include, the Heimlich maneuver, waiting on tables in a
restaurant, sports skills, correct use of a map, etc.) When planning the lesson, students should
use: Preparing to Teach a Skill (pages 315-317) and Task Analysis (pages 317-321).
Similarly, students should design and give a demonstration. This is particularly
important in science, health and arts lessons. As in the previous chapter, we suggest that the
concept map on page 307 be used as a closure or review by the class. The Teacher Competence
Profile provides a framework for designing the professional target and data material.


C. Useful Internet Resources

http://teacherworld.com/potdale.html

A nice graphic example of Dales Cone of Experience form Bloomsburg University. The key
site is http://teacherworld.com/potdale.html

http://classweb.gmu.edu/ndabbagh/Resources/Resources2/hierarchy_vs_procedural.htm

A thorough explanation of the difference between a procedural and a hierarchical task analysis.
The source is George Mason University.

http://www.umich.edu/~ed626/Dick_Carey/dc.html

A graphic and text explanation of the Dick and Carey model discussed in this chapter. The
source is the University of Michigan.

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D. Questions for Consideration

1. Do we as teachers tend to teach the what more than we teach how?
2. Why is it useful to do a task analysis of a skill before teaching the skill?
3. Consider skills you are good at. How did you achieve this competence?




England's 430,000 teachers have received an invitation from the Training and
Development Agency for Schools (TDA) to have their say on the revision of standards
for classroom teachers.

The review is intended to bring coherence to the four sets of existing standards (QTS,
Induction, Senior Teacher (threshold) and AST) and to develop standards for the
Excellent Teacher Scheme.

The aim of the review is to achieve a framework of professional standards which will be
a reference point for teachers as they plan and review their professional development.
The revised framework will establish clear career pathways, from initial teacher training
through to Excellent Teacher and Advanced Skills Teacher, and give teachers a clear
understanding of the requirements they need to progress to the next stage in their career.

NGfL National Grid for Learning
http://www.ngfl.gov.uk/news.jsp?sec=5&cat=99&res=89306

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E. Crossword: Teaching Skills
Across
6. The act of demonstrating by the teacher.
7. A teacher centered approach to teaching a skill.
Down
1. A level of ability when a skill is fully mastered.
2. Feedback that describes accurately what is done well.
3. Something learned in one skill that can be applied to another skill.
4. A teaching approach that stresses discovery.
5. A chain of operations performed in sequence.

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Chapter Ten: Crossword Solution

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Chapter Eleven: Direct Instruction and
Individual Study

A. Chapter Summary

The study of what we have termed the big five instructional strategies begins in this
chapter and runs through chapters 11 to 13. These are the teaching strategies that have been
mastered by effective teachers. The big five strategies necessarily incorporate communication
and interpersonal skills, teaching for diversity, motivation, assessment and evaluation, classroom
management, lesson planning, questioning, concept teaching, and skill teaching. The direct
instruction and individual study strategies are presented in this chapter.
Direct Instruction is often the most common teaching approach. It has a long heritage in
school and university. It is often maligned and misunderstood and sometimes overused. The
nature and possibilities of direct instruction are examined and contrasted with a constructivist
approach. Ideas for effective and creative direct instruction are given.
It is important that children learn to be self-motivated and capable of independent study.
The chapter examines the importance of individual study, presents examples of individual study
methods. Computer technology has revolutionized individual study. Trends and possibilities of
computers in the classroom (and at home) are examined. Learning centers are popular in early
years education. Finally, good individual study requires that students be taught study skills.
These are explored as are mastery learning and focused imaging.


B. How to use this Chapter

To begin, students can review their own experiences with direct instruction. When was it
effective? Why? Was it the result of the knowledge and skill of the instructor? Students can
study the direct instruction methods and tips on pages 343-345 and design and present a lesson
that incorporates these. The section on constructivism on pages 341-343 can be read and the
value of the two approaches debated. Students can prepare a lesson for their field experience
using the TCP on page 339.
The kinds of individual study methods on page 353 can be reviewed. How many are
familiar? We suggest the class research and present possibilities from the list. For example, one
group could present on projects, another on learning centers and another on computer-assisted
instruction. The TCP on page 352 can be used to plan lessons that incorporate individual study
methods. Finally, although individual study means a student working alone, it could involve a
group of students working without direct teacher involvement.




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C. Useful Internet Resources

http://www.jefflindsay.com/EducData.shtml

An interesting discussion: What the data really shows: Direct instruction really works! The
dirtiest little secret from the biggest education study ever.

http://www.nifdi.org/

Another site that favors direct instruction. From the National Institute for Direct Instruction
(NIFDI). Detailed discussion and excellent resources.

http://www.teach-nology.com/teachers/methods/models/direct/

This well laid out site discusses direct instruction with a good analysis of the work of Madeline
Hunter. From Teachnology: The web portal for teachers.

http://chiron.valdosta.edu/whuitt/col/instruct/dirprn.html

This site contains a summary of the principles of direct instruction. Key models are examined:
Slavin, Huitt, McCarthy, and Madeline Hunter. From Valdosta State University, GA.

http://www.coe.uh.edu/courses/cuin6373/idhistory/individualized_instruction.html

An intriguing site that contains much of the history and development of individualized
instruction. The source is the University of Houston, College of Education.

http://www.thejournal.com/magazine/vault/A4686.cfm

A very interesting article: Individualized Instruction for Improved Student Achievement -
Education's 'Holy Grail' by Sloane O'Neal, Vice President, CompassLearning. The
home site is at http://www.thejournal.com/
http://www.dropoutprevention.org/effstrat/indiv_instruct/indiv_over.htm
Individual instruction is often seen as the answer for those who do not do well with
traditional instruction. The National Dropout Prevention Center/Network (NDPC/N)
gives an overview of individual instruction in special education.
http://www.saskschools.ca/
An excellent site with a very useful list of web-based resources

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D. Questions for Consideration

1. How does direct instruction apply to your subject or age level?
2. Under what teaching circumstances is direct instruction the best approach?
3. Does the highly structured nature of direct instruction suit students with learning difficulties?
4. How has the computer revolutionized individual instruction? Advantages? Disadvantages?
5. Why is it important for a child to learn alone?
6. What did you most enjoy about learning alone?





'Scrap Education BA and move to a post-graduate profession'
Western Mail January 19, 2006
Oxford professor's review of teacher training in Wales splits the unions with his radical
proposals. Aled Blake reports
PLANS to scrap education degrees in Wales have been put forward by a task force
charged with reviewing teacher training.
A report by Oxford professor of education John Furlong on Initial Teacher Training,
suggests ending the degree in education in Wales to be replaced by new courses.
Prof Furlong has recommended that Education Minister Jane Davidson instead makes
teaching a post-graduate only profession.

http://icwales.icnetwork.co.uk/0100news/0200wales/tm_objectid=16600579&method=fu
ll&siteid=50082&headline=--scrap-education-ba-and-move-to-a--post-graduate-
profession--name_page.html
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E. Crossword: Direct Instruction and Individual
Study
Across
1. Building knowledge with the students - the opposite of direct instruction?
4. A type of focus similar to daydreaming?
6. A well-known direct instruction method.
7. When the teacher carefully structures questions.
Down
1. A helpful electronic tool.
2. A general teaching approach that can include many methods.
3. A form of study where the student is actively involved with the content.
5. A specific teaching approach (e.g. using a DVD).

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Chapter Twelve: The Indirect and Experiential
Instruction Strategies

A. Chapter Summary

Indirect instruction could be the final chapter in a text on teaching strategies. When
school students learn a topic through direct instruction, have increased their awareness through
individual research, shared ideas through interactive group approaches and gained insights
through experiential learning, it can all be brought together through an indirect approach.
Indirect instruction is the drawing out of knowledge from students. Indirect instruction occurs
through inquiry learning and inductive teaching. The teacher takes students from specific
examples to general principles.
Experiential learning is usually much enjoyed and remembered by students. The nature
and purposes of experiential learning are discussed with particular emphasis on the Kolb model
and its experiential learning cycle. A more recent Exeter experiential learning model is
examined. This model has been used in outdoor learning experiences. Other forms of
experiential learning such as simulations and role-playing are reviewed.


B. How to use this Chapter

This chapter can be used while preparing field lessons as part of pre-internship and
internship. Indirect instruction is an approach for the teacher with some experience. It needs
careful planning, especially for the development and closure parts of a lesson. We suggest that
the guided and unguided inquiry sections (pages 370-375) be read and discussed and lesson plans
prepared accordingly. Indirect instruction can be used by the teacher as part of the extended set
of a lesson. This would involve exploration of what the students in the classroom might know
about a topic. In essence, this would be an inductive lesson. Use the TCP guidelines in planning
lessons (page 368).
For experiential learning, teachers often emphasize experience itself. It is critical that the
experience is followed by sharing ideas and principles, by analysis of these shared experiences
and by reflection/observations (in writing or orally). In other words, the experience does not
have real meaning until there is follow up. (See the Kolb Experiential Learning Cycle on page
385 and the Exeter Cycle on page 387). Pre-internship and internship experiences are
experiential learning, hence the importance of reflection and sharing. Students could design a
lesson and professional data sheet using the TCP on page 379.


C. Useful Internet Resources

http://reviewing.co.uk/research/experiential.learning.htm

A valuable site that examines experiential learning articles and critiques of David Kolbs theory.

http://www.rmit.edu.au/

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From RMIT University, Melbourne, Australia. This site has an excellent resources base. There
is excellent material on experiential learning. Resources for this strategy are presented.

http://edweb.sdsu.edu/people/bdodge/Active/ActiveLearning.html

Although active learning is not the same as experiential education, there are links. The site, from
San Diego State University, gives a good idea on the nature of active learning.

http://www.rmit.edu.au/browse/Our%20Organisation%2FTeaching%20and%20Learning%2FSu
pporting%20Learning%2FLearning%20Activities%2FExperiential/

A comprehensive reading list on the experiential learning cycle. The source is the Outdoor
Education Research and Evaluation Center at: http://www.wilderdom.com/research.html

http://www.wilderdom.com/research.html

An excellent site on experiential learning and experiential education.

http://www.wilderdom.com/experiential/elc/ExperientialLearningCycle.htm

An overview of 9 experiential learning cycles models. Same source as the above site:
http://www.wilderdom.com/research.html


D. Questions for Consideration

1. Is indirect instruction the most difficult to master? Why or why not?
2. Is indirect instruction inductive teaching?
3. Experiential learning is logically followed by indirect instruction. Do you agree?
4. To what extent is reflection the critical element of experiential learning?




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E. Crossword: The Indirect and Experiential
Instruction Strategies


Across
3. A student centered instructional strategy.
4. From the example to the rule.
5. An important thoughtful personal follow-up to an experience.
7. Living through an event.
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1. To ask about or search into.
2. A form of learning that recreates events.
6. He created a well-known cycle of experiential learning.
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Chapter Twelve: Crossword Solution






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Chapter Thirteen: The Collaborative Learning
Strategy

A. Chapter Summary

Two major approaches to interactive learning are presented under the term collaborative
learning. These are basic group work and cooperative learning. For successful group work, the
class must be able to work together as a whole. The norms for fostering and maintaining group
development are presented followed by suggestions for effective small group work.
Cooperative learning, in contrast, emphasizes that each member of a group has specific
responsibilities for contributing to the group. The group cannot function properly and students
cannot learn from one another unless each contributes. Cooperative learning approaches such as
the jigsaw are examined. Other examples are group investigation and cooperative games.


B. How to use this Chapter

Both approaches can be studied and practiced in the college classroom prior to attempting
them in the field. Students can design and share the methods suggested on pages 404-408. They
can take standard lessons and redesign them incorporating group strategies. These include
brainstorming, think-pair-share, problem solving and tutorial groups. The jigsaw can be
modeled and the group approaches on pages 404-408 examined, using a jigsaw. The objectives
listed on page 394 can be used. The graphic organizer on page 395 for closure can foster
mastery of the essentials. The TCP for group work is on pages 395 and 396. These can be used
to design professional targets.


C. Useful Internet Resources

http://www.co-operation.org/

This key site on cooperative learning from the Cooperative Learning Center at the University of
Minnesota is co-directed by Roger and David Johnson. They have produced extensive and
significant work on cooperative learning.

http://olc.spsd.sk.ca/DE/PD/instr/strats/jigsaw/

This site, Instructional Strategies Online, has a wealth of material on the major teaching
strategies. Helpful guidelines on the jigsaw cooperative learning strategy are given. We
recommend visiting the other strategies described on this site.

http://www.jigsaw.org/

A site devoted to the jigsaw classroom. Extremely helpful to teachers who wish to design jigsaw
approaches. Good material on Elliot Aronson who, with his students at the University of Texas
and the University of California, developed the jigsaw method in the 1970s.
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http://www.newhorizons.org/strategies/cooperative/johnson_books.htm

From New Horizons for Learning, a cooperative learning reading list.

http://eppi.ioe.ac.uk/EPPIWebContent/reel/review_groups/science/review_one_references_all.ht
m

A comprehensive reading list on the use of small group discussions in science teaching.

http://www.ncsu.edu/felder-public/Cooperative_Learning.html

The work of Richard Felder on active and cooperative learning is presented.


D. Questions for Consideration

1. What are the advantages of small group learning?
2. To what extent does your subject or age group suit group work?
3. The jigsaw is a powerful learning method for all ages. Do you agree?
4. How would you assess pupils involvement in cooperative learning?




This debate over content vs. method takes on new significance now that the
federal No Child Left Behind law requires states to certify in the next three
years that all of their classroom teachers are highly qualified.
Washington Post July 9, 2002
http://www.washingtonpost.com/wp-dyn/articles/A41591-2002Jul8.html
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E. Crossword: The Collaborative Learning Strategy

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4. In assigned roles this student gets discussion underway.
5. Students think, pair and then they do this.
6. In which participants come up with as many ideas as possible.
7. Students rely upon one another.
Down
1. Where students teach other students. (Two words)
2. A well-known and popular cooperative learning approach.
3. An approach to learning that involves interaction.
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Chapter Thirteen: Crossword Solution

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Chapter Fourteen: Teaching for Thinking and
Problem-Based Learning

A. Chapter Summary

The final chapter is devoted to teaching for thinking and problem-based learning.
Suggestions are given for how to plan a lesson that stresses thinking skills. (All lessons teach
thinking!) Classic thinking operations are presented, such as classifying and summarizing.
These skills can be specifically taught. They parallel and are similar to the core thinking skills of
Marzano et al. The essential difference between critical and creative thinking, as well as
suggested methods to teach these, is examined. Problem-based learning is a particular approach
to teaching thinking skills. Its methods and characteristics are presented.


B. How to use this Chapter

There is some debate on whether thinking skills should be specifically taught or
incorporated into an existing lesson. One might specifically teach students a skill such as how to
classify; or, classification skills might be developed in a lesson that has its focus on insects and
how they are classified. In the latter, the classification skill is taught but incidentally as part of
the lesson. Both approaches can work. The point is, students need to be taught thinking skills.
Using Wasserman (pages 449-451) is a good beginning. Many interesting exercises can be
designed to have students master the skills of comparing, observing, classifying, etc. Exercises
can also be designed for the Marzano et al. approach (pages 451-453). It might be useful for the
class to design and share various exercises using both methods. A class discussion can be held
on whether the students prefer the product to the process approach (Page 454). The TCP
guidelines for teaching thinking skills are on page 446. Lessons can be designed or re-designed
using these professional skills.
Teaching creativity is more complex. Creativity can be encouraged and developed rather
than taught specifically. Rothstein, on page 463-464, has suggestions for encouraging creativity.
These can be tried during field experiences and a record of results kept. Consider what mind
stretching exercises are possible. Another possibility is to invite guests from the fine arts and
music faculties to discuss and share what they consider to be creativity. Students can brainstorm
truly creative people and consider what makes them creative. Can this be applied to teaching?

C. Useful Internet Resources

http://www.criticalthinking.org/

This site has many resources for the teacher. Of particular value is the section about critical
thinking. Sumners definition of critical thinking has a helpful emphasis that critical thinking is
the result of education and training. The questions and answers section can promote discussion.

http://msg.calsnet.arizona.edu/fcs/content.cfm?content=creativity

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Interesting ideas and approaches to creativity from the National 4H Council and the University
of Arizona.

http://www.kidsource.com/kidsource/content/academic_creativity.html

An ERIC Digest paper Fostering Academic Creativity in Gifted Students by Paul
Torrance and Kathy Goff. How the teacher can foster creativity by creative questions
and other methods is shown.
http://www.csun.edu/~vceed002/ref/reasoning/problem_solving/problem_solving.htm
A useful glossary of thinking skills terms from: Alvino, J. "A Glossary of Thinking-Skills
Terms." LEARNING 18/6 (1990): 50.
http://www.sasked.gov.sk.ca/docs/social30/ability.html
The Government of Saskatchewan, Saskatchewan Learning web site has excellent ideas
for teachers. Approaches to thinking skills are shown. The home site (below) will lead
you to a wealth of material on teaching. See:
http://www.sasked.gov.sk.ca/branches/curr/evergreen/index.shtml
http://www.svsu.edu/~efs/index.html
From Saginaw Valley State University, material on brain-based learning and thinking
skills.

D. Questions for Consideration

1. Should critical thinking be taught directly?
2. Can students be taught to transfer their thinking skills from subject to subject?
3. Why are thinking skills stressed more in todays educational systems?
4. Could there be a school class devoted exclusively to thinking and problem solving skills?
5. Do you teach, encourage, or create opportunities for creative thinking?
6. What strategy would best suit creative thinking?












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E. Crossword: Teaching for Thinking and
Problem-Based learning

Across
3. Problem based learning.
5. A type of original thinking.
6. A well-known American educator.
7. Known for the cognitive taxonomy.
8. A Swiss psychologist.
Down
1. Coming up with a variety of possible explanations
for a question or problem.
2. He developed a core thinking skills approach.
4. A Russian psychologist.


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Chapter Fourteen: Crossword Solution

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Epilogue: The Field Experience

A. Summary

The Epilogue is designed to help the pre-service teacher have a positive field experience.
All competencies examined so far in the text set the standards for effective teaching. The
competencies in the Epilogue highlight the professional standards expected of a preservice
teacher during teaching practice in schools such as personal initiative, flexibility, dependability,
and interest in teaching.


B. How to have a Successful Field Experience

The intern should review all the TCP descriptors and formulate plans for meeting the
standards for a successful field experience. Many of the descriptors could be discussed prior to a
field experience. Some descriptors could be selected for school experiences during the earlier or
shorter blocks of student teaching. They should be regularly reviewed with the cooperating
teacher and a record kept. Reflection on how professional growth is occurring should be kept.
The full TCP form can be used for monthly discussions between cooperating teacher and
intern, and for the final evaluation. Monthly reviews are critical--there should be no surprises
at the end of internship. The TCP descriptors could be used as a summative evaluation tool.


A Suggested Internship Plan

Partnerships: A partnership between college, school boards, government departments of
education and teacher associations is strongly recommended. It is in the interest of these
stakeholders that teachers be well prepared. Ideally school boards provide the support systems
for cooperating teachers and ensure paid educational leave for teachers to attend internship
preparation workshops.

Workshops: A workshop in which intern, cooperating teacher, seminar leaders and faculty
adviser meet together to prepare for internship is invaluable. A workshop could take many forms
depending on time availability and budget.

Nature of the workshop: An off campus 2-4 day shared experience with groups of
intern/seminar pairs (about 4 pairs) under the leadership of two experienced teachers or
university faculty. The off campus element is important so interns are away from the university
or college and teachers are away from the school and home distractions. This facilitates a shared
partnership approach. The workshop elements could include:

! A dialogue. An opportunity for cooperating teacher to discuss their ideas on education and
teaching. Many models exist. One is that the pair follows a series of structured
conversational stems such as: While teaching I . . . ; My strongest belief about teaching
is . . . ; I think internship involves . . . . The exercise builds understanding and trust
between the professional pair.
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! Exercises in communication. Communication between the pair is vital. A major cause of
breakdown in internship is failure to communicate. Many communication exercises exist and
are common in professional seminars. Examples are in the text chapter on communication
and interpersonal skills.

! The Professional Development Process: As a group, review the Professional Development
Process (PDP). This is an exploration of the professional working relationship between
intern and cooperating teacher. It includes discussion of the nature of pre-conferencing,
lesson observation, target setting, data collection, feedback and post-conferencing.
Experienced cooperating teachers can be helpful to new cooperating teachers. Interns share
their university theory with cooperating teachers,

! Examining targets and assessment. This is critical. Aspects of the TCP can be examined
and each pair can take a descriptor section (say questioning or behavior management), and
together design target/data sheets and then share these with the other pairs. This ensures an
agreed upon approach to professional development.

! Microteaching. Intern and cooperating pairs should run through the cycle of pre-conference,
teaching and data collecting, and post-conference in front of other participants. Each intern
will design an 8-minute lesson and a professional target. Interns take turns to teach and their
cooperating teachers will gather data, which will be shared in post-conferences.

! Contract. We strongly suggest that intern and cooperating teacher pairs prepare and agree
on a contract on how the internship experience will occur (including each persons role and
duties). A typical contract includes housekeeping items (arrival times at school, departure
times, parking etc.); extracurricular involvement, teaching workload (how many lessons
taught opening weeks and when to take on a full teaching load, reducing the number of
classes taught in closing weeks of internship, and evaluation of the intern (frequency and
time for pre and post conferences). Many other items are possible. To save time, a template
of typical items can be pre-designed for the seminar. This can anticipate and prevent many
problems.

! Problem Solving: Problems can occur during internship. Discussion and exploration of
problem solving approaches can be a useful session. Interns invest a great amount of time,
effort, and cost into the internship experience. It is usually a pleasurable and valuable
experience and the highlight of teacher training. It is important that possible problems be
headed off.

! Others: There are many models of internship workshops. Some universities and colleges of
education post their approaches.

Assessment Reviews: We suggest that assessment reviews of the interns progress be
conducted at least once a month. These should be done together. A TCP form suitable
for final evaluation is presented in section II of this manual. Consultation with the
faculty advisor may occur and is desirable; the cooperating teacher as a representative of
the teaching profession should complete the final evaluation. All the items indicated on
the TCP should be supported with evidence from the classroom and other observations.
The faculty advisor, cooperating teacher and intern need to cooperate frequently
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throughout the internship. We recommend at least 5-6 faculty advisor visits to the
school.
The intern should review the descriptors in this section and carefully plan how to
meet the standards to have a successful field experience. Many of the descriptors could
form a framework for discussion prior to a field experience. Some of the descriptors
could be selected for initial experience in schools during the shorter or earlier blocks
prior to internship. They should be reviewed on a regular basis with the cooperating
teacher and a record kept. The student teacher should also reflect on how these
professional competencies are being met.
The full TCP forms the basis for overall goals for monthly formative discussions
between cooperating teacher and intern and the final evaluation of the intern. Monthly
reviews are critical---there should be no surprises at the end of internship. At the
conclusion of internship, the descriptors would be used as an overall evaluation tool.

C. Useful Internet Resources

http://www.emich.edu/NCATE1997/Docs/I.H.3/I.H.3.1/ST/Default.html

This site contains the Student Teaching Handbook of Eastern Michigan University. It has
clear guidelines for the student teacher, cooperating teacher, and university supervisor.
The Appendix section is very helpful. It allows an interesting comparison with the ideas
stressed in this text. It has a sample unit outline, material on instructional strategies,
guidelines for classroom management, and many useful examples for internship. Many
universities and colleges of education provide outlines of their teacher education
programs. They have good comparative ideas.

http://education.uregina.ca/iteachered/
This site from the University of Regina, Saskatchewan, Canada has excellent ideas for
using technology in the classroom, especially in relationship to the internship experience.

http://www.ed.uiuc.edu/EPS/PES-yearbook/1998/wortham.html

An extremely interesting article: Knowledge and Action in Classroom Practice: A
Dialogic Approach, by Stanton Wortham of Bates College. The article is from the
Philosophy of Education Yearbook, 1998. The site will take you to an article by Barbara
Duncan of the University of Illinois.

http://www.ncate.org/
The site of the National Council for Accreditation of Teacher Education. (NCATE). It is
a useful site. The newsletter provides updates on issues in teacher education.
http://www.ate1.org/pubs/Home.cfm
This is the website for the Association of Teacher Educators (ATE). The resources
section provides valuable links and materials.
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http://www.tda.gov.uk/
This is the Training and Development Agency for Schools. This UK site provides
interesting comparisons to North American concerns. The Issues Section has material on
behavior management, special needs, diversity and assessment. Each section on these
topics has comprehensive external links.
http://www.thirteen.org/edonline/ntti/
The National Teacher Training Institute (NTTI) has in its resources section information
on video resources, internet resources, lesson plans, and workshops.
http://education.guardian.co.uk/
The Guardian newspaper in the UK runs a weekly special on education news. Many of
the articles provide stimulating ideas on different education ideas. The articles often
discuss American approaches to education and offer, therefore, a fresh look at North
American Issues.


A record number of schoolteachers took extended sick leave in the last
academic year, more than half of them for psychiatric reasons, according to an
Education, Science and Technology Ministry survey. . . . The number of
teachers taking sick leave for psychiatric disorders is increasing every year.
According to the survey, 0.39 percent of all teachers took sick leave for these
ailments last year, a figure three times larger than 10 years ago. What are the
reasons for this increase?

Daily Yomiuri Online (Japan) December 21, 2005
http://www.yomiuri.co.jp/dy/national/20051222TDY04003.htm


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IV. Test Bank


1. Introduction

Both knowledge and execution are needed! Intending or practicing teachers need to
"know about" effective instruction and be able to "do" effective instruction.
Probably the best way to assess teacher education students or practicing teachers is
as they engage in personal professional development, at least in the summative sense,
through their performance over a reasonable period. In the formative sense, assessment
can be done through:
(a) observation of performance of a particular model, strategy, method or skill;
(b) responses to cases studies; and
(c) oral or written testing.
Higher-level understanding can be assessed through performance on a. and b. The
data collection instruments included in the text can be used to assist observation of
performance. The cases provided in the text can be used to assess ability to make
decisions about the material discussed in each chapter. The test items that follow can be
used to test understanding of the terms, concepts, principles, practices and procedures
involved in instruction.
Assessment can be done by the preservice or inservice teacher education instructor
or by individual teacher education students or practicing teachers. The items can be
assigned and taken up by the instructor or used as the instructor prepares a written
examination. Alternately, students--individually or in small groups--can be asked to do
the test items and then correct them themselves by referring to the text and their notes.
Students should be instructed to select the BEST or most complete answer from the
alternatives. The answer intended to be correct is marked with an asterisk (*).

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PART I
Aspects of Teaching

Chapter 1
Teacher Preparation: Becoming a Professional Teacher

1. Which of these best reflects the existing body of knowledge about teaching: a.
very little is known, b. the scientific foundation is very small, c. a significant
amount is now known*, d. the amount known is extensive and nearly complete

2. The goal of teacher preparation should be to: a. prepare technically proficient
instructors, b. prepare self-analyzing, learner-centered, interdependent decision-
makers*, c. provide teachers with a large number of techniques and procedures, d.
prepare teachers who have a well-developed personal philosophy of education

3. Which of the following is NOT one of the major themes found to be characteristic
of effective and ineffective teachers: a. scholarship in the content disciplines, b.
emotional environment, c. teacher motivation*, d. student participation

4. The major concern of beginning teachers is: a. knowledge of subject matter, b.
knowledge of the school system, c. getting along with the administration and
other staff, d. survival*

5. Good teacher preparation ensures that graduates have: a. A non education
undergraduate degree, which is sufficient if the graduate has a strong desire to
work with students, b. Content knowledge, on campus education courses in
foundations (psychology, philosophy, administration and philosophy) and
methods, followed by a practicum, c. Content knowledge, foundations courses,
and methods courses linked to on and off campus supervised practica*, d. Content
courses, on campus education courses in foundations and methods and special
education, followed by a practicum

6. The teacher training model recommended in your text is a cycle of: a. theory,
microteaching, school classroom teaching and observation and reflection, b.
theory, reflection, microteaching, reflection, classroom teaching and reflection*,
c. classroom teaching, feedback and reflection, theory, microteaching and
reflection, d. pre testing, theory, reflection, microteaching, classroom teaching
and reflection

7. Effective teachers recognize that: a. the technical, humanistic and reflective
aspects of teaching are fundamental and interrelated*, b. emphasis must be placed
on humanistic ideals, reflective decision-making and experience, c. there be
congruence between the natural organization of a subject discipline and
instruction, d. none of the above

8. The degree of growth through the professional development process is heavily
dependent on: a. having someone tell you what you did right or wrong, b.
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provision of solicited nonjudgmental feedback and personal reflection*, c.
reflection on what you were told did not go well and how you can improve, d.
careful selection of a good variety of targets to be the focus of your next lesson

9. A constructivist view of teacher education requires for coursework that there be:
a. emphasis on experiences; b. active involvement, c. reflection d. all of the
above*

10. Which of the following is not an identified stage in learning teaching
competencies: a. awkward, b. internalized, c. confident*, d. consciously
competent

11. Professional targets are written to: a. describe what the professional teacher is to
do, b. describe expected steps in the development of a lesson, c. provide a
professional standard for the degree of student learning, d. provide a focus for
personal professional development*

12. Most teacher education authorities now believe the best approach to is known as:
developmental, b. constructivist*, c. scaffolding, d. humanistic

13. Danielson has provided a framework for effective teaching and checklist. This
refers to: a. planning and preparation, administration, instruction, and
professional development b. planning and preparation, routines and procedures,
instruction, and professional responsibilities, c. planning and preparation,
classroom environment, instruction, and educational technology, d. planning and
preparation, classroom environment, instruction, and professional
responsibilities*

14. Which of the following reflect what Danielson said about the use of her
framework and rubrics: a. It provides a formula that should be followed by
student teachers, b. The framework should be used as a guide but not as a rigid
formula*, c. These are best used with preservice teachers, d. These are effective
tools for administrators when working with teachers

15. National standards for novice teachers are set by which of the following: a.
PRAXIS, b, INTASC*, c. NTE, d. NCLB

16. When skills and strategies are to be learned, the Professional Development Model
for preservice teachers proposed in the text is that this should be done mainly
through: a. instructor presentation, discussions, and case study; b. presentations
and readings followed by class discussions and case study; c. readings followed
by written reflection, discussion and then practice teaching, d. a sequence of class
activities, microteaching and in-school practice teaching*.

17. The teacher preparation model in this text called the Professional Development
Process, has these components: a. the supervisory cycle, the theory with practice
relationship, and the helping relationship, b. broad general education, teaching
strategies, and child development and learning theory, c. study, practice,
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reflection, and further practice, d. broad general education, foundational
knowledge, and school practice with feedback.

18. The emphasis in conferencing prior to and following teaching a lesson is for a
teacher to: a. receive direction on how to practice a target and, after practice, how
to improve, b. to select a target and formulate plans for practicing it, practice, and
then being told what went well and what needs improvement, c. to present a plan
for practicing a target and get feedback regarding success or lack of it and to
receive suggestions for improvement and then practice it again, d. to share plans
and suggest data collection for a target attempt, obtain objective, non judgmental
data, and suggest future action*

19. The main purpose of the Teacher Competence Profile (TCP) provided in the text
is intended to: a. help you identify the competencies mastered by an effective
teacher, .b. analyze your capability with a competence and formulate plans for
improvement*, c. have you identify what should not be done and get feedback; d.
have an observer base his or her feedback on what should be done, not on what
should not be done,


Chapter 2
Communication and Interpersonal Skills

1. Which statement best describes the role of a teacher: a. The teacher is a
knowledge disseminator, b. The teacher, in the classroom, takes on the duties of a
caring parent, c. The teacher helps students develop their intellectual capabilities,
d. The teacher is a learning facilitator*

2. The JOHARI window is: a. a device used to increase self-knowledge*, b. a
method used in group therapy, c. A technique use to improve verbal
communication, d. none of the above

3. The windows in the JOHARI window are: a. known, soon to be known,
unknown, never to be known, b. known, unknown public, private, c. public,
private, blind, and unknown, d. hidden, unknown, public, and blind*

4. Communication can be defined as: a. the process of getting your point across, b.
the transfer of meaning*, c. sending and receiving messages, d. developing and
using symbols

5. Communication occurs through: a. verbal stimuli, b. nonverbal stimuli, c.
intended and non intended stimuli, d. all of the above*

6. Communication congruence occurs when: a. the sender and receiver agree on an
issue, b. the message sent is the same as the message received*, c. the sender and
receiver have much in common, d. all of the above

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7. Which of the following most closely represents or is connected to feelings: a.
nonverbal communication*, b. verbal communication, c. written communication,
d. the above are equally connected to feelings

8. Communication may be described as: a. people talking to each other, b. the use of
skills like paraphrasing and perception checking, c. expressing mental constructs
and feelings*, d. clear, unequivocal enunciation

9. The under girding capability or characteristic of an effective helper is: a.
openness, b. unconditional regard, c. respect, d. empathy*

10. People accept help from those they: a. respect, b. trust*, c. fear, d. admire

11. We can establish trust and openness in a relationship through: a. storytelling and
disclosure, b. placating and feedback, c. role reversal and disclosure, d. disclosure
and feedback*

12. When you state another's ideas in your own words or give an example of what
you think the person is talking about, you are: a. perception checking, b.
paraphrasing*, c. describing feelings, d. describing behavior

13. When you describe what you think another's emotional state is, you are using: a.
paraphrasing, b. perception checking*, c. feelings description, d. behavior
description

14. The interpersonal skills of paraphrasing and perception checking are used by a
teacher to: a. help a student to understand the teacher better, b. help the teacher
understand the student better*, c. help in the development of student listening
skills, d. help the teacher describe his inner state to students

15. Which two interpersonal skills are used to help you be understood by the other
person: a. paraphrasing and perception checking, b. paraphrasing and behavior
description, c. behavior description and perception checking, d. feelings
description and behavior description*

16. Teachers should listen and expect students to listen. Responsive listening is
critical. It means: a. always answer students' questions and always respond to
their questions, b. when another person is talking you think about what you're
going to say when s/he's done, c. listening involves more than silence and
includes checking for meaning and feelings*, d. making sure you and the person
to whom you are speaking have equal "air time"

17. Teachers find many ways of life or cultures in their classroom. Which of the
following is a practice that should NOT be followed? a. Respect differences but
the curriculum and how it is taught need to be uniform*, b. seek commonalities
to help build intercultural respect, c. adapt curriculum to suit individuals in the
class and their preferred learning styles, d. propose and follow principles for
building a harmonious classroom community.

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Chapter 3
Teaching for Diversity

1. A person's learning style refers to: a. how well and how much that person can
learn, b. the kind of content, declarative or procedural, that a student learns best,
c. the way a person perceives, grasps and processes knowledge*, d. the kinds of
subjects a student prefers and learns best

2. Which of the following beliefs about student learning is the least often true: a.
students learn best in a setting that is quiet*, b. some students learn well when
perfectly still; others need to move about, c. students should experience a high
degree of success in seatwork, d. a room that is a bit too cool for some may be a
bit too warm for others

3. Studies indicate that teachers in the typical classroom teachers tend to: a. teach
most lessons in the same way*, b. teach different subjects using different
approaches, c. vary their instruction to suit the learning styles of the students, d.
teach students how to use various learning styles

4. In general, which of the following tends to be true about student learning: a.
learning is best when objectives are clearly stated and step-by-step explanations
are given, b. being self-motivated guarantees that students will achieve well, c.
students learn best through whole group, d. some students learn best in well-
lighted areas, others in low light areas*

5. Which of the following is not true about student learning styles: a. teachers
should adapt instruction to suit learning styles, b. varying instructional approach
for sake of variety is better than no variety at all, c. trying to teach students to use
styles other than those they prefer is a waste of time*, d. students have unique
learning styles but also may share learning similarities

6. Which of the following is characteristic of a field dependent person: a. is able to
dissemble parts of a task, b. views content globally*, c. is highly analytic, d. all of
the above

7. Which of the following is characteristic of a field independent person: a. tends to
impose structure on a task, b. finds it hard to distinguish parts of a task from the
whole, c. tends to be highly analytic*, d. all of the above

8. People who use information from the world outside the classroom to process
information have a style that is: a. field independent, b. field dependent*, c. either
field independent or field dependent, d. neither field independent or field
dependent

9. When a teacher deliberately uses a variety of teaching methods and student
activities s/he is: a. style matching, b. style balancing, c. style varying, d. style
flexing*

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10. A learner who prefers information in an unstructured way, according to Gregory,
is a: a. concrete sequential learner, b. concrete random learner, c. abstract
sequential learner, d. abstract random learner*

11. A learner who has an experiential attitude and likes a trial and error approach is a:
a. concrete sequential learner, b. concrete random learner*, c. abstract sequential
learner, d. abstract random learner

12. Which of the following, in a study by Marshall (1991) was not among the top
reasons teachers gave for teaching the way they do: a. it was the way they had
been taught by their former teachers, b. it was the way they thought they
themselves learn best, c. it was the easiest or most expedient way to cover the
material, d. it was what they had been taught to do during their teacher training*

13. Which of the following would be characteristic of a left mode learner: a. intuitive,
b. rational*, c. subjective, d. spontaneous and flexible

14. Which of the following would be characteristic of a right mode learner: a. sees
the forest*, b. structured and planned, c. objective, d. considers differences

15. Left mode learners tend to be superior in: a. drawing, b. word recognition and
recall*, c. kinesthetic discrimination, d. using patterns and images

16. "Learning modality" or sensory preference affects how a person learns. It is
determined by: a. culture, b. gender, c. experience, d. all of the above*

17. _______ modality learners tend to be quiet, neat, orderly, organized and well-
planned: a. visual*, b. auditory, c. kinesthetic, d. mixed

18. Schooling tends to be strongly biased in favor learners who are: a. tactual
oriented, b. left brain oriented*, c. global learners, d. right brain oriented

19. The purpose of cross-cultural education is to: a. include students from different
ethnic groups in a classroom, b. foster understanding between different groups*,
c. help students learn another language, d. have students learn the mores and
values of different nations

20. Which statement best reflects the reality in most classrooms: a. the students in
most classrooms reflect little difference in cultural perspective, b. the cultural mix
in a classroom is best shown through skin color, c. ethnic pluralism is
characteristic of most North American classrooms*, d. there is far more cultural
difference than similarity among students in most classrooms

21. Which of the following contributes to the cultural uniqueness of a student: a. the
language spoken, b. ethnic background, c. how rich or poor the student's family is,
d. all of the above*

22. A teacher who is culturally sensitive should: a. treat being culturally "different"
as valid and good*, b. set different standards for students from different cultural
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backgrounds, c. help students assimilate into the mainstream culture, d. all of the
above

23. Schools can help the development of all students by helping students understand:
a. that people from different ethnic groups tend to be born with different talents,
b. cultural and ethnic stereotypes*, c. that innate academic ability is higher for
some groups and lower for others, d. all of the above

24. Which of the following statements about culture is best: a. we are all products of
our ethnic background, b. culture is the unique lifestyle and behavior rules of a
particular group*, c. culture determines our food, clothing and entertainment
preferences, d. out genetic makeup strongly influences our lifestyle

25. When speaking of culture, the term "majority" refers to: a. the ethnic makeup of
the largest group in a society b. the group with the largest percentage of people, c.
the most common language or dialect spoken in a society, d. the group in a
society with the most power*

26. A child whose intellectual, emotional, or physical performance is well above or
below normal is: a. handicapped, b. disabled, c. gifted, d. exceptional*

27. Which of the following is incorrect: a. Elementary teachers are more likely to
have disabled students in their classes than secondary teachers, b. Another way of
saying mainstreaming is inclusion, c. There is an increasing trend in schools
to provide separate classes for the disabled*, d. Special education teachers are
hired to remediate particular disabilities and provide support for those in the
regular classroom setting

28. A thorny problem with placing special needs learners in regular classrooms is
that: a. normal students often will not accept a special learner, b. the reason for
placing special needs student there is to save money, c. special learners often do
not like being placed with normal students, d. many teachers lack sufficient
training to work with special needs learners*

29. Special needs learners share the following disability: a. they are physically and
mentally limited in what they can do, b. they have difficulty communicating with
teachers, peers or family members, c. they suffer from a partial or total loss of
functioning, d. none of the above*

30. Which of the following is not normally a characteristic of a physically
handicapped person: a. they may have difficult moving either themselves or a
body part, b. the problem may be due to a neurological or glandular defect, c. they
usually are academically disadvantaged*, d. they may lack vitality, alertness, or
strength

31. Students with communication disorders: a. include those that are autistic*, b.
often include those with orthopedic conditions, birth defects, or infections, c. are
below average in functional intellectual capability, d. need either glasses, a
hearing aid, or both
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32. Slow learners are those that: a. are mentally retarded, b. cannot learn at the
same rate as average students*, c. have significant adaptive impairments due to
heredity, d. frequently have poor relationships with peers and teachers

33. Grouping special needs students according to the common special needs
categories: a. may be undesirable because those with problems dont always fit
into the categories*, b. allows them to be moved to special category classrooms to
respond to individual needs, c. is desirable because most suffer from two or more
conditions are better served in a regular classroom, d. none of the above

34. Students do not have to be classed as learning disabled to be at risk. Which of
the following conditions (not caused by some disability) can lead to a student
being at risk: a. belonging to a certain ethnic or racial group, b. living in a
certain country or geographic area, c. belonging to a certain religious group, d.
poverty*

35. Which of the following statements about gender and sex is true: a. improvements
have taken place in ideas about female gender and sex roles but improvement for
males has been slower*, b. Notions about gender and sex roles remain essentially
unchanged for both females and males, c. ideas about acceptable gender and sex
roles for males and females are have changed at about the same rate, d.
curriculum should be generic and should have little to do with gender and sex

36. Which of the following is true about teacher behavior regarding male and female
students: a. teachers call on male and female students about the same number of
times, b. teachers will not accommodate call outs by male students as by female
students, c. teachers allow more time for male students to answer questions than
female students*, d. teachers provide more information to female students than
male students on how to complete projects

37. Which of the following is often true about attitudes towards homophobia: a.
homophobia is particularly strong among boys and girls ages 16 to 18, b.
homophobia is no longer common in schools, c. children in families where both
parents are gay may be hurt by homophobia*, d. because homosexuality
controversial, it should not be included in the curriculum


Chapter 4
Energizing Learners: The Affective Domain and Motivation

1. Which statement about motivation and feeling tone is correct: a. pleasant,
unpleasant and neutral tones have about the same effect, b. pleasant and
unpleasant tones are equally effective, c. unpleasant tones have little or no
motivational value, d. neutral feeling tones are the least effective*

2. Which child will probably have the most productive motivation to learn? A child:
a. unconcerned about learning, b. a little concerned about learning, c. moderately
concerned about learning*, d. extremely concerned
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3. A good example of intrinsic motivation is when a student works: a. to be able to
chose a free time activity, b. to gain teacher praise, c. to gain points that can
accumulate to gain a prize, d. none of the above*

4. Which is an example of intrinsic motivation: a. a girl practice baton twirling for
half an hour so her mother will give her a candy bar, b. a boy studies for a quiz to
get a good mark so his mother will be pleased, c. a girl does math puzzles hours
on end for the fun of it*, d. a boy studies for an exam to get a higher mark than a
girl who sometimes gets a better mark

5. Which statement about the role of the teacher is best: a. teachers should take the
degree of a student's motivation into account when grading, b. it is the teachers
job to teach and the students job to be motivated to learn, c. extrinsic motivators
should not be used by a teacher since they may become crutches, d. the teacher
should create the conditions and structure activities that will motivate*

6. Which theory of motivation seems most concerned about general personal
development: a. behavioral theory, b. cognitive theory, c. humanistic theory*, d.
eclectic theory

7. Which theory of motivation emphasizes intrinsic motivation: a. behavioral
theory, b. cognitive theory*, c. humanistic theory, d. eclectic theory

8. Which motivation theory stresses discovery of the things that cue and sustain
student behavior: a. behavioral theory*, b. cognitive theory, c. humanistic theory,
d. eclectic theory

9. The "highest" need is: a. love, b. self-actualization*, c. self-esteem, d. aesthetic

10. Attribution theory involves: a. discovering how to do well, b. discovering how to
become motivated, c. seeking the cause of events*, d. seeking ways to do well in
an endeavor

11. Motivation of students is influenced by: a. the possibility of success or failure*,
b. how carefully the teacher monitors behavior, c. heredity, d. class propensity for
perseverance

12. Attribution theory indicates that causal factors can be examined through: a.
internal or external causes, b. stability and controllability, c. both "a" and "b"*, d.
neither "a" or "b"

13. Students who are influenced by the fear of failure rather than the possibility of
success will probably choose tasks that are: a. very difficult, b. very easy*, c.
moderately difficult, d. moderately easy

14. Attribution that is causal to "effort" is: a. external and stable, b. external and
unstable, c. internal and stable, d. internal and unstable*

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15. Implications for teachers regarding the difficulty of tasks assigned to a class are:
a. the difficulty of tasks should be the same for all, b. tasks should generally be
difficult to create a challenge, c. tasks should generally be easy so there will be a
high probability of success, d. task difficulty should vary to match individual
ability and achievement level*

16. Teacher expectations affect the achievement of students; therefore: a. high
expectations should be held for all students, b. teachers should expect
achievement that is slightly ahead of past performance*, c. teachers should avoid
expectations that are high to avoid frustration and discouragement, d. all students
should receive equal treatment

17. The best description of an "at risk" student is one who: a. has low ability who
may or may not expend effort for success, b. blames failure on either bad luck or
personal lack of effort, c. has consistently failed in the past and blames himself*,
d. all of the above

18. A critical thing that a teacher can do to help a low-achiever with self-esteem is to:
a. avoid embarrassing the student by not asking questions of the student during
lessons, b. put that student in a low-achiever group and provide intense remedial
drill, c. help the student understand his or her effort can lead to success*, d.
provide safe tasks for the student and ensure a very low risk of failure

19. Something a teacher can do to break the failure/low expectations cycle of at risk
students is to: a. help them set short term and manageable goals, b. teach them
learning and study skills, c. help them attribute success to personal effort or use of
a learning strategy, d. all of the above*

20. The majority of objectives set out by a department or office of education are: a.
cognitive, b. psychomotor, c. affective*, d. declarative

21. Which of the following describes what affective education is: a. insisting that
students behave appropriately, b. making every student alike in the eyes of the
teacher, c. teaching attitudes and values that shape students lives*, d. all of the
above

22. Goodlad (1983), as a result of a major study, concluded: a. classrooms reflect
much attention to social, civic and cultural goals, b. students are often actively
involved and frequently provide learning initiatives, c. schooling is preoccupied
with lofty intellectual processes, d. students rarely engage in anything likely to
advance school goals and concerns*

23. Which of the following is true about affective teaching and learning: a. affective
objectives and pro social behavior development can be taught and learned*, b. the
proper role of a school is to concentrate on intellectual development, c. if
cognitive matters are well taught affective development tends to follow, d. all that
is needed is for the teacher to be genuine, show respect and be empathetic

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24. Teachers tend to understress affective outcomes because: a. cognitive
achievement is a public matter; affective achievement is a private matter, b.
affective achievement is difficult to grade, c. affective education is too much like
indoctrination and limits individual freedom, d. all of the above*

25. Skills that help us understand others and to be understood by others are: a.
communication skills, b. interpersonal skills*, c. group skills, d. cooperative
learning skills

26. Teachers should teach for the acquisition of communication, interpersonal and
group skills by: a. modeling and directly teaching these skills, b. setting a
positive environment, c. using teaching methods that foster their development, d.
all of the above*

27. Which category of affective teaching competencies is represented when a teacher
gives clear, simple instructions: a. soliciting*, b. reacting, c. motivating, d.
managing

28. Which category of affective teaching competencies is represented when a teacher
accepts and accurately recognizes feelings: a. soliciting, b. reacting*, c.
motivating, d. resolving conflict

29. Which category of affective teaching competencies is represented when a teacher
reminds students of previous successes: a. soliciting, b. motivating*, c. resolving
conflict, d. sensitivity to feelings

30. Which category of affective teaching competencies is represented when a teacher
uses questions rather than authoritative statements to remind students of limits: a.
reacting, b. resolving conflict, c. sensitivity to feelings, d. managing*

31. Which category of affective teaching competencies is represented when a teacher
maintains a positive, calm problem-solving approach: a. reacting, b. resolving
conflict*, c. sensitivity to feelings, d. managing

32. Teaching attitudes and values normally should follow a sequence of: a. planning,
presentation and evaluation, b. discover present status, present information, allow
reflection, check for action*, c. awareness, awkwardness, conscious capability,
internalization, d. comprehension, analysis, action and evaluation

33. Deliberately changing one's own attitudes requires a change in: a. affect, b.
cognition, c. either "a" or "b", d. both "a" and "b"*

34. When people learn or change an attitude they tend to follow a sequence of: a.
dissonance, information seeking, reflection, action and internalization, b.
receiving, responding, valuing, organization and internalization*, c. unawareness,
awareness, awkwardness, conscious capability and internalization, d. "a" or "c"

35. Teaching attitudes and values likely involves a sequence of: a. create dissonance,
provide information, promote reflection, allow internalization and check for
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action, b. have students receive and respond, promote valuing, foster organization,
allow for internalization and check for action, c. unawareness, awareness,
awkwardness, conscious capability, internalization and check for action, d.
determine present attitude, provide experiences, promote reflection, check for
commitment and check for action*


Chapter 5
Assessment & Evaluation

1. Assessment is the process of: a. constructing and administering tests and
examinations, b. observing and recording student learning*, c. discovering
students cognitive performance through tests and assignments, d. seeking
information about students progress

2. Good assessment: a. deals with students academic performance, b. promotes
students appreciation for the importance of a subject, c. moves beyond academic
and social performance to practical application*, d. stresses students ability to
recall information in response to questions

3. When a teacher monitors students ongoing activities during the course of an
instructional unit as different from an end-of-unit or end-of-term test, the teacher
is using _____ evaluation: a. diagnostic, b. normative, c. formative*, d.
summative

4. The achievement of learning objectives is best observed through: a.
assignments*, b. a written test, c. an oral test, d. a combination of written and oral
tests

5. The process whereby a comparative standing or value is assigned to a
performance is called: a. assessment, b. evaluation, c. diagnosis, d.
measurement*

6. The main difference between norm-referenced and criterion-referenced test is in
the: a. content of the test, b. format of the test, c. method of record keeping, d.
interpretation of results*

7. If the director of education wants to find out how well the school jurisdiction is
achieving the academic set, s/he would ask for a _____ test: a. norm-referenced*,
b. criterion-referenced, c. reliability-referenced, d. validity-referenced

8. When we refer to the application of a standard scale so a particular aspect of
performance can be compared in an orderly way, we use the term: a.
measurement, b. evaluation, c. diagnosis*, d. assessment

9. The type of test used to measure precisely what was taught and nothing else in a
particular classroom normally is a: a. norm-referenced test, b. teacher-made test*,
c. criterion-referenced test, d. standardized test

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10. Tests usually meant for broad, sometimes province/state or nationwide use often
commercially prepared) are: a. standardized tests*, b. criterion-referenced tests,
c. summative tests, d. performance tests

11. A feature of standardized tests usually not typical of teacher-made tests is: a. a
specific uniform procedure for administering and scoring is used*, b. the need for
very careful scoring procedures, c. scores have to arranged along a comparative
scale, d. they are multiple choice tests

12. When a test actually measures what it claims to measure it is: a. reliable, b.
performance-based, c. achievement balanced, d. valid*

13. Which of the following best describes a very reliable test? a. items are all
relatively difficult, b. good students do well and poor students do poorly, c. two
scores achieved by the same student agree closely*, d. scores for a group of
students fall along the normal curve

14. Bias and discrimination can occur in assessing students performance because: a.
a teacher may, sometimes unknowingly, like or dislike certain students, b.
metaphors and idioms common to some students may leave others confused, c.
students from different cultural backgrounds may have a different perspective of
testing, d. all of the above*

15. The best assessments: a. are normally written tests and quizzes, b. are a
combination of rating scales and inventories of student understanding, c. involve
performance in a variety of situations and use several devices to gather data*, d.
involve a contract or agreement between a student or group of students and the
teacher

16. An situation when it is appropriate to use performance test items is: a. assessing
use of a computer*, b. testing a student from a different culture, c. when complex
cognitive processes or skills are involved, d. none of the above

17. Well-constructed multiple choice items are suitable for testing: a. all levels of
the cognitive taxonomy*, b. achievement of affective objectives, c. achievement
of psychomotor objectives, d. lower levels of the cognitive taxonomy

18. For which of the following is the essay test best suited? a. ability to sort,
categorize and interpret data, b. ability to organize and integrate ideas*, c. ability
to analyze facts and information, d. ability to demonstrate understanding of
principles

19. If a teacher is interested in discovering whether his students can supply concise
responses to specific questions, the kind of test to use is: a. essay (or open
response), b. multiple choice, c. completion (restricted response)*, d. alternative
response

20. The value of alternative response tests can be increased if: a. a large number of
items is used*, b. the number of items is not too large, c. there are more true
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items than false items, d. alternative response items are the sole technique used
in a test

21. If you collect representative samples of students work you are using: a.
anecdotal records, b. observation records, c. narrative records, d. portfolios*

22. A weakness of letter grades when comparing student performance is: a. students
in each class differ in ability, b. letter grades do not mean the same in all classes*,
c. letter grades often cause anxiety in students, d. educational achievement is hard
to capture

23. Which of the following is NOT part of the mastery approach to grading and
marking? a. tests can be based on a variety of topics and materials, b. students
move through the material at the same pace*, c. two or more tests are available
for the same material, d. tests are based on objectives to be mastered

24. A difficulty with both letter and numerical grading systems is that letters and
numbers: a. yield little information about students strengths and weaknesses*, b.
are no longer accepted by parents as good ways to report progress, c. take an
inordinate amount of time for teachers to determine and record, d. often are
ignored when students transfer from one school system to another

25. The usefulness of a teachers marks can be improved by: a. using a curve to
ensure a fair spread of marks, b. stressing that getting good grades prepares
students for success in college or business, c. clearly defining what the marks
mean*, d. all of the above

26. Technology is increasingly being used in doing assessment. Which of the
following may NOT be a advantage: a. it saves time*, b. it is the most honest,
accurate and a fair procedure, c. it can be a real help in record keeping and
retrieval, d. it can be a real help in constructing tests

27. Wiggins and McTighe present the idea of backward design. This refers to
planning assessment: a. early in a unit*, b. as a unit is being taught, c. after a unit
is taught, d. in collaboration with students after a unit is completed








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PART II
Mastering the Fundamentals

Chapter 6
Classroom Management

1. The major concern of most prospective teachers is: a. content knowledge, b.
adapting to the community, c. instructional capability, d. classroom management*

2. "Discipline" can be distinguished from classroom "management" in that: a.
management is preventive and discipline is reactive*, b. management refers to
managing resources while discipline refers to managing people, c. management is
an instructional matter while discipline is not, d. all of the above

3. Allen (1986) concluded that students usually have two main goals: a. getting high
marks and doing a minimum of work, b. socializing and doing a minimum of
work, c. passing with a minimum of effort, d. having fun and passing*

4. The key characteristic of good classroom management is: a. keeping the class at
task*, b. as a teacher, keeping calm, c. responding promptly to misbehavior, d.
establishing clear expectations

5. It can be assumed that learning is maximized through a positive classroom
atmosphere and good interpersonal relationships. This view is associated with
the: a. permissive approach, b. behavior modification approach, c. authoritarian
approach, d. socio-emotional climate approach*

6. The rules established by the teacher should: a. include most of the possible
negative behaviors and their consequence, b. state both the misbehaving action
and the consequence for the violation, c. be fairly general--about five or six rules
will do--and subsume most situations*, d. be set as an unacceptable behavior
occurs since presetting rules invites violation

7. When using the Glasser approach, the teacher begins by: a. asking the student to
evaluate his/her own behavior*, b. showing the student that the teacher cares
about him/her, c. getting a commitment from the student about planned changes,
d. accepting no excuses when a plan doesn't succeed

8. Which teacher statement is inconsistent with the Glasser approach: a. "Let's
shake hands on that", b. "Is your behavior helping you get your work done", c. "If
you don't get your work done, you will have to stay after school"*, d. "I think you
need to make a plan to help you get your work done"

9. Which of the following approaches is normally NOT appropriate: a. assertive
discipline, b. using "I" messages asking students to requests to behave, c.
commands like "You had better stop or else . . . !"*, d. cueing

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10. The most common classroom management concerns of secondary preinterns in
the Lang (1990) study were: a. minor disruptions*, b. student apathy, c.
absenteeism and tardiness, d. students questioning teacher authority

11. Which of the following is probably the greatest impediment, for a teacher, to
effective classroom management: a. having the "nice guy syndrome"*, b. an
absence of support from the school administration, c. a lack of clear rules,
procedures and routines, d. the general attitude of the community

12. A teacher should: a. take student misbehavior as a challenge to his or her
authority that must be answered, b. treat misbehavior as a professional problem
and not as a personal affront*, c. put students in their places or use sarcasm only
when necessary, d. all of the above

13. When dealing with a misbehaving student, correction should NOT include: a.
speaking firmly and calmly; b. using short and direct statements, c. calling
attention to the misbehavior*, d. demanding appropriate behavior

14. Which of the following is characteristic of effective classroom climate: a. the
teacher uses a variety of appropriate teaching methods, b. students can risk since
competition is de-emphasized, c. students can risk because failures are viewed as
"deferred success", d. all of the above*

15. Which statement about the physical arrangement of the classroom is best: a.
students should be seated in rows so attendance can be taken easily and
efficiently, b. students should be able to easily see the teacher and each other*, c.
the pencil sharpener, waste basket and reference material should be clustered
together, d. chalkboards should normally be at the front of the room rather than at
the sides

16. Saying to a student who is wandering around the room without permission: a.
Why are you doing that? b. You know what the rule is. Get back to your seat,
c. Remain in your seat unless you get permission*, d. Do you want to stay after
school?

17. Drefs (1989) reviewed literature on school environment. Which of the following
is not among his list of characteristics of good school environment: a. pervasive
caring about individual students permeates the whole school, b. the school is well-
disciplined, c. meaningful participation in school operation by students and the
community occurs, d. an extensive list of precise rules and procedures is
communicated to the students*?

18. Which of the following is characteristic of "procedures" as differentiated from
"rules?" Procedures: a. specify expected and forbidden behavior, b. prescribe the
steps to accomplish activities*, c. specify the behavior standards to be met, d. set
out how proper behavior should take place

19. Which statement about rewards and penalties is characteristic of effective
classroom management: a. students, through their behavior, choose either
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rewards or penalties, b. the teacher chooses to apply rewards or penalties, c. to be
fair, rewards and penalties should be consistent throughout the school, d. all of the
above*

20. The intent of the Glasser (1969) approach to classroom management is to: a.
provide an effective procedure for handling minor disruptions, b. provide a
classroom management plan that can be used throughout a school. c. help a
teacher establish firm but kind control of a classroom, d. help a problem student
change his or her behavior*

21. In general, in inclusive classes, teachers, in dealing with children with disabilities:
a. establish special rules and routines for these children, b. use the same
management practices as for the rest of the class*, c. seat children with disabilities
in a special section of the room, d. make more extensive use of rewards and
punishments to help shape behavior

22. The suspension rates for black students is: a. about the same as for white
students, b. two or three times that of white students*, c. slightly less than that of
white students, d. much greater than that of white students

23. The model of classroom management and discipline whose main idea is that
behavior can be shaped to be desirable by applying reinforcement suitably: a.
assertive discipline, b. behavior modification*, c. discipline with dignity, d.
control theory

24. The model of classroom management and discipline based on the notion that
students should believe there is hope for them to succeed and feel appreciated and
when students are disciplined, clear choices must always be provided is: a.
assertive discipline (Canter), b. behavior modification (Skinner), c. discipline with
dignity (Curwin and Mendler)*, d. control theory (Glasser)


Chapter 7
Facilitating Learning: Lesson and Unit Planning and Delivery

1. Which of these is not part of a lesson plan: a. materials to be used, b. professional
target, c. closure, d. end of unit evaluation*

2. The primary purpose of a lesson plan is to: a. demonstrate that planning was
done, b. direct the teaching-learning process*, c. provide a store of ready made
lessons for later years, d. remind students that they are not yet teachers

3. The evaluation portion of a lesson plan describes: a. how student learning will be
monitored during closure activities, b. the means of follow-up evaluation, c. how
student learning will be monitored throughout the lesson*, d. the pretest at the
start of the lesson

4. An objective is: a. the evaluation of a lesson, b. what students will know or be
able to do at the end of the lesson*, c. the professional development outcome the
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teacher has set for him/herself, d. the activities students will engage in during the
course of the lesson

5. Objectives for lessons are written to: a. describe what the teacher is about to do.,
b. describe expected steps in the development of a lesson., c. provide a standard
for judging the adequacy of student learning*, d. provide a measure for the
achievement of the professional target

6. The following is NOT an example of a psychomotor objective: a. students will be
able to form the letter "z" when writing a word, b. students will be able to swim
on length of the pool, c. students will be able to throw a ball 15 meters, d. students
will be able to list the rules of floor hockey*

7. The objective "students will be able to contrast and compare" is: a. a
psychomotor objective, b. an appreciation objective, c. a rote-recall objective, d. a
process or expressive objective*

8. An example of a cognitive objective is: a. students will enjoy the song, b. students
will list five causes of World War II*, c. students will learn to work together
cooperatively, d. students will be able to do a forward roll on a mat

9. Internalizing values is a learning process associated with: a. the cognitive
domain, b. the affective domain*, c. the psychomotor domain, d. none of the
above

10. Which sequence, within the cognitive domain, represents increasing degrees of
complexity: a. knowledge, application, analysis, b. knowledge, analysis,
synthesis, c. both of the above*, d. none of the above

11. If an intended learning outcome is for students to propose a plan for an
experiment, the level of cognition is: a. comprehension, b. knowledge, c.
evaluation, d. synthesis*

12. Well-written objectives specify behavior, conditions and degree. Which is the
CONDITION: a. the student, b. will be able to, c. hit three out of five balls, d.
when the ball is slow-pitched through the strike zone*

13. Objectives that involve concepts and generalizations are: a. declarative
objectives*, b. procedural objectives, c. prescriptive objectives, d. conditional
objectives

14. Objectives that refer to the contexts with which knowledge is associated are: a.
declarative objectives, b. procedural objectives, c. prescriptive objectives, d.
conditional objectives*

15. The SET of a lesson may provide: a. transfer from previously known to new
material., b. an opening, or introduction, to new material., c. motivation for the
study of new material., d. all of the above*

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16. Stating the objectives of a lesson is an example of: a. set*, b. closure, c. stimulus
variation, d. transfer

17. Transition set is used to: a. move from known to not yet known*, b. introduce
new material, c. use a surprise occurrence to begin the lesson, d. discover what
students already know about a topic

18. When the recess bell rings and the teacher is in the middle of a lesson, which key
element is absent? a. withitness, b. closure*, c. transition, d. movement
management

19. The teacher uses transfer closure to: a. "tie up" a lesson or lesson segment, b.
provide a summary, c. reinforce learning and bridge new to past or future
learning*, d. take advantage of an opportunity to close that arises spontaneously

20. Closure provides the teacher will the opportunity to: a. preview new material, b.
review prerequisite learning, c. consolidate or reinforce the major points studied*,
d. allow students to get ready for dismissal

21. Stimulus variation is used by the teacher to establish and maintain a high level of
interest. When the teacher moves from one part of the room to another s/he is: a.
spiraling, b. shifting interaction, c. kinesic variation*, d. shifting senses

22. When the teacher changes from asking questions of students, to students asking
questions of each other, s/he is using the technique called: a. shifting senses, b.
kinesic variation, c. shifting interaction*, d. presentation variation

23. Focusing is an important technique that aids in varying the lesson presentation. A
NONEXAMPLE of focusing is: a. the teacher underlines a concept name written
on the chalk board, b. the teacher pauses before stating an important point, c. the
teacher has all the students list the steps necessary in a procedure they are
learning*, d. the teacher asks the students if they have any questions after an
explanation is given

24. The best definition of stimulus variation is a. emphasis on key concepts, b. using
multi-sensory learning experiences, c. ways to develop and maintain learner
attention*, d. change of pace of the lesson

25. In summary, the process of preparing to teach a unit involves the steps of: a. pre
testing, planning, presenting, assessing and planning, b. planning, implementing
and evaluation*, c. pre testing, researching, recording and scheduling, d.
determining objectives, researching, recording and scheduling

26. Which of the following, according is not included in Bruner's (1984) list of
categories of decisions to be made during unit planning: a. curricular decisions*,
b. pre instructional decisions, c. post instructional decisions, d. climate decisions

27. Unit planning is important because it: a. promotes an eclectic approach to
teaching, b. promotes logical organization, understanding and transfer of
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learning*, c. is requires by many school jurisdictions, d. ensures that only one
subject is treated and that integration will take place

28. Providing the set for a unit can include: a. using interesting materials, b.
providing an exciting introduction, c. providing an organization for what is to
follow, d. all of the above*

29. Unit objectives normally are stated in: a. very general terms, b. very specific
terms, c. more specific terms than course objectives*, d. more specific terms than
lesson objectives

30. The "scope" of a unit refers to determining the: a. order of topics, subjects or
processes, b. range of topics, subjects or processes to be developed* , c. rationale
and goals for the unit and the individual lessons, d. prerequisite learning and the
classroom resources needed

31. The traditional approach to unit planning is: a. rational-linear*, b. relational-
sequential, c. sequential-serial, d. formative-summative

32. Effective unit planning: a. usually takes place in a logical, sequenced, step-by-
step way, b. very rarely takes place in a linear way, c. may be either linear or
nonlinear, d. may be either or a combination of linear and nonlinear*

33. The lessons in a unit plan: a. should be planned, in some detail, in advance, b.
once written should be carefully and closely followed, c. should respond to
emerging student needs*, d. to avoid inflexibility not be written in advance

34. Effective unit planning involves: a. careful determination, in advance, of student
activities, b. determination of activities from which the teacher can choose as the
unit progresses*, c. closely following the activities suggested in the text used in a
course, d. none of the above

35. The primary inputs to the planning process listed by Borich (1988) are: a. goals,
actions and outcomes, b. goals, learner needs, subject matter knowledge and
instructional approaches knowledge*, c. planning, implementation and
assessment, d. the teacher, the school and the department of education

36. A unit that is a collection or arrangement of materials and activities around a topic
or problem is called a (an): a. resource unit*, b. teaching unit, c. interdisciplinary
unit, d. subject area unit

37. Research shows that teachers usually: a. begin unit planning by writing
objectives, b. begin unit planning by determining the assessment, c. consider
instructional approaches and content before objectives*, d. all of the above

38. The purpose of the culminating activities in a unit is to: a. conclude, b.
summarize, c. review, d. all of the above*

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39. Probably the most neglected aspect of unit planning: a. professional
development*, b. the objectives, c. concept analyses and task analyses and
mapping, d. prerequisite knowledge and ability and pre testing


Chapter 8
Engaging Learners:
Questioning, Discussion, Seatwork, and Homework

1. Question and answer are best used: a. at the beginning of a lesson to discover
what your students already know, b. during the development, or middle part of a
lesson to involve or to drill, c. when you wish to evaluate how well students are
learning the content, d. throughout the lesson*

2. Normally, questioning procedure should follow these steps: a. secure attention,
name student, phrase question, wait, receive response, b. secure attention, phrase
question, name student, wait, receive response, c. secure attention, phrase
question, wait, name student, receive response*, d. secure attention, wait, phrase
question, name student, secure response

3. The wait time after a question is asked should usually be at least ___ seconds: a.
1, b. 3*, c. 5, d. 7

4. Increasing wait time: a. may cause students to forget what was asked and thus
give off-track answers, b. may make students feel uncomfortable and reduce
responses, c. could lead to student inattention and misbehavior, d. may increase
the number of speculative responses that are risked*

5. A result of increasing wait time is that: a. the teacher asks longer questions, b.
classroom management problems may increase, c. better distribution of question
occurs*, d. students may become inattentive

6. When wait time is increased to three seconds or more, student answers are as
much __% longer: a. 700%*, b. 470%, c. 170%, d. 70%

7. When you ask questions, you should spread them: a. only among volunteers, b.
among volunteers and non volunteers*, c. in a predictable up-and-down-the-rows
fashion, d. to avoid embarrassment, among those you are sure have the answer

8. Increasing wait time: a. means the teacher must be more attentive to keep
students on task, b. reduces the amount of time that is available for instruction and
practice, c. decreases the need to discipline students and improves class climate*,
d. has no appreciable effect on student attentiveness or class climate

9. "Clear", "brief", "logically sequenced", matching the level of students", and
"promoting thinking and participation" are guidelines for, a. handling responses,
b. framing questions*, c. distribution of questions, d. student responses

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10. Usually, a probe is used to: a. raise students' thinking level*, b. involve another
student in the questioning, c. cue the student toward the correct answer, d. push
the student toward the correct response

11. A teacher would be most likely to use a prompt type question: a. as a way to
distribute questions to students, b. as a way to stimulate discussion among
students, c. as a follow-up if the initial question was not understood by the
students*, d. as a way to redirect the response of one student to another

12. Knowledge or memory type questions are important because: a. they challenge
the students' higher level thinking processes, b. they may be necessary steps to
more complex, higher order questions*, c. it is possible to use them and then use
prompts, d. beginning teachers should include all members of the class

13. When asking questions, a skilled teacher usually does NOT: a. avoid repeating a
question, b. use student answers in further instruction, c. use pauses so students
can think of answers, d. repeat student answers*

14. When asking questions, a skilled teacher should: a. ask questions to encourage
guessing, b. often ask a student a series questions before naming a person to
respond, c. ensure that students can respond correctly between 50% and 60% of
the time, d. use a mix of what, where, when, why and how questions*

15. Divergent questions: a. build from simple to complex, b. help students
synthesize or be creative*, c. require students to bring ideas together, d. often take
the class off-track

16. Questions should usually be directed: a. to the whole class*, b. to a specific
student, c. to the higher ability students, d. to lower ability students

17. The kind of questions to avoid include: a. prompts, b. probes, c. blanket
questions*, d. convergent questions

18. What, where, when questions tend to: a. call for a single right answer*, b.
invite chorus responses, c. invite higher level thinking, d. be the best types of
questions

19. Normally, students should be able to respond correctly ___% to ___% of the time:
a. 40%-50%, b. 60%-70%, c. 70%-80%*, d. 90%-95%

20. Cueing involves: a. reminding a student of information to help take a further
step in framing responses, b. questions to encourage a student to move to higher
level or more advanced responses, c. asking another student to help a student who
has having difficulty frame an answer, d. providing a clue or asking a student to
clarify or extend a respond*

21. The teacher should normally: a. avoid telling a student his/her response is
incorrect, b. show nonverbal approval as soon as it is apparent the response will
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be correct, c. direct the question to another rather than tell a student s/he is wrong,
d. interpret sincere attempts at an answer to a student's advantage*

22. To encourage complete answers: a. tell students they should respond in correct
English, b. be patient in letting students complete their answers*, c. quickly
acknowledge portions of the answer that are correct, d. ask other students to fill in
what was missing in a response

23. Unsolicited responses: a. should usually be avoided because lesson development
is then hard to control, b. may take the lesson plan off track and waste time, c. are
normal in a free-flowing discussion*, d. usually should be permitted in a lesson

24. An example of an explanation of the application or a rule or law is: a. the effect
of adding an acid to a base, b. the use of color in a painting to create a mood, c.
the steps used to solve an algebra problem, d. the use of the explanation mark in
English*

25. When giving an explanation of a concept or generalization for the first time: a. be
sensitive to the likes and dislikes of learners, b. use examples relevant to the
learners experiences*, c. use examples that are in the students textbook, d. make
sure that it is accurate, complete, and acknowledge exceptions

26. The time students spend working independently in a typical classroom is about:
a. 20%, b. 30%, c. 40%, d. 50%*

27. The time students are expected to spend on homework for young students is ___
minutes a day and for older students ___ minutes a day: a. 10 and 30, b. 15 and
45, c. 15 and 60*, d. 20 and 90

28. The main reasons for seatwork and homework are to: a. teach students
independent learning skills, b. to practice skills learned during presentations and
group work, c. provide practice, enrichment, and remediation*, d. to keep students
busy and integrating new knowledge


Chapter 9
Teaching Concepts

1. When students are asked to differentiate between metaphors and similes, the
kind of content they are learning is: a. concepts*, b. principles, c. rules, d.
arbitrary associations

2. The easiest concepts to teach are those that: a. have clear-cut defining attributes*,
b. lack specific prototypes, c. have many nonexamples, d. have no negative
instances

3. Learning a concept helps us: a. avoid under generalizing and over generalizing*,
b. to pay careful attention to recognizing nonexamples, c. become aware of the
need for assessment, d. assess developmental level
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4. Water freezes at 32 degrees Fahrenheit. This statement is an example of a: a.
concept, b. concept cluster, c. framework, d. generalization*

5. Which of the following is a source of informal concepts: a. schools, b. job-
training programs, c. town or city playgrounds*, d. community colleges

6. Which of the following is an example of a disjunctive concept: a. chair, b. ball, c.
citizen*, d. tent

7. Which of the following is an example of a relational concept: a. river, b. church,
c. mileage, d. parallel*

8. The racquet sports of tennis, squash, and racquet ball are best described as: a.
subordinate concepts, b. coordinate concepts*, c. superordinate concepts, d.
relative concepts

9. Friendship, love, and hate can be described as: a. abstract concepts*, b.
hypothetical concepts, c. generalizations, d. arbitrary associations

10. Which is the best definition of the concept "lake": a. an enclosed body of water
of any size, b. a large body of water surrounded by land*, c. an enclosed body of
water of any depth, d. a surrounded body of water of any size or depth

11. Critical attributes are characteristics of concepts that: a. are part of at least some
instances of a concept, b. may or may not be part of an instance of a concept, c.
must be present in every instance of a concept*, d. specify the dimensions of a
concept

12. A critical (or criterial) attribute of the concept "square" is: a. length of sides, b.
equal sides*, c. size of area. d. vertical position

13. Which of these is a critical attribute of the concept "school": a. children, b. walls,
c. windows, d. teachers*

14. When teaching a concept, the first examples given should be pure and best
because: a. this helps prevent misconceptions*, b. this helps classify concepts as
conjunctive or disjunctive, c. best examples are easier to memorize, d. this can
prevent undergeneralization

15. The concept definition is made up of: a. examples and nonexamples, b. critical
and noncritical attributes and their relationship to each other, c. critical attributes
and their relationship to each other*, d. all of the above

16. Generalizations are based on concepts expressed in a relationship.
Generalizations are: a. rules or regulations, b. hypotheses, principles, laws or
axioms, c. proverbs, mottoes and propositions, d. all of the above*

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17. Which statement likely best describes how nonexamples should be presented: a.
nonexamples are more effective when they exhibit few critical attributes*, b.
nonexamples are more effective when they miss on one or only a few critical
attributes, c. the first nonexamples should have few critical attributes, later ones
should miss on few, d. it does not matter

18. A defensible reason for using the prototype approach to teaching concepts is that:
a. for more complex concepts, it is hard to identify clear and unchanging
attributes*, b. nonexamples are less likely to be confused with examples of a
concept, c. there is little value in presenting less obvious examples and
nonexamples, d. students taught through the prototype approach learn concepts
better and retain them longer

19. When teaching concepts to learners up to seven years of age, frequent use of
_________ forms may need to be used: a. enactive*, b. iconic, c. symbolic, d.
representational

20. When teaching students the concept bird, at first , which of the following
examples should NOT be used: a. sparrow, b. robin, c. ostrich*, d. crow

21. A serious problem with some textbooks is that: a. too many concepts are
presented at the same time, b. only one or two examples of a concept are
presented, c. definitions sometimes do not contain all the critical attributes, d. all
of the above*


Chapter 10
Teaching Skills

1. Which of the following is an example of a skill: a. typewriting, b. paraphrasing,
c. classifying, d. all of the above*

2. Characteristics of skilled performance include: a. selection, economy and
automaticity*, b. awareness, awkwardness, conscious skill and characterization, c.
speed, direction and form, d. speed, accuracy and direction

3. Task analysis of a skill includes: a. the sequence of steps or operations, b. the
order in which the steps or operations should be learned, c. a map of the concepts
involved in the skill, d. both "a" and "b"*

4. Demonstrations are important for effective skill teaching. Students should be: a.
given a detailed verbal presentation as the demonstration takes place, b. told to
just watch while a demonstration is occurring, c. given some "get-the-feet-wet"
practice before any explanation or discussion takes place, d. able to see clearly
what is going on*

5. Procedural task analysis involves determining the: a. series of steps performed in
sequence to achieve the goal*, b. hierarchy of sub-skills that must be achieved
prior to achieving the goal, c. sequence of behaviors and hierarchy of sub-skills
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that must be achieved, d. the sequence of critical attributes to be done to achieve
the goal

6. The format suggested for doing procedural task analysis in your text involves a
sequence of: a. ready, set and go, b. input, process and output*, c. pretest,
performance and posttest, d. description, sequence and product

7. Hierarchical task analysis is done to determine the: a. identify the sequence or
order of skills to achieve the goal, b. hierarchy of sub-skills that must be
achieved*, c. sequence of behaviors and hierarchy of sub-skills that must be
achieved, d. order in which the sub-skills are performed to achieve a goal

8. Which of the following statements is true about procedural and hierarchical
analyses: a. procedural analysis is often appropriate for psychomotor skills, b.
complex skills normally require hierarchical analysis, c. some skills require a
combination of procedural and hierarchical analysis*, d. all the above

9. Regarding whole versus part learning: a. skills should be taught as a whole, b.
skills should be broken into and presented in many parts as possible, c. work with
the smallest amount possible but don't sacrifice meaning or waste time*, c.
individual parts should most often be practiced separately before being added to
the whole

10. The purpose of practice in learning a skill is to: a. overlearn and maintain the
skill*, b. gain understanding of the conceptual basis, c. rapidly sequence the steps
of a skill, d. learn the circumstances under which the skill is best used

11. The practice schedule for ______ should be distributed (rather than massed): a.
memorizing a poem, b. beginning typewriting*, c. properly folding and inserting a
letter, d. threading a needle

12. Covert practice of a skill refers to practice that is: a. observable by another
person, b. practice that is done without anybody watching, c. done mentally and
not observable by another person*, d. done under the guidance of an observer

13. Which of the following is the best statement: a. knowledge of results and careful
analysis is critical for rapid learning of a skill, b. doing something over and over
again leads to improvement, c. effective skill acquisition requires repetitions with
knowledge of results*, d. delayed feedback is at least as helpful as immediate
feedback

14. Which of the following is true about guidance during skill instruction: a. verbal
guidance is not as effective as "hands-on" guidance, b. younger learners need
much more guidance than older learners, c. guidance should be given throughout
the practice schedule, d. guidance at the initial stages greatly increases learning*

15. Reinforcement refers to: a. having many practices to help make the skill
automatic: b. reaction by the teacher when a student does something wrong, c.
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rewarding correct performance or applying a punishment for incorrect
performance, d. showing approval or issuing a reward for correct performance*

16. Interference occurs when: a. not only learner is affected but so to are those who
are observing, b. knowledge or results are not forthcoming after or during a
performance, c. previous learning inhibits new learning or vice versa*, d. the
teacher merely tells the student what not to do rather than what to do

17. Which of the following is true about the learning of skills. A skill learned in
school: a. should transfer to another aspect of a subject, other subjects or life*, b.
should be learned for their own sake and do not need to transfer, c. does not need
to transfer within a subject, to another subject or to life, d. automatically transfers;
teachers normally do not need to teach for transfer

18. Which of the following affects transfer: a. use of associations, b. similarity of
past to new learning, c. the degree of learning, d. all of the above*

19. If a skill is taught in an inductive way: a. students are told the principles and
processes and what to do as the skill is modeled, b. students watch a
demonstration and discover the principles or processes involved*, c. the teacher
does the showing and telling and students do the listening and imitating, d. "a"
and "c"

20. Regarding the relationship between skills and concepts: a. the learning of skills
does not have to involve learning concepts, b. teaching the conceptual aspects of a
skill ensures that students will be proficient, c. you cannot be proficient with a
skill unless you understand the concepts involved, d. effective skill teaching
attends to the procedures and associated concepts*


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PART III
Selecting Instructional Approaches

Chapter 11
Direct Instruction and Individual Study

1. In this text, a ______ is defined as a general way to approach instruction. a.
model, b. method, c. tactic, d. strategy*,

2. Which of the following is not a direct instruction teaching method: a. assigned
questions, b. group investigation*, c. didactic questioning, d. programmed
learning

3. Direct instruction is usually" a. deductive, b. inductive, c. expository, d. "a" and
"c"

4. The two most commonly used teaching methods are the direction instruction
methods of: a. lecture and group work, b. lecture and workbooks, c. lecture and
homework, d. lecture and assigned questions*

5. Which of these is normally not true about lecture as a teaching method: a.
listening and note taking are often required, b. students are actively involved*, c.
the deductive approach is usually followed, d. the instructor is in a dominant
position

6. The goal of direct instruction usually is: a. information or basic skill acquisition*,
b. higher-order task capability, c. declarative task capability, d. attitude or value
acquisition or modification

7. Which of these best describes direct instruction: a. general objectives and high
student control, b. the teacher leads, objectives are specific and the climate is
busy*, c. the teacher and students share leadership to achieve general objectives,
d. the teacher leads, objectives are specific and the atmosphere is relaxed

8. Which of the following is NOT normally part of direct instruction: a. the
previous day's work is reviewed, b. guided practice is provided and monitored, c.
independent practice is assigned, d. students work in cooperative groups*

9. Lecture, as a teaching method, should: a. rarely be used, b. be used extensively
since much more content can be covered than through other methods, c. be used if
the subject matter is factual or to introduce a topic with another method*, d. be
used to present higher level cognitive subject matter

10. When direct instruction is used, normally, not more that ___ major points should
be covered in a lesson: a. 1 or 2, b. 3 or 4, c. 5 or 6*, d. 7 or 8

11. If the purpose is to develop thinking skills or affective outcomes direct
instruction: a. should not be used, b. should at least be supplemented with other
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methods*, c. should be used extensively to ensure adequate coverage and
understanding, d. should be used with careful attention to the pacing

12. Which of the following topics lends itself to the use of the direct instruction
strategy: a. small motor maintenance and repair*, b. Haiku poetry, c. composers
in the Middle Ages, d. the French revolution

13. Didactic questioning can be effective to: a. encourage guessing, b. diagnose
student recall*, c. encourage divergent thinking, d. involve students in higher
level thinking

14. Explicit instruction may be used to ensure a high level of success. Which of the
following is a major feature: a. small steps, b. practice after each step, c. guidance
during early practice d. all of the above*

15. The steps normally used in a explicit (or direct) instruction lesson are: a. create
awareness, provide awkward level practice, provide conscious skill level practice
and use in higher level processes when internalized, b. demonstration, student
practice, feedback, student reflection, further practice and testing, c. set, statement
of objectives, input, modeling, checking for understanding, guided practice and
independent practice*, d. demonstration, guided practice, feedback and reflection,
independent practice, feedback and reflection and testing

16. When done well direct instruction involves more than information presentation. It
includes: a. handout material that students can refer to later, b. visuals and open-
ended question*, c. well-thought-out objective testing, d. careful repetition of
important points

17. Lecture is not recommended when: a. a subject is being introduced, b. another
technique will be used later, c. material is complex, abstract or detailed*, d.
background is needed before a complex topic is introduced

18. Which is not an advantage of using handouts rather than having students take
notes: a. more material may be covered, b. students get all the pertinent material,
c. pacing to allow students to "get it down" is not as critical, d. comprehension is
promoted*

19. To use assigned questions well: a. normally restrict their use to acquisition of
basic facts and background information, b. teach students to copy their answers
correctly from their text or other sources, c. teach students learning strategies such
as summarizing skills*, d. make sure that appropriate repetition is built into the
questions to promote retention

20. The purpose of practice and drill should be: a. to promote understanding of
generalizations, b. to overlearn material for use in other contexts*, c. retention for
the purposes of examinations, d. to develop student self-confidence before they go
to new material

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21. Practice and drill is not recommended when: a. the purpose is to promote a
feeling of success in students, b. flexibility in new situations may be desirable, c.
the idea is to link a new skill with past or future learning, d. feedback and
knowledge of results are not rapidly available*

22. Which of the following is a synonym for individual study: a. self-directed
learning (or study), b. independent learning (or study), c. individualized study, d.
all of the above*

23. Individual study is: a. self-initiated, b. teacher-initiated, c. either self- or teacher
initiated*, d. teacher planned and self-initiated

24. Which of the following is not true: a. mastery of subject matter automatically
leads to independent learning ability*, b. teachers should deliberately teach
students how to learn independently, c. students should learn how to use past
experience and learning to learn new things, d. students should master learning
strategies they can use throughout life

25. Students perceive analytically and tend to do better in individualized settings are:
a. Field-dependent, b. Field-independent*, c. Field-structured, d. Field-
unstructured

26. ______ students who perceive globally prefer frequent interaction with the
teacher and peers: a. Field-dependent*, b. Field-independent, c. Field-structured,
d. Field-unstructured

27. Which of the following is an undesirable characteristic or limitation of using
individual study methods: a. unintended learning outcomes may result, b. teacher
control is reduced, c. it does not lend itself to being the major instructional
strategy for a course, d. inappropriate pacing may result*

28. Which of the following is not an advantage of using individual study: a. student
interest may influence the content covered, b. reliance is placed on individual
student accountability, c. social interaction does not interfere with keeping
students at task*, d. none of the above

29. Which of the following may be true of using the individual study strategy: a. it
may be more work than the direct and indirect strategies*, b. understanding of
content is usually not as deep, c. retention is less than when the direct or indirect
strategies are used, d. all of the above

30. Learning centers can be used effectively: a. for high school students, b. middle
years students, c. elementary students, d. high school, middle years and
elementary students*

31. Which of the following is not an advantage of computerized instruction: a.
students interact actively and receive instant feedback, b. it can individualize
instruction, c. an abundance of software is readily available*, d. it can provide
high quality opportunity for problem-solving
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32. Mastery learning is based on the belief that: a. it can be used for almost the whole
curriculum and at any grade level, b. differences in achievement are at least partly
due to differences in the time needed to learn*, c. is best used with individual
students rather than small groups or the class as a whole, d. competition between
individuals or groups is needed for higher student achievement


Chapter 12
The Indirect and Experiential Learning Strategies

1. Which of the following terms is not used in the literature when it refers to indirect
teaching: a. expository*, b. decision making, c. problem solving, d. discovery

2. Indirect teaching methods tend to be: a. teacher-centered, b. based on the view
that knowledge is both a means and an end, c. emphasize helping students learn
how to think*, d. closed rather than open

3. Which of these is the least true about indirect teaching methods: a. they are
particularly effective for information acquisition*, b. the approach is inductive, c.
the teacher avoids giving solutions, d. they are used to stimulate student's thinking
processes

4. Inquiry learning recognizes that: a. "knowing how to know" may be more
important than "knowing about"*, b. there is a body of knowledge all students
should acquire, c. declarative, procedural and conditional knowledge must be
directly taught, d. knowing is a product rather than a process

5. The indirect teaching strategy tends to be: a. interactive and experiential*, b.
individual learner oriented, c. done through teacher presentation, d. none of the
above

6. Which of the following is not normally an indirect teaching method: a.
simulation, b. assigned questions*, c. guided inquiry, d. unguided inquiry

7. Which of the following is characteristic of indirect instruction. Less teacher
control and learning outcomes: a. are relatively predictable and "safe", b. are
often unpredictable and less "safe"*, c. are often unpredictable but quite "safe", d.
are a balance of the predictable and unpredictable

8. Strategies other than the indirect should be chosen when: a. students need to
experience something to benefit from later instruction, b. ego involvement and
intrinsic motivation are desirable, c. the focus is personalized understanding and
long term retention, d. information acquisition or "finger tip" recall is desired*

9. An important aspect of the investigative process of inquiry is that: a. the focus is
on the teacher as ponderer, questioner, interrogator, persistent seeker and asker, b.
the focus is on the students as the ones who ponder, question, persistently seek,
interrogate and evaluate, c. students are involved not only in the questioning but
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in forming the questions and conducting the study*, d. the teacher acts as
benevolent and kind judge as students conduct the process of formulating a
hypothesis and testing it

10. Which mode of questioning would be suitable for most inquiry lessons. The
teacher: a. does not ask questions, b. sets the stage and asks only information or
memory questions, c. turns question-asking over the students who are leading the
inquiry, d. tends to ask open-ended questions and tries to get all involved*

11. When indirect or inquiry teaching is used the teacher should avoid or de-
emphasize: a. giving the impression that there are no "right" answers, b. seeking
student ego involvement, c. competition among students*, d. content that involves
attitudes and values

12. Which of the following characteristics should students avoid during inquiry or
indirect learning: a. the view that the "best answer" will stand the test of time and
prevail*, b. making guesses on the basis of past experience, c. a degree of
skepticism, d. seeking feedback and reinforcement on their use of the inquiry
process

13. The basic inquiry teaching model normally involves the following steps: a.
discover entry knowledge, pose a problem, provide information and student
application, b. make students aware, students practice at the awkward level,
students practice at the conscious capability level and internalization, c. problem
posed, experiences bring out essential elements, experiences bring out contrasting
elements, generalization formed and then applied*, d. pose problem, provide
background information, students seek answer and testing

14. Which of the following methods do not lend themselves to an inquiry focus: a.
lecture, b. debates, c. role playing, d. none of the above*

15. Which inquiry method involves presenting a problem-focusing stimulus that
poses a discrepant event: a. unguided inquiry, b. Suchman inquiry*, c. discovery,
d. problem solving

16. In guided inquiry: a. students formulate the question and seek and arrange the
learning materials and resources that pertain to the problem, b. materials, visuals
are arranged by the teacher so students can arrive at a suitable set generalization*,
c. students guide themselves to a particular predetermined solution to a problem
that has been posed, d. all of the above

17. In unguided inquiry, the teacher: a. becomes a question asker and not a question
answerer*, b. is the question asker and answerer, c. is the question asker and
answers only difficult questions, d. neither asks nor answers questions

18. Inquiry methods are not effective when: a. the focus is concepts, attitudes or
values, b. emphasis is on practicing thinking or affective skills to be used later*, c.
you want students to become more ego-involved, self-directed and self-motivated,
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d. several "right" answers are possible or when "right" changes with the
circumstances

19. If one places experiential learning on a continuum, it would fall in the _______
range: a. abstract, b. representational, c. observational, d. action*

20. The degree of structure for experiential learning tends to be: a. less than for direct
instruction*, b. about the same as direct instruction, c. more than for direct
instruction, d. more than for direct instruction but less than interactive instruction

21. Which of the following is not true about experiential learning: a. it is learner
centered and active, b. it is emphasizes the process of learning more than the
product, c. it is intellectual rather than affective*, d. it tends to use a self-paced
and personalized approach

22. Which statement best describes how good experiential learning takes place. The
learner takes part in an activity and then: a. critically reflects on it, draws insight
through analysis and transfers learning's to new contexts* b. engages in analysis,
draws insight from the analysis, seeks validation through the teacher or text and
transfers learning's to new contexts, c. using the preset hypotheses engages in
analysis, critically reflects on the analysis and transfers learning's to new contexts,
d. critically reflects on it, tests the results against the hypotheses and transfers
learning's to new contexts

23. David Kolb (1984) defines experiential learning as: a. "an action-oriented,
personalized problem solving process", b. "the process of whereby knowledge is
created through the transformation of experiences"*, c. "the process of direct
encounter with a phenomenon for the purpose of generating personalized
meaning", d. "a firsthand encounter, directness, involvement or participation in
the context studied"

24. Which of the following is not claimed to be an advantage of experiential learning:
a. some people, because of their learning style, prefer a more experiential
approach, b. higher order skills and even wisdom develop through experience and
reflection, c. it allows the teacher to see that appropriate information is acquired
by students*, d. it is an aid to the cognitive development of students

25. Teaching methods that are not experiential usually: a. do not go past "knowing
about" or "knowing how"*, b. require application to new contexts, c. actively
involve students with the context being studied, d. results in completeness of
learning

26. Which of the following is not normally an example of experiential learning
method: a. a game, b. a guest lecturer*, c. a simulation, d. a field trip

27. Students usually are engaged in an experiential instruction activity for: a. a few
minutes, b. one to five periods, c. one week to more than a month, d. any of the
above

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28. The ____ phase of the experiential learning cycle involves determining patterns
and dynamics: a. sharing, b. analyzing*, c. inferring, d. applying

29. The ____ phase of the experiential learning cycle involves publishing reactions
and observations: a. sharing*, b. analyzing, c. inferring, d. applying

30. Which of the following is not likely when experiential methods are used: a.
evaluation is relatively cut and dried*, b. the degree of teacher versus student
control can be varied, c. it can be effectively combined with direct instruction, d.
the amount of structure can vary from unstructured to highly structured

31. Which of the following is not true: a. experiencing something through the five
senses can convey misinformation, b. it is impractical to expect that everything to
be learned can be directly experienced, c. the only way to really know something
is to experience it*, d. firsthand experience could limit learning to practices and
standards already established

32. Kolb (1984) believe learners need for kinds of abilities _______ refers to the
ability to create concepts and generalizations that are logically sound: a. concrete
experience, b. reflective observation, c. abstract conceptualization*, d. active
experimentation


Chapter 13
The Collaborative Learning Strategy

1. The teaching methods that are part of the interactive strategy are distinguished by:
a. interaction between a student and the material to be learned, b. discussion and
sharing by the teacher and the class group, c. reliance on discussion and sharing
among participants*, d. collaboration between a team of instruction to achieve
instructional goals

2. A characteristic of interactive instruction is that: a. the teacher gives up
responsibility for achieving objectives to the students, b. careful teacher-
determined interaction rules must be set right at the outset, c. teachers must refine
their observation, listening and interpersonal skills*, d. none of the above

3. Which of the following describes an important function of the teacher about the
operation of the class as a group. The teacher should: a. make sure that the class
is as quiet and at task as much as possible, b. help the class participate, interact
positively and become a mature group*, c. teach and require the use of
competitive academic survival skills, d. none of the above

4. Which of the following is not true of the class as a work group: a. everybody has
the same status, b. the rules that the teacher set automatically are the norms that
should be followed*, c. the teacher should provide interpersonal and group skill
training, d. all of the above are true

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5. Normally, effective total class discussions: a. are based on well-known material,
b. pose a controversial or thought-provoking problem, c. are not used over and
over again all term, d. any of the above*

6. The role of the teacher in the guided discussion method is to: a. ensure that those
that have the most to offer are the ones that participate the most, b. ask thought-
provoking questions and interject information when appropriate*, c. make sure
the class is led to the teacher-predetermined conclusion, d. all of the above

7. Which of the following best describes the advantage of using small groups: a.
They are very valuable for rapid acquisition of facts and information, b. They
provide for active student participation and enhance motivation and
achievement*, c. They are particularly suited to relatively simple or routine
operations or assignments, d. They are particularly useful for introducing a new
unit on a complex topic

8. A characteristic of unguided discussion is that: a. the results are less safe and
predictable*, b. the teacher makes sure discussion is spread evenly among class
members, c. the teacher is merely an authority source or figure, d. all of the above

9. Which of the following is true with respect to classroom management and control:
a. well run small group methods actually reduce classroom management
problems*, b. problems do increase but the results are more than worth the effort,
c. begin to use small groups the very first day of class to show you value this
method, d. a comprehensive list of rules for small group work should be
established very early

10. When a teacher divides a class into groups of 5 for a 6 minute discussion, asks
groups to come up with as many suggestions as possible to solve a problem, and
asks that judgment be deferred, which of the following is being used: a. the
Grouptalk method, b. a Buzz 56*, c. problem solving, d. brainstorming

11. A group formed for the purpose of remediation of mathematics skills is called: a.
an assigned roles group, b. an investigative group, c. a value-clarifying group, d. a
tutorial group*

12. The teacher can choose from many different small group methods. In the
_______ group, students individually spend a moment considering what was said
and then two students get together to talk about the issue. a. buzz, b. problem
solving, c. value clarifying, d. think-pair-share*

13. Group leaders who are effective: a. help clarify the problem, often interject
opinions and keep discussion moving: b. keep discussion moving, judge the value
of member contributions and spread participation, c. spread participation, keep
discussion on topic and provide for summaries*, d. provide for summaries,
encourage storytelling and ensure that a few do not dominate

14. Teaching and monitoring the interpersonal skills used in group work is important
because: a. it gives the teacher another component to assign a mark, b. groups are
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important to good classroom mental health, c. it may help small group learning to
be more pleasant and productive*, d. it allows the teacher to attend to other
matters while the groups are working

15. Small group methods differ from non-interactive methods in that: a. learning
plans should seldom be modified, b. competition is reduced and people tend to
help each other* c. the teacher's role becomes one of supporter and coordinator, d.
planning must ensure that predetermined outcomes will be achieved

16. With respect to roles students can be assigned during small group work, the role
of the _______ is to keep discussion relevant and bring together what was
discussed: a. initiator, b. contributor, c. clarifier, d. summarizer*

17. The role of the ________ is to help the group organize and keep moving toward
the goal: a. initiator*, b. clarifier, c. summarizer, d. evaluator

18. The role of the _________ is to be friendly, compliment members for their
contributions and ask for their input: a. initiator, b. encourager*, c. harmonizer, d.
clarifier

19. Small group methods can work well if: a. the teacher informs students about
expected behavior and teaches interpersonal skills, b. the teacher monitor
operation and intervenes if "free rider" or "dominator" is discovered, c. helps the
groups develop the means to monitor their own effectiveness, d. all of the above*

20. Which of the following is not an advantage of small groups: a. group members
have a stronger commitment, b. peer teaching is often more effect that instruction
by the teacher, c. more information can be covered that by explicit instruction*, d.
better decisions often result

21. Johnson & Johnson (1975) classified modes of interaction as: a. self, small group
and cooperative, b. confrontative, individualistic and cooperative, c.
individualistic, competitive and cooperative*, d. individualistic, competitive and
collaborative

22. A characteristic of a cooperative learning that is different from non-cooperative
learning classrooms is interaction: a. with the teacher is stressed, b. interaction
with materials is stressed, c. interaction between small groups and the teacher is
stressed, d. interaction between students is stressed*

23. In cooperative learning groups are usually heterogeneous. This reflects the
principle that: a. intercultural interaction tends to reduce stereotyping and
prejudice*, b. everybody should be treated equally and receive an equal reward, c.
pro social interactive behavior should be promoted to improve society, d.
experiential and interactive learning promotes better understanding and retention

24. An interdependent task structure is created by having: a. each group cooperate to
set the goal, b. the teacher, with the advice of each group, set group objectives, c.
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each student in a group responsible for some part of the task*, d. groups share
equally in the reward for achieving a task

25. In cooperative learning, interdependent reward structure means: a. evaluation of
group effectiveness is determined by the teacher, b. evaluation of group
effectiveness is determined jointly by the teacher and students, c. the reward is
basically the satisfaction students feel for collaborating well, d. the reward
received by each student affects the evaluation*

26. Slavin (1987) reports that a positive outcome of cooperative learning is: a.
academic gains, b. improved race relations, c. increased personal and social
development, d. all of the above*

27. If positive achievement is to occur in cooperative learning it is particularly
important that: a. the teacher sets reasonable expectations, b. group goals are
clear and individual accountability is present*, c. students are allowed to
participate in setting achievement standards, d. all of the above

28. Positive academic achievement through cooperative learning: a. is most
pronounced for lower rather than higher grade levels, b. is most pronounced for
rural rather urban students, c. is most pronounced for low rather than high
achievers, d. about same for all the groups named above*

29. Which of the following is not characteristic of cooperative learning groups: a.
leadership usually appointed*, b. task achievement is stressed, c. membership is
usually heterogeneous, d. social skills are taught and used

30. A major difference between cooperative learning and other teaching methods is
that: a. clearly set objectives and evaluation are much more important, b. the use
of tests is de-emphasized, c. the source of information is positive peer interaction,
d. students are recognized for their group effort*

31. Cooperative learning may not work well if: a. the intent is for students to learn
thinking skills, b. students are to learn step-by-step skills, c. instruction and
practice in interpersonal and social skills is not provided*, d. prior training in
learning comprehension strategies and study skills was not provided

32. The teacher working closely with students during group study time is a practice:
a. that should be avoided during cooperative learning, b. that is essential in
cooperative learning, c. that is an optional part of cooperative learning, d. may be
effective depending on circumstances*

33. The key principles in effective cooperative learning are: a. individual
responsibility and accountability*, b. heterogeneous grouping and reward
interdependence, c. shared reward and positive interaction, d. group competition
and social development

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34. In _______ students are heterogeneous ability tables and when the game is over
contestants are scored: a. Jigsaw, b. Teams-Games-Tournaments*, c. Student
Teams and Achievement Divisions, d. Group Investigation

35. In _______ students review teacher-taught materials, teams study for weekly
quizzes and head-on competition is avoided: a. Jigsaw, b. Teams-Games-
Tournaments, c. Student Teams and Achievement Divisions*, d. Group
Investigation

36. Which kind of cooperative learning method makes use of peer tutoring and both
home and expert groups: a. Jigsaw*, b. Teams-Games-Tournaments, c. Student
Teams and Achievement Divisions, d. Group Investigation

37. In ________ students are grouped to research and report particular aspects of a
general topic: a. Jigsaw, b. Teams-Games-Tournaments, c. Student Teams and
Achievement Divisions, d. Group Investigation*

38. Cooperative learning methods can be sorted into two categories: peer tutoring
and group investigation. Which of the following is normally not characteristic of
peer tutoring: a. the teacher presents the information to be learned, b. students
drill each other on the information to be learned, c. used for acquiring information
or skills, d. used for problem-solving, interpreting and applying*

39. The major difference between cooperative and other games is that cooperative
games: a. are used to "break the ice" or make group members comfortable with
each other, b. are used to develop communication, interpersonal and group skills,
c. de-emphasize individual competition and are set up so that everyone can win*,
d. are used as change of pace activity and, at the same time, develop social skills

40. Studies have revealed that the orientation of a classroom, competitive or
cooperative, can have a significant effect of the academic and social behavior of
students, particularly for: a. students whose parents are poor, b. minority
students*, c. upper social class students, d. urban students

41. Normally, cooperation as a cultural value is essential in: a. rural societies, b.
land-based societies, c. indigenous societies, d. all of the above*

42. Classroom management is a concern. Stanford (1977) reports: a. using groups
promotes misbehavior behavior and increases discipline problems, b. using
groups results in improved social skills but also increases off-task time, c. when
groups are used the incidence of misbehavior actually drops significantly*, d.
there is no difference in misbehavior or off-task time between group and other
methods

43. In summary, the role of the teacher when cooperative learning groups are used is:
a. help create positive interdependence, b. monitor, facilitate and evaluate, c.
teach interpersonal and group skills, d. all of the above*


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Chapter 14
Teaching for Thinking and Problem Based Learning

1. Authorities increasingly believe thinking skills: a. tend to be specific to certain
school subjects, b. will develop by themselves if students learn the content of
disciplines well, c. can and should be separately taught and learned*, d. thinking
skills are "content free" and can exist as separate entities

2. The view that thinking skills and processes should be directly taught is in keeping
with the now accepted view that the teacher is: a. an information dispenser or
disseminator, b. an organizer of declarative and procedural content, c. a learning
facilitator*, d. a funnel between learners and the material to be learned

3. Jones et al. (1987) believe that students' ability to think well is linked to: a. how
they link new information with prior knowledge, b. the way they organize
knowledge, c. their command of learning strategies, d. all of the above*

4. We can distinguish thinking skills and processes. Parker and Rubin (1966) call
"process": a. the cluster of diverse operations that surround the acquisition and
use of knowledge*, b. the ability to muster information and skills while solving
problems, c. using memory and comprehension strategies, d. comprehending,
analyzing, synthesizing and evaluating

5. Which of the following is true of a process-oriented classroom: a. the teacher
asks students "What did you do?", b. problems solving skills are allowed to
develop when the content is learned, c. the answer students obtain is most
important, d. students become aware of how they learn and can learn*

6. Which of the following tends to be retained best and is most likely to transfer to
new contexts: a. facts, b. concepts, c. generalizations, d. processes*

7. Which of the following is more characteristic of process instruction than skill
instruction: a. specific techniques in fixed sequence are learned, b. steps may be
indefinite and the sequence varied*, c. the components are relatively easy to break
down, d. all of the above

8. Which of the following is an example of a process: a. comparing and contrasting,
b. inferring, c. using a compass, d. conflict resolution*

9. Benjamin Bloom's cognitive taxonomy was among the first models for teaching
and learning thinking skills. A problem with the model was that: a. many
educators came to think learning was hierarchical and must take place in a linear
way*, b. few teacher education programs taught prospective teachers how to use
the taxonomy, c. a great deal of resistance to the notion of teaching for thinking
was experienced, d. the cognitive aspects of content began to be emphasized at
expense of the affective

10. Observing as a thinking skill identified by Wasserman (1978) should involve: a.
differentiating between what was seen and assumptions made from the
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observation*, b. downplaying actual details and having faith in ones opinion, c.
recognizing the importance of first impressions and intuition, d. determining how
two or more things are alike and how they are different

11. Classifying as a Wasserman thinking skill should stress that: a. as many ways of
grouping as possible should be found, b. groups be related and that grouping
serves a purpose*, c. order in a group is not important and will develop by itself,
d. order and symmetry are critical and must be stressed

12. Hypothesizing as a Wasserman thinking skill involves coming to a: a. definite
conclusion, b. reasonable possible explanation*, c. decision as to the important
elements, d. coded interpretation of something

13. Specifying the criteria or standards to be used in making judgments is an
important aspect of the Wasserman thinking skill of: a. imagining, b. looking for
assumptions, c. coding, d. criticizing*

14. In the _______ approach to teaching thinking, thinking skills are not made
explicit: a. stand-alone, b. embedding, c. separating, d. immersion*

15. Jerome Bruner calls the cluster of diverse operations that surround acquiring and
using knowledge: a. process*, b. content, c. product, d. synthesis

16. Higher order thinking: a. occur naturally as a result of knowing content very well,
b. can be content free and need not apply to specific content, c. tends to result in
clear cut solutions to problem situations, d. may involve imposing meaning and
structure on apparent disorder*

17. Which of the following, in the Marzano et al. (1988) framework for core thinking
skills, is included in organizing skills: a. formulating questions, b. identifying
attributes and components, c. summarizing, d. classifying*

18. Which of the following, in the Marzano et al. (1988) framework for core thinking
skills, is included in analyzing skills: a. formulating questions, b. identifying
attributes and components*, c. summarizing, d. classifying

19. Which of the following, in the Marzano et al. (1988) framework for core thinking
skills, is included in generating skills: a. formulating questions, b. identifying
attributes and components, c. inferring,* d. establishing criteria

20. Which of the following thinking skills, in the Marzano et al. (1988) framework
for core thinking skills, is included in integrating skills: a. restructuring*, b.
encoding, c. verifying, d. establishing criteria

21. An important feature of the Carolyn Hughes (1988) model as compared is she
recognizes that: a. remembering takes place when we encode, b. we pull things
together and restructure things in our own minds, c. content can be of increasing
difficulty and learner readiness is important*, d. decision-making steps and the
operations in each step can be taught and learned
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22. Which of the following are part of the Hughes model: a. concrete, graphic and
abstract, b. focusing, information gathering, organizing, analyzing, generating,
integrating, predicting, c. both "a" and "b"*, d. neither "a" nor "b"

23. Often, success in learning requires that: a. specific previous knowledge be
present, b. the ability to related it to new information, c. opportunity to apply the
learning, d. all of the above*.

24. Which is likely the best statement about transfer and the teaching and learning of
thinking skills: a. when these are taught as part of a school subject students will
likely transfer them to new contexts, b. transfer of these to new contexts is not
likely to occur unless the teacher teachers for it*, c. transfer occurs through the
conditions that are usually met in everyday classroom lessons, d. all the above
statements are good

25. Teaching for creativity should be an important aspect of the curriculum. Which
of the following may be characteristic of creative thinking: a. it reflects
originality, b. divergent thinking occurs, c. it involves new combinations of ideas,
d. all of the above*

26. Which of the following are barriers to creative thinking: a. following the course
of study, b. asking students to express themselves in an open-ended manner, c.
using the interactive instruction or the experiential teaching strategy, d.
structuring examinations that stress declarative knowledge*

27. It has been found that expert problem solvers: a. follow a set sequence that begins
with problem definition, b. define the problem and suggest many possible causes,
c. start by trying to narrow the problem down through key features*, d. all of the
above

28. Which of the following best describes what critical thinking is: a. evaluating the
credibility of information*, b. differentiating between essential and nonessential
information, c. proceeding in an orderly, sequential manner, d. considering the
implications of potential solutions to a problem

29. Which of the following is not included in Beyer's (1984) list of critical thinking
skills: a. determining the reliability of a claim or source, b. being open to an
original or divergent approach to a problem or issue*, c. detecting biases, d.
recognizing logical inconsistencies in a line of reasoning

30. When a person selects from alternatives he or she is engaging in the complex
process of: a. creative thinking, b. critical thinking, c. problem solving, d.
decision making*

31. Which of the following does not need to be part of a teachers plan to promote
thinking: a. showing respect for students and encouraging students to respect each
other, b. being willing to listen and providing opportunities for students to be
heard, c. providing opportunity for students to memorize information and
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concepts*, d. allow students to examine alternatives and act in accord with their
decisions

32. Which teacher questioning techniques promote higher order thinking: a. using
wait time and redirects, b. using wait time and probes*, c. using wait time and
prompts, d. using wait time and careful distribution

33. For the best results for learning thinking skills: a. the student activities chosen
and examinations and grades must stress thinking skills*, b. evaluation should
have students repeat the thinking skill in a form an context already used, c.
evaluation should present original problems requiring a combination new to the
students, d. students should engage in self-evaluation of their ability to use
thinking skills

34. Which of the following is NOT normally characteristic of problem based learning
(PBL)? a. active learning is valued, b. it is teacher centered*, c. problems are the
organizing focus, d. learning occurs in small student groups

35. Which of the following is the strongest argument for using PBL? a. it teaches
students how to commit content to memory, b. it teaches to students to be self
motivated, c. students learn how to work independently, d. learning becomes
more relevant and authentic*


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V. Transparency Originals

Table of Contents Page

PART I: Aspects of Teaching
Chapter 1Teacher Preparation: Becoming a Professional Teacher 127
Chapter 2--Communication and Interpersonal skills 133
Chapter 3--Teaching for Diversity 138
Chapter 4--Energizing Learners: The Affective Domain and Motivation 146
Chapter 5--Assessment and Evaluation 154

PART II: Mastering the Fundamentals
Chapter 6--Classroom Management 157
Chapter 7--Facilitating Learning: Lesson and Unit Planning and Delivery 161
Chapter 8--Engaging Learners: Questioning, Discussion,
Seatwork, and Homework 167
Chapter 9--Teaching Concepts 174
Chapter 10--Teaching Skills 185

PART III: Selecting Instructional Approaches
Chapter 11--Direct Instruction and Individual Study 193
Chapter 12--The Indirect and Experiential Instructional Strategies 201
Chapter 13--The Interactive/Collaborative Learning Strategy 210
Chapter 14--Teaching for Thinking and Problem-Based Learning 216

Selecting Teaching Approaches and Unit Planning 221

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121
1.
Theory Presentation
and Modeling
2.
Reflection/Discussion
3.
Microteaching to
Small Groups of
Peers OR Case
Analysis
4.
Feedback, Analysis,
Reflection/Discussion
5.
Focused Practice
in a Classroom
6.
Feedback, Analysis,
Reflection/Discussion
Theory, Practice,
Reflection
Cycle
for
Professional
Development
ENTRY
TEACHING
CAPABILITY

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Stages in Acquiring
a Competency
Unaware
Aware
Awkward
Performance
Conscious
Skill
Automaticity
L
e
v
e
l
s
S t a g e s



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Helping
Relationship
Preconference-->
Data Collection-->
Postconference
Theory/Reflection
Practice/Reflection
Cycle
Professional Development
Components


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Solicited,
not imposed
Focus on behavior
that can be
controlled
Descriptive, Clear
non evaluative
Specific and
complete
Given at earliest
opportunity
Ownership with
receiver, not giver
Effective Feedback


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Conferencing Checklist

Preconference Checklist
___ Topic
___ Identification of Content
___ Prerequisite Learning
___ Set
___ Development
___ Closure
___ Materials and Aids
___ Evaluation
___ Identification of Target
___ Actions Proposed to Achieve Target
___ Data Collection Method
Postconference Checklist
___ Debriefing plans for achievement of objectives
___ Review of target & method of data collection
___ Presentation of data collected
___ Analysis of data (assisted by a helper if available)
___ Decision about the significance of the data
___ Decision as to specific action for the future


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1. Reflect on
personal professional
capability
2. Identify targets to
work on and sequence
3. Select target & study
literature on the target
4. Decide on how to
attempt target and
collect data

5. Attempt target, get
feedback analyze data,
reflect
6. Decide future action--
try again or move to
new target
Professional Development Steps
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E F F E C T I V E
C O M M U N I C A T I O N
Occurs when
Message sent equals message received
R e s u l t : C O N G R U E N C E
I N E F F E C T I V E
C O M M U N I C A T I O N
Occurs when
Message sent and received differ
R e s u l t : C O N G R U E N C E
Congruence Between
Message Sent and Received



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Oral
Audibility
Clarity
Enunciation
Variation
&
Emphasis
Language
Usage
Mannerisms
Nonverbal
Facial
Expression
Movement
Gestures
Mannerisms
Eye
Contact
Silence
Physical
Contact
Basic Communication Skills


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Understanding
Others
Paraphrasing
Being Understood
by Others
Interpersonal Skills


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Known
to
Others
Not
Known
to
Others
Hidden
Area
Unknown
Area
Expanded Public Area
Known to self Not known to self
Johari Window


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Orientation
Conflict
Productivity
Termination
Group Development Stages


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Self Actualization
Aesthetic
Cognitive
Esteem
Belongingness
Security
Basic Physiological
Maslows Hierarchy of Needs
B
e
i
n
g
D
e
f
i
c
i
e
n
c
y

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Spatial Bodily-Kinetic
Musical Linguistic
Logical-Mathl Interpersonal
Intrapersonal Naturalist
Gardners Multiple Intelligences

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Imaginative Learners:
Imaginative, perceive cognitively, process info
reflectively
Listen, share, try to integrate school experience
with self experience
Analytic Learners
Common Sense Learners
Dynamic Learners
Common sense, perceive abstractly, process info
reflectively
Like both details & ideas, sequential thought
value ideas more than people
Common sense, perceive abstractly, process info
actively
Concrete problem solving, pragmatic, like
tinkering & experimenting
Perceive concretely, process info actively
Usually integrate experience, apply & value
learning, like trial & error, taking risks
Learning Styles


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Pictures
Drawings
Paintings
Sculpture
Form
Pattern
Color
Shape
Visual
Visual/
Spatial
Sound
Pattern
Oral
directions
Listening
Sound
patterns
Rhythms
Mental
sounds
Tone
Chants
Auditory
Gestures
Touching
Body
motions
Object
manipu-
lation
Positioning
Moving/
Touching
Kinesthetic
Learning Modality

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Left Mode Learners
Right Mode Learners
Analytic deductive
Splitters
Like verbal instructions
Systematic
Solve problems logically
Sequential, look at parts
Good planners Control feelings
Organized
Like conventional classrooms
Prefer logic
Chunkers
See patterns
Intuitive/Deductive
Hunches to solve problems
See the whole
Share feelings
Like images/metaphors Like synthesizing
Holistic approach Judgments often subjective
Spontaneous

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Attitudes
and
Values
Stereotyping
Overgeneralization
Prejudice
Discrimination
Self-fulfilling
Prophecy
Cycle
of
Racism


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Gifted/Creative/
Talent
Migrant
Disadvantaged
At Risk
Behavior
Disorders
Special

Needs

Learners


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Motivation
Not something we can see . . .
we can only infer it by
observing behavior
ASPECTS of MOTIVATION
1. The choices people make
2. When they start an activity
3. The intensity of involvement
4. What causes a person to
persist or give up
5. What a person thinks of feels
during an activity


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Maslows Needs
Order of Priority
1. Physiological
e.g., food, elimination, sleep
2. Safety
e.g., freedom from physical or psychological
threat, danger or anxiety
3. Love
e.g., being accepted by family, peers, teachers,
and others
4. Esteem
e.g., feeling good about oneself and being
reasonably successful
5. Self-Actualization
e.g., making reasonable progress towards
reaching potential


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Task
Difficulty
Four
Main
Attributions
Motivation &
Attribution
Motivation is influenced by
what students
think caused past
successes and failures.
Luck
Effort
Ability

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Causal Factors
A. External/Internal
EXTERNAL --> ability, effort, personal attractiveness
INTERNAL --> luck, difficulty of task
<> success because of ability <> failure lack of effort
B. Stable/Unstable
STABLE --> ability (task difficulty)
UNSTABLE --> effort, luck
<> find math hard--expect to fail <> do poorly on a test
because of illness, expect to do better next time
C. Controllable/Uncontrollable
CONTROLLABLE --> effort (personal control)
UNCONTROLLABLE --> luck, ability
<> believe failure was due to lack of ability may give up;
believe it due to lack of effort can change


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Student
Fails
Student
Expects
to Fail
Task
Presented
Student
Fails
Etc.
Task
Presented
Cycle
of
Attributions
for
Failure
Failure/Expectations Cycle
of At Risk Students


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Affective
Teaching
Competencies
Soliciting
Reacting
Motivating
Sensitive
to Feelings
Managing
Depersonalizing
Rules
Resolving
Conflict


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Generosity
Mastery
Circle of Courage:
Central Values


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147


1.
Discover
Present
Attitude
2.
Provide
Information/
Experiences
3.
Allow for
Reflection/
Understand
-ing
4.
Check for
Commit-
ment
5.
Check
for
Action
6.
Return
to #1
Teaching Attitudes & Values


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Student Assessment
Techniques*
Methods of Ongoing Student
Organization Activities
Assessment Stations Written Assignments
Individual Assessments Presentations
Group Assessments Performance Assessments
Contracts Homework
Self- & Peer Assessments
Portfolios

Data Recording Quizzes & Tests
Anecdotal Records Oral Assessment Items
Observation Checklists Performance Test Items
Rating Scales Extended Open-Response
Short-Answer Items
Multiple-Choice Items
True/False Items
* SaskEd. (1991). Student evaluation: A teacher handbook .
Regina: Saskatchewan Department of Education.


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Ways to Seek
Information
About
Students
Observation
Testing



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A Controversial Practice:
Testing, Evaluating, Grading
Criticisms:
dehumanizes
too much emphasis
on competition
promotes cheating
discourages intrinsic
interest
tests the wrong things
preparing/marking too
much work
Reasons for Use:
grades used to sort people
for jobs/societal roles
rewards used to motivate
used to judge effectiveness
of teachers
caregivers told how offspring
compare to others


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1. Gain Attention
2. State
3. Prior Checkup
4. In Progress Checkup
5. Anticipate
Get attention of all
Give directions clearly,concisely
Make sure directions are understood
before students start to work
When students work, monitor to
make sure directions are clear &
followed
Have plan for handling problems
that might emerge


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GROUP FOCUS
Keeping students
ALERT &
ACCOUNTABLE
(e.g., through
good questioning
technique)
WITHITNESS
Degree of teacher
awareness of
everything that is
happening in the
classroom
MOVEMENT
MANAGEMENT

Regulating PACE &
FLOW of classroom
activities (smoothness
/momentum vs.
jerkiness/slowdowns)
OVERLAPPING
Handling two or
more things at
the same time
Basic
Management
Skills
Jacob Kounin


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2. Check Up
3. Reinforce
Handling
Minor Disruptions
1. Deter
1. Please stop/begin to . . .
2. Hows it going . . .
3. Well done because ...



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Routines & Procedures
behavior during opening events
handling attendance, lates, & tardiness
entering & leaving the room
beginning and ending a period
being quiet in the room
talk and attending during presentations
participation in questioning/class discussions
getting/putting away books & references
taking out/putting away materials & supplies
distribution of materials and supplies
behavior during seatwork
getting help from teacher or peers
notices, information about assignments
consequences of not doing or late assignments
handing in & returning assignments
what to do when an assignment is done early
participation in groups
moving from one area to another
changing classes
sharpening pencils
going to the washroom
using the waste basket
homework
working in the library/other area
field trip procedures
behavior when guests are in the class
safety routines in a gym or lab
emergencies--fire or other disasters


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P L A N
Plan Instructional
Content/Procedures
Plan
Evaluation
Begin
Instruction


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Topic
Objectives
Prerequisite
Learning
Set
Development
Closure
Evaluation
(a) Formative
(b) Summative
Target Area & Specific
Target
Procedure for Achieving
Target
Focus on Students
Focus on Teacher
PART 2


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1. Set: advance organizers or: outline
general principles/questions/activity
2. Brief description of learning objectives
& new or key concepts
5. Closure: review of main points and
how they fit together
6. Follow up: questions or assignment
for understanding
3. Presentation of material in organized,
sequenced, achievable steps
4. Frequent checks for understanding
Procedure for Delivering a Lesson


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*A Constructivist Lesson Plan Guide
Invitation
Exploration
Explanation
Taking Action
Setting the stage--students prior
knowledge, ideas & beliefs in the
lesson surfaced & engaged using,
for e.g., a question, demonstration,
event, or interesting challenge.
Describe the activities student will
do to explore the concepts,
phenomena or ideas of the lesson
Include objectives, and material
needed.
Students share--discuss; reflect on
findings, data, & analyses, compare
ideas of peers & authorities on the
topic.
Students take part in an activity to
to help take personal or social res-
ponsibility for the ideas researched;
& ask what they learned & how this
might help them solve a problem.
*Source: http://.gsu.edu/Hassard/mos/con9.html


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S E T C L O S U R E
Purposes:
focus attention
provide organizational
framework
provide examples/
analogies for under-
standing
promote interest &
involvement
bridge from past
lesson(s)
Purposes:
bring lesson to
conclusion
help bring things
together & make
sense of things
provide repet ition to
aid retention
bridge into next
lesson
Orientation
Transition
Orientation
Review
Transfer
Serendipity


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161


Questioning
Normal Steps
Get attention
of all
Ask
Question
Wait
Call for
response
Response
to whole class
Student must understand
question & conditions of
response
3 to 5 seconds
Spread among volunteers
& non volunteers
Wait briefly after
students response
If needed, prompt
probe or redirect


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After the Call for a Response
No response: Rephrase or prompt or redirect
Correct response: Acknowledge or reinforce or
probe or extend response or
move to next question
Incorrect response: Reinforce correct part & en-
courage or prompt or redirect
Normally Avoid:
call outs
chorus answers
repeating questions
run-on answers
yes-no questions
poor distribution
rhetorical questions
Questioning

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Wait Time
B e n e f i t s
Students give longer answers (up to 700%)
Number of supported & logical responses increase
Failures to respond reduced
More students volunteer to respond
More higher level responses
Slow students respond more often & ask more
questions
More confidence shown in responding
Students ask more questions
Student-student exchanges increase
Students more willing to risk
Need to discipline decreases


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Wait Time Benefits
for Students & Teacher
STUDENTS: provides time to think, rehearse
screw up courage
TEACHERS: provides time to scan room, encourage,
make students feel accountable, consider
next question, phrasing, distribution, &
sequence
More flexible, fewer errors, better con-
tinuity & lesson flow, fewer but better
questions, more requests for clarification,
better use of student responses, may suit
minority students better & may partici-
pate more or increase quantity & quality
of participation
Increasing wait time may seem long
to the teacher NOT to students!
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165


Jos
o u
Beulah
Chang
Heidi
Jake
Student-Teacher Interactions #1


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166




Interaction Pattern Two

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167
make sure homework comes from work done in class
practice homework should be at least 80% successful
make sure students know how to do preview homework
put long term work in writing/help with time budgeting
discover how & where students do homework--provide
help if needed
anticipate trouble spots students & provide instructions
individualize homework as much as possible
coordinate homework with other teachers
Effective Use of Homework
Introduce homework
policy to students &
parents
Establish a systematic
& regular schedule for
assigning homework
Assign homework orally
& in writing in a standard
manner
Make sure students have
the ability & resources to
do the work well
Provide realistic amount
of work/get feedback on
how much time taken
Let students know how
to go about and what to
do with their homework
Provide prompt feed-
back & include correc-
tive & reinforcement
Record completion of
work & grade earned



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Concept
Name
Examples
Non
Examples
Critical
Attributes
Non Critical
Attributes
Concept
Definition
The label commonly used
e.g., noun
Representative instances of
a concept man city
cup
Non instances of a concept
e.g., jump thus
tall
Characteristics normally part
of an example of a concept--Must
be a person, place, or thing
Characteristics that may or may
not be part of a concept e.g.,
word length, placement, capitalized
Description of the concept, all
critical attributes included e.g.,
a person, place, or things
Concept Analysis


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169
Kinds
Types
Hierarchy
Concrete
or
Abstract
Formal
or
Informal
Conjunctive
(single set of critical attributes)
Disjunctive
(alternate sets of
of critical attributes)
Relational
(comparisons or relationships)
Superordinate
(the overarching concept
e.g., sun)
Coordinate
(concepts at same level
e.g., earth & mars)
Subordinate
(sub concepts,
e.g., moon
Concept Categories
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Hierarchy
of
Minerals
STONES
RARE COMMON ALLOYS PRECIOUS MASONRY
Gold
Platinum
Silver
Aluminum
Copper
Iron
Lead
Bronze
Brass
Steel
Diamond
Emerald
Ruby
Sapphire
Granite
Limestone
Marble
Slate
METALS


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1. Examine concept hier-
archy, determine concept
level (super-/sub-
coordinate)
2. Determine concept
kind (concrete/abstract,
conjunctive/disjunctive/
relational
10. Determine a motivating
way to introduce &
develop the concept
3. Determine learner read-
iness; select medium--
enactive, iconic, symbolic
9. Determine nature of
instruction (deduc-
tive/inductive)
4. Identify critical
attributes
5. Identify non critical
attributes
7. Select & sequence
concept example (or
analogies; or cause & effect
or behavior instances
8. Select & sequence
non examples (or
non analogies, etc.)
6. Develop a concept
definition
10-Step Model for Teaching a Concept


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Solar
System
Concept Hierarchy of the Solar System
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173


ABSTRACT
(Symbolic)
VIEWING
(Pictorial)
DOING
(Enactive)
Verbal
Symbols
Visual
Symbols
Radio, Recordings
Still Pictures
Motion Pictures
VCR
Exhibits
Field Trips
Dramatic Experiences
Contrived Experiences
Simulations/Games
Direct Purposeful Experiences
Hands-On


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A Concept Map
Relationships Concepts
is
made up of
between
identifies






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Concept Map: Water







Water
living things
plants animals
e.g.
,
e.g.,
an oak my dog
made
of
molecules
are in
motion
from
heat
changes
states
can be
gas
liquid
solid
as
in
snow ice
steam
fog lake
reached by
e.g.,
as
in
as in
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176
HIERARCHICAL
WEB or
SPIDER
FLOWCHART
3D or MULTI-
DIMENSIONAL
SYSTEMS
PICTORIAL
Information presented in order of
importance with the most
important information on top.
Information organized with the
central theme in the middle & sub
themes around the center.
Information or steps organized in
a linear way.
Information too complicated to
be shown in two dimensions so
three dimensions are used.
Information given as pictures,
landscapes or symbols. Also,
word ideas can be arranged in
the shape of a tree, wheel,
snake, or other design.
Like a flow chart, information
organized in parts, one part
flowing to the next, each with
an input, process, and output.
The output for one becomes the
input for the next part.
Concept Map Formats


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Deductive & Inductive Approaches
to Teaching a Concept
DEDUCTIVE INDUCTIVE
"rule-eg" "eg-rule"
Set established & then:
1. Concept label & definition
given by teacher
2. Examples & non examples
given & critical and non
critical attributes pointed out
3. Definition pointed out
4. Examples & non examples
presented simultaneously
5. Practice
1. Learners discover critical
& non critical attributes
through examples
2. Further learner discover\
through non examples
3. Concept labeled &
defined by learners
4. Examples & non
examples presented
simultaneously
5. Practice


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Cycle
for
Teaching Concepts
Present Objectives
& Establish set
Present
Advance Organizer
Review/Practice/
Provide for Transfer
Learners engage in
Activities to
Acquire Concept



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2. Complete the Task
Analysis
3. Determine Learner
Readiness &
Desired
Proficiency
4. Determine Approach
(Whole/Part)
& Sequence
1. Identify the Skill
7. Select Teaching
Approach
(Deductive,Inductive
or Combination)
6. Plan Lesson (Observe
Psychology of Learning
Principles)
7 Step Planning Model
for Teaching a Skill


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Fold bottom of
letter up almost
1/3 of the way
Fold top of letter
down almost to
last crease
Insert last fold
into envelope
1st 2nd 3d
1. INPUT:
letter with
face up
2. PROCESS:
a. fold up just
less than 1/3
toward top
3. OUTPUT:
letter folded
from bottom
1. INPUT:
letter creased
& folded from
bottom
2. PROCESS:
a. fold down top
to 1/2 inch from
bottom of fold
b. make a crease
3. OUTPUT:
letter folded from
bottom & top
1. INPUT:
letter folded
from bottom
& top
2. PROCESS:
a. open envelope
b. insert letter
into envelope
last crease first
3. OUTPUT:
letter folded &
inserted into
envelope
Procedural Analysis
of a Skill
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181
GOAL: ability to make a favorable
impression in a job interview
9. Presenting yourself favor-
ably during the interview
4. Communicating well,
receiving/conveying
relevant information
8. Being
enthusias-
tic/polite
3. Analyzing your strong & weak points
for the particular job applied for
1. Analyzing your person-
ality characteristics &
job skills
2. Determining how well
your personality char-
acteristics & job skills
are a requirement for
the job applied for
7. Using
correct
speech
6. Being
poised
properly
groomed
5. Preparing
application
letter &
data sheet
Hierarchical Task Analysis of a Skill


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Locate
Appropriate
Tab
Locate
Appropriate
Guide Word
Locate
Word
p r o c e d u r a l
Following
Sequence
of Word
Listings
Estimating
Location
Scanning
Locating Left
Side of Column
Spelling
Ability
Knowledge
of Alphabet
Combination Task Analysis of a Skill

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Success & Failure
Learning Principles
and
The Teaching of Skills
Deductive or Inductive
Whole or Part


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184

1. State
objectives &
establish set
2. Review
prerequisite
learning
3. Present
new
material
4. Guided
practice
5. Indepen-
dent
practice
6. Spaced
review &
testing
Use small
practiced steps
Clear detailed
explanations/
demonstrations
Check
for
understanding
Clear directions
& monitoring
Provide feedback
& reinforcement
Initial practice 80-85%
success rate
Provide for transfer


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1. Pre presentation:
set up demo materials;
review prerequisites;
provide objectives;
establish set
2. Demonstrate:
students watch (do not
yet do); repeat; draw
steps from class
4. Students practice
as instructor circulates
& provides feedback,
correctives & rein-
forcement
5. Independent student
practice after they
have gotten the idea
6. Testing, redemo,
further practice, retest
as as appropriate
3. Students do with
instructor; student
does in front of class;
repeat as appropriate
Demonstration Steps
*Depending on the complexity of the skills,
some or all of these steps can be followed


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186
Direct
Instruction
Indirect
Instruction
Experiential
Instruction
Individual
Study
Collaborative
Learning
Instructional Strategies
The Big 5
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187




1. Anticipatory
(setting the stage)
2. Objectives & Purpose
(explaining what will happen)
3. Input
(presenting new info or skill)
4. Model
(demonstrating)
5. Check for Understand-
ing (i.e., question, observe, etc.)
6. Guided Practice
(step-by-step/monitored)
7. Independent
Practice
Explicit (Direct)
Instruction Steps
(Madeline Hunter, 1985)
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188
Practice
& Drill
Lecture
Assigned
Questions
Print
Materials
Audio Tape
Recording
Video Tape
Recordings
Research
Report
Handouts
Movie
Guest
Speaker
Tutorial
Workbook
Cloze
Procedures
D i r e c t
I n s t r u c t i o n
Programmed
Learning
The Direct Instruction
Strategy




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189

<> normally teacher-centered & deductive
deductive --the rule, generalization, skill
or process presented then illustrated
with examples
<> tends to be product rather than process
centered/emphasize knowing about
and not knowing how to know
<> effective for acquiring information or
step-by-step skills, introducing, or
mini-parts of other teaching methods
<> not effective as the main way for
teaching the skills and processes
needed in critical thinking, creative
thinking, interpersonal or group skills,
or attitudes and values
<> thought to be easy to plan and use
What is
The Direct Instruction Strategy



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190


Effective Lecturing
1. Well organized (like a good speech)
2. Hook to past & future learning
3. Not too much (only 5 or 6 major points)
4. Use formative & summative summaries
5. Invite covert participation
6. Use pauses effectively
7. Involve through questions
8. Supplement--visuals, demo, discussion
9. Show enthusiasm, interest in topic
10. Pitch at learner level; appropriate vocabulary
11. Provide interesting examples
12. Make all feel personally spoken to
13. Avoid reading from notes/text
14. If not striking oil quite boring
15. Select note taking or handout or outline

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191


Direct Instruction: Info or Performance Skills
Tell students what
theyll achieve as a
result of the lesson
Do a brief review of
prerequisite learning
Rosenshine (1986)
Present new
content
small step-by-step
Give clear, detailed
directions, explana-
tions & demos
Involve all in hands-
on practice
Involve all through
questions & checking
for understanding
Guide students
during initial practice
Provide all with
feedback & correctives
Prepare class for seat-
work with clear instruc-
tions and practice
Provide enough practice
so students can be inde-
pendent & confident
Monitor students
during seatwork


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I n d i v i d u a l
S t u d y
Reports
Essays
(Papers)
Contracts
Computer
Assisted
Instruction
Activity
Centers
Interviews
Observations
Assigned
Questions
Brainstorming
Homework Projects
Seatwork
Practice
Individual
Inquiry
The Individual Study Strategy



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What is
The Individual Study Strategy
<> a pursuit by a person to self improve
<> used to acquire lifelong learning
capability & to analyze problems,
reflect, make decisions, & take
purposeful action.
<> learning strategies (techniques & skills)
that can be used throughout life
Essays Interviews CAI
Reports Brainstorming Using the internet
Projects Problem solving Independent research
Journals Decision-making Learning centers
Inquiry Fantasies Learning Packets
Games Learning units Correspondence courses
Contracts Distance education Etc.
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Effective Use of Seatwork
Select & teach interesting content until
students can get at least 80% correct.
Clear directions & establish routines for
work, format, handing in & correcting.
Guided practice, check for understanding
& knowledge of what to do & how.
Assign work designed to
suit individual needs.
Monitor seatwork, stress understanding &
skill -- feedback/correctives/reinforce
Have work handed in,write feedback, &
return.


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I n d i r e c t
I n s t r u c t i o n
Guided
Inquiry
Unguided
Inquiry
Discovery
Concept
Mapping
Focused
Imaging
Problem
Solving
Decision
Making
Socratic
Questioning
Composing
Case
Studies
The Indirect Instruction Strategy


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What is
The Indirect Instruction Strategy
<> Student-centered, open, used to help students learn
to think & achieve affective outcomes.
<> Inductive--move from specific to general.
<> Stress is on process (how to) more than product.
<> Students explore diverse possibilities.
<> Correct answer pressure is reduced.
<> Creativity & interpersonal skills growth are valued.
<> Goal is to make students self-sufficient--to learn to
know how to know, to take part in knowledge-
getting & discover concepts & principles them-
selves.
<> Belief that learning is more meaningful, thorough, &
useable when learners discover (not passive).
<> Teacher control is less & results are less predictable.
Teacher role shifts from one who tells & directs to
one who facilitates or is a resource.
<> The teacher arranges the learning environment,
provides opportunities for student involvement &
feedback on student responses.



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Basic
Inquiry
Model
Inquiry
Steps
1.
Set up the problem
situation
2.
Provide experiences
to bring out essential
elements
3.
Have experiences to
surface contrasting
elements
4.
Concept or generaliz-
ation is formed
5.
The concept or gen-
eralization is applied


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Teacher guides students towards a discovery
or generalization--arranges learning activities,
materials & visuals. Students learn to observe
and make inferences
Supervision more "casual" Free discovery--
emphasis on student responsibility involvement
in setting up problem & seeking the solution.
Teacher is clarifier, When appropriate, asks
questions, answers question with a question, or
provides a cue.
1. problem identification
2. tentative research hypothesis/objectives
3. data collected; tentative answers tested
4. data interpreted
5. tentative conclusions/generalization, &
6. applying or retesting conclusions, revis-
ing original conclusions

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Guided (Inductive) Inquiry:
Elements
1. Decide on generalization(s) to be discovered
2. Organize learning activities so strands/parts
are exposed
3. Students write a summary of the generaiza-
tion
4. Students identify the sequence or pattern of
events
5. Students synthesize the parts into a complete
sentence or paragraph, which may be the
generalization
6. Students prove their statement is a gener-
alization by giving examples of it operating
in other settings (this is similar to hypothesis
building & testing)


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Unguided (Inductive) Inquiry:
Elements
1. Learners progress from specific observations
to inferences or generalizations
2. Students are to learn how to examine events,
objects, & data to get generalizations
3. Teachers control materials & ask What can
you generalize from . . . ?
4. Minimum teacher guidance--students interact
with materials & ask questions
5. Patterns are student-generated through obser-
vations & inferences
6. Many generalization could be generated by
the students
7. Sharing of findings is encouraged so all can
benefit



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E x p e r i e n t i a l
I n s t r u c t i o n
Case
Study
The Experiential Instruction
Strategy


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What Is
The Experiential Learning Strategy
Range of Experiential Methods
Classroom
Game/Activity
Extended
Field Trip
Knowledge created through experience &
reflection:
Beyond knowing about to knowing how &
ability to do
Provides personal meaning & facilitates transfer to other
contexts
Personalized action & self-pacing:
emphasis more on process than product
Integrated, holistic; indirect/inductive; less
structures: &, learner centered:
Learners usually work cooperatively
Personalized reflection about an experience
Feelings, attitudes, & values are important
Accommodates learner needs, culture & learning style


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Experiencing
(Activity, Doing)
Sharing
(publishing, sharing
reactions & observations)
Analyzing
(processing, sharing
reactions & observations)
Inferring
(generalizing about use
in the real world )
Applying
(using learning
in new situations)
The
Experiential
Learning
Cycle
1974. Reference guide to Handbooks and Annuals,
3d Edition, Lajolla, CA. University Assoc.
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I n t e r a c t i v e
I n s t r u c t i o n
Problem Solving
Groups
Open
Discussions
Guided
Discussion
The Interactive Instruction Strategy



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What Is
The Interactive Instructional Strategy
<> Student centered discussion & sharing
high learner participation

learners react to the ideas, experience, insight &
knowledge of teacher & peers
learners reflect of experience & seek new ways of
thinking and feeling
learners learn from peers, develop social skills,\
organize thoughts, & develop rational arguments
<> Teachers role
teacher controls time, composition & size of groups
& reporting techniques
teacher uses observation, listening, intervention skills
teacher teachers interpersonal & group skills
<> Grouping & interaction patterns
whole-class question & answer in whole class
whole class discussion (guided or open)
questioning/discussion with split grade or ability groups
small group discussions, projects, assignments, presen-
tations
student pair or triad discussions or projects, assignments
or presentations
cooperative learning


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Guiding
the
Process
Group
Characteristics
Gazing
Backwards
Goal
Setting
Getting
There
Group
Learning
Strategies
Cooperative Learning
Group Strategies
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Initiator
Contributor Clarifier
Summarizer Evaluator Recorder
Encourager Harmonizer
Stanford & Rourke 1974
Student Roles in Groups


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Introduce
General
Topic
Teams
Inves-
tigate
Individuals
Tested
Individuals
Tested
Team
Recog-
nition
Peer Tutoring
to
C
L
A
S
S
Group
Displays/
Presenta-
tions
Teach
Teams
Study
School News
Group Investigation



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Create Posi-
tive Interdependence
Monitor
Facilitate & Evaluate
Teach
Group Skills
Set up:
Mutual goal &/or; shared
resources, &/or shared
reward
Circulate to help achieve
the task & maintain group
Reinforce/provide posi-
tive feedback
Skills taught to:
achieve the task
maintain positive
working relationships
build positive self
concepts
Role
of
The Teacher
&
Cooperative
Learning


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The Teaching of a Process
1. Provide over-
view of the process
3. Demonstrate
3. In separate steps
demo/practice each
4. Relate parts, in
turn to whole
5. Practice whole
in context
6. Practice in new
contexts (transfer)
7. Evaluate
8. Do in other
subjects or life


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Aspects That Aid The Learning
& Practice of Thinking
1.
Basic
Operations
or Processes
3.
Normative
Principles
of
Reasoning
4.
Informal
Principles
& Tools of
Thought
5.
Metacognitive
Knowledge
6.
Values -
Attitudes
Dispositions
Styles
7.
Beliefs
2.
Domain
Specific
Knowledge
Study
Learning
Practice
of
Thinking
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C O N T E N T O F
I N C R E A S I N G
DIFFICULTY
C
O
N
C
R
E
T
E
G
R
A
P
H
I
C
A
B
S
T
R
A
C
T
Establish Criteria Verify
E V A L U A T I N G
Summarize Restructure
I N T E G R A T I N G
Infer Predict Elaborate
G E N E R A T I N G

A N A L Y Z I N G
Compare Classify Order
Represent
O R G A N I Z I N G
Encode Recall
R E M E M B E R I N G
Observe Question
G A T H E R I N G I N F O R M A
T I O N
Define Problem Set Goals
F O C U S I N G
Identify Attributes/Compon-
ents/Main Ideas
Identify Relationships/
Patterns/Errors
Core Thinking Skills:
The Hughes Model

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Planning to Teach
a Thinking Skill
1. Determine skill
label & definition
2. Decide rules or
steps in using skill
3. Decide use of skill
in the context studied
4. Decide how to
model/explain/demo
5. Decide guided &
independent practice
6. Decide how to
evaluate students
7. Decide how to trans-
fer to other content
8. Decide how to trans-
fer to out of school


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1.
Identify
a
problem
2.
Make the problem
present an authentic
opportunity by
connecting it to the
students world
3.
Students define
the learning experience
& plan how to
solve the problem
4.
Encourage
collaboration
by
creating
learning teams
5.
Students seek
possible causes of the
problem, possible
solutions, & select a
probable solution
6.
Through a
product or performance
students show the
results of their
problem solving
learning


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Lecture 5%
Reading 10%
Audiovisual 20%
Demonstration 30%
Discussion Group 50%
Practice by Doing 75%
Teach Others/Immediate
Use of Learning 90%
William Glassers learning pyramid in McNeil and Wiles (1990, p. 202)
Retention & Rate of Learning
by Instructional Medium


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Degree of Learning
& The Level of Retention
Of what we know we learn
(approximately):
1% through TASTE,
2% through TOUCH,
4% through SMELL,
10% through HEARING, and
83% through SIGHT.
Of what we learn we retain
(approximately):
10% of what we read
20% of what we HEAR,
30% of what we SEE,
50% of what we HEAR & SEE,
70% of what we SAY, and
90% of what we SAY AS WE DO.
Murgio (1969)


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5.
Learning
Style
4.
Interaction
Pattern
6.
Practical
Considerations
1.
Objectives
2.
Sequence
3.
Degree of
Control

Variables in Selecting
Teaching Methods

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U
N
I
T
Curriculum
Content
&
Organization
Objectives/
Assessment
Teaching Methods
Student Activities
Learning Styles
Cross Cultural
Set
Closure
Directions
Rules
Routines
Multisensory
Questioning
Explaining
Demonstrating
Concepts
Processes
Skills
Attitudes
Values
CELs
Integrating Instructional Elements
Into the Unit


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*Planning need not be linear but all phases
must be completed at some time
Read
Curriculum
Guide
Conduct a
needs
assessment
Prepare
rationale/broad
objectives
Select
content
Select teaching
methods/activities
Select t eaching
materials/
resources
Determine
evaluation
modes
Prepare first
one or two
lessons
Deliver unit,
modify when
needed
Evaluate
Unit
Effectiveness
*Unit Planning Model
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VI. Summative Crossword


1 2
3 4 5
6 7 8
9 10
11
12
13
14 15 16 17
18 19
20 21
22 23
24
25 26
27 28 29
30 31
32
33 34 35
36 37
38 39 40
41 42
43 44 45
46
47 48
49 50
www.CrosswordWeaver.com






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ACROSS

1 It is important that all the pieces go together
6 A concept perceived by the senses
8 Dealing with a disruption by getting close
9 These and procedures lead to an orderly classroom
12 A Circle of Courage value
14 The domain that deals with attitudes and values
17 A strategy that involves action and involvement in learning
18 Unequal treatment of students in testing
20 An approach that stresses discovery
21 Assessment in which students evaluate students
22 Information for the intern that should be solicited not imposed
23 An important link between the college and the educational community
25 A valuable record of reflections
27 Seeing all members of a group or culture as the same
30 Describes the unique way that a person learns
32 Once the dog ate it
33 A common university method of teaching
34 An agreement between the student and the teacher
36 Message sent equals message received
41 A group method that hopefully uses both hemispheric halves
42 The far opposite of intimidation?
44 Step-by-step learning of a skill
46 She developed a framework of teachers' responsibilities
47 The word may not be in the dictionary but at least you are aware
48 Problem based learning
49 A fear of gays and lesbians
50 "Little" teaching practice

DOWN

2 A form of learning that fosters student discovery and participation
3 Mastering a skill can go from unaware to this
4 Don't say anything, but this could be a powerful nonverbal skill
5 Another name for the web for a unit
7 A mode that relates to the brain
10 One of the three major modalities
11 Gardner developed a theory involving multiple ones
13 A type of communication important in relationships
15 When training in one context is of value to another
16 A force directing behavior that can be intrinsic or extrinsic
19 Well known for his experiential learning model
24 A concept is a mental one
26 This and practice are often discussed together
27 The beginning ends with closure
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28 Vary this to keep students interested
29 Ensuring the questions go to all the students in the class
31 I attribute my success to chance
35 Study that is self regulated
37 Both this and the critical kind are important to thinking
38 Known for his needs hierarchy
39 Another name for the field experience
40 The talking circle is an aboriginal form of this
41 Famous for his cognitive taxonomy
43 It's true it could be incorrect
45 Meaning red or an assessment tool




































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Summative Crossword Solution



J I G S A W
I N S C
C O N C R E T E Q H P R O X I M I T Y O
T R U L E S L N V
E I M E I C I
R R I N D E P E N D E N C E E S
I N Y S C T P U
N A F F E C T I V E P M E X P E R I E N T I A L
T L R H O L M L
E I B I A S K E T L A
R Z N O R I N D U C T I V E P E E R
P A S L I V G
E T F E E D B A C K A C O O P E R A T I O N
R I C E T N
S O J O U R N A L T I C
O N N H O S T E R E O T Y P I N G D
N S T Y L E E N E S R I
A T U O T H O M E WO R K S
L E C T U R E C O N T R A C T I S T
U K Y C O N G R U E N C E C R
M I C D N R D I
B R A I N S T O R M I N G P E R M I S S I V E T E I B
L S T V A A S U
O L E I T T C T
O O R F P R O C E D U R A L I I U I
M W N A U U O V S O
S L A B D A N I E L S O N
W I T H I T N E S S P B L R I
I E I O
H O M O P H O B I A M I C R O T E A C H I N G