Question 1

One aspect of planning in which expert teachers differ from novice teachers is in

Accepted Answer

A) using a limited set of resources. 
B) using interdependent planning levels. 
C) establishing necessary content and procedures. 
D) specifying goals and outcomes. 
A) using a limited set of resources. 
B) using interdependent planning levels. 
C) establishing necessary content and procedures. 
D) specifying goals and outcomes. B

Question 2

In lesson planning, the term unit best describes

Accepted Answer

A) an outline of how the lesson will be taught. 
B)  the name of the larger element of instruction of which the particular lesson is a part. ​ 
C) a brief justification of why students should learn what is being taught. 
D) a checklist of everything the student needs. 
A) an outline of how the lesson will be taught. 
B)  the name of the larger element of instruction of which the particular lesson is a part. ​ 
C) a brief justification of why students should learn what is being taught. 
D) a checklist of everything the student needs. B

Question 3

The key to using the Kaplan Matrix to plan units and lesson activities is:

Accepted Answer

A) the sequence of performance objectives and activities. 
B) the hands-on "syntheses" activities. 
C) the "knowledge and comprehension" of the specified concepts. 
D) the "application" of the performance objectives. 
A) the sequence of performance objectives and activities. 
B) the hands-on "syntheses" activities. 
C) the "knowledge and comprehension" of the specified concepts. 
D) the "application" of the performance objectives. A

Question 4

Why is "reflection" important to lesson planning?

Accepted Answer

Reflection is important to lesson planni

Question 5

Generalizations are inferential statements that express a relationship between two or more concepts.

Accepted Answer

A) True 
 B)False

Question 6

In lesson planning, the term instructional goal best describes

Accepted Answer

A) a detailed outline of what is to be taught. 
B)  a brief description of what the students will do as a consequence of the lesson. ​ 
C) an outline of student entry-level behaviors. 
D)  post-instruction assessment of student performance. ​ 
A) a detailed outline of what is to be taught. 
B)  a brief description of what the students will do as a consequence of the lesson. ​ 
C) an outline of student entry-level behaviors. 
D)  post-instruction assessment of student performance. ​

Question 7

When teachers include ideas from several content areas in their units, they are creating

Accepted Answer

A) historical concepts. 
B) a unit plan. 
C) interdisciplinary thematic units. 
D) long-range plans. 
A) historical concepts. 
B) a unit plan. 
C) interdisciplinary thematic units. 
D) long-range plans.

Question 8

Beyond formal curriculum, teachers can utilize colleagues, local libraries, and governmental agencies as resources for their lesson planning.

Accepted Answer

A) True 
 B)False

Question 9

Preplanning includes unit planning.

Accepted Answer

A) True 
 B)False

Question 10

Describe how knowledge, skill, and attitudinal outcomes differ instructionally.

Accepted Answer

Knowledge, skill, and attitudinal outcom

Question 11

Specific learning outcomes specify

Accepted Answer

A) student concepts to be learned. 
B) student observable behaviors. 
C) student achievement data. 
D) student attitudes. 
A) student concepts to be learned. 
B) student observable behaviors. 
C) student achievement data. 
D) student attitudes.

Question 12

How do you think long range planning affects instruction? What about lesson planning? Describe the differences.

Accepted Answer

Long range planning affects instruction

Question 13

In lesson planning, the term rationale best describes

Accepted Answer

A) a brief justification of why students should learn what is being taught. 
B)  a description of what students will be able to do as a consequence of the lesson. ​ 
C) an outline of how the lesson will be taught. 
D) outcomes students are to achieve on completion of the total unit of instruction. 
A) a brief justification of why students should learn what is being taught. 
B)  a description of what students will be able to do as a consequence of the lesson. ​ 
C) an outline of how the lesson will be taught. 
D) outcomes students are to achieve on completion of the total unit of instruction.

Question 14

What does an "inclusive" classroom require?

Accepted Answer

A) Teachers will treat all students equally in the classroom 
B) Teachers will use a variety of teaching methods 
C) Teachers will make accommodations for learning 
D) All of the above 
A) Teachers will treat all students equally in the classroom 
B) Teachers will use a variety of teaching methods 
C) Teachers will make accommodations for learning 
D) All of the above

Question 15

According to research, which considerations most influence teacher planning?

Accepted Answer

A) time and proven activities 
B) students' ages and test scores 
C) standards and instructional objectives 
D) teacher interests and teaching strategies 
A) time and proven activities 
B) students' ages and test scores 
C) standards and instructional objectives 
D) teacher interests and teaching strategies

Question 16

One factor that affects planning is school considerations.

Accepted Answer

A) True 
 B)False

Question 17

Preplanning steps to consider before focusing on unit or lesson planning should include

Accepted Answer

A) lesson evaluation and revision notes. 
B)  objectives and rationale for lessons. ​ 
C)  long-range plans, content, student entry skills, and learning activities. ​ 
D) rationale, procedures, and evaluation. 
A) lesson evaluation and revision notes. 
B)  objectives and rationale for lessons. ​ 
C)  long-range plans, content, student entry skills, and learning activities. ​ 
D) rationale, procedures, and evaluation.

Question 18

The best technique for obtaining information regarding student entry skills and readiness levels to be successful for a planned activity is

Accepted Answer

A) classroom observations. 
B) sociograms. 
C) administering a pretest. 
D)  review of the cumulative folder. ​ 
A) classroom observations. 
B) sociograms. 
C) administering a pretest. 
D)  review of the cumulative folder. ​

Question 19

Where is the best place for teachers to find instructional goals?

Accepted Answer

A) classroom textbooks 
B) the school library 
C) the Internet 
D) curriculum guides 
A) classroom textbooks 
B) the school library 
C) the Internet 
D) curriculum guides

Question 20

What differentiates a lesson plan from an activity plan?

Accepted Answer

A lesson plan and an activity plan are b

One aspect of planning in which expert teachers differ from novice teachers is in

In lesson planning, the term unit best describes

The key to using the Kaplan Matrix to plan units and lesson activities is:

Why is "reflection" important to lesson planning?

Generalizations are inferential statements that express a relationship between two or more concepts.

In lesson planning, the term instructional goal best describes

When teachers include ideas from several content areas in their units, they are creating

Beyond formal curriculum, teachers can utilize colleagues, local libraries, and governmental agencies as resources for their lesson planning.

Preplanning includes unit planning.

Describe how knowledge, skill, and attitudinal outcomes differ instructionally.

Specific learning outcomes specify

How do you think long range planning affects instruction? What about lesson planning? Describe the differences.

In lesson planning, the term rationale best describes

What does an "inclusive" classroom require?

According to research, which considerations most influence teacher planning?

One factor that affects planning is school considerations.

Preplanning steps to consider before focusing on unit or lesson planning should include

The best technique for obtaining information regarding student entry skills and readiness levels to be successful for a planned activity is

Where is the best place for teachers to find instructional goals?

What differentiates a lesson plan from an activity plan?

Frames of Reference for Teaching

The Big Picture in Your Classroom: Focusing the Instruction Kaleidoscope

Teaching Diverse Learners in Inclusive Classrooms

Objectives Taxonomies and Standards for Instruction

Sequencing and Organizing Instruction

Assessment

The Process of Classroom Questioning

Small Group Discussions and Cooperative Learning

Inquiry Teaching and Higher-Level Learning

Managing the Classroom

Filters

Exam 5: Mastering Instructional Planning

One aspect of planning in which expert teachers differ from novice teachers is in

In lesson planning, the term unit best describes

The key to using the Kaplan Matrix to plan units and lesson activities is:

Why is "reflection" important to lesson planning?

Generalizations are inferential statements that express a relationship between two or more concepts.

In lesson planning, the term instructional goal best describes

When teachers include ideas from several content areas in their units, they are creating

Beyond formal curriculum, teachers can utilize colleagues, local libraries, and governmental agencies as resources for their lesson planning.

Preplanning includes unit planning.

Describe how knowledge, skill, and attitudinal outcomes differ instructionally.

Specific learning outcomes specify

How do you think long range planning affects instruction? What about lesson planning? Describe the differences.

In lesson planning, the term rationale best describes

What does an "inclusive" classroom require?

According to research, which considerations most influence teacher planning?

One factor that affects planning is school considerations.

Preplanning steps to consider before focusing on unit or lesson planning should include

The best technique for obtaining information regarding student entry skills and readiness levels to be successful for a planned activity is

Where is the best place for teachers to find instructional goals?

What differentiates a lesson plan from an activity plan?

Frames of Reference for Teaching

The Big Picture in Your Classroom: Focusing the Instruction Kaleidoscope

Teaching Diverse Learners in Inclusive Classrooms

Objectives Taxonomies and Standards for Instruction

Sequencing and Organizing Instruction

Assessment

The Process of Classroom Questioning

Small Group Discussions and Cooperative Learning

Inquiry Teaching and Higher-Level Learning

Managing the Classroom

Filters