Question 1

Best practice would dictate that lesson openings should comprise 45% of the lesson time.

Accepted Answer

A) True 
 B)False  False

Question 2

Some of the following are convergent questions and some are not (they are divergent questions).Mark them as follows:            
YES = it is a convergent question              NO = it is not a convergent question
"Is gingerly an adverb or a verb?"

Accepted Answer

A) True 
 B)False  False

Question 3

Convergent questions have one correct answer.

Accepted Answer

A) True 
 B)False  True

Question 4

The amount of wait-time should increase with the difficulty level of the question.

Accepted Answer

A) True 
 B)False

Question 5

Divergent questions are particularly useful when you want students to consider issues in depth or during an extended practice discussion.

Accepted Answer

A) True 
 B)False

Question 6

Divergent questions promote higher-level thinking and problem-solving skills.

Accepted Answer

A) True 
 B)False

Question 7

Which of the following words is closest in meaning to divergent ?

Accepted Answer

A)  varied 
B)  frequent 
C)  deep 
D)  long 
A)  varied 
B)  frequent 
C)  deep 
D)  long

Question 8

Lesson openings are designed to prepare students for learning by giving them a review of previous learning.

Accepted Answer

A) True 
 B)False

Question 9

Which of the following is an effective strategy to use in a lesson closing?

Accepted Answer

A)  asking students to summarize what they learned 
B)  testing students on what they learned 
C)  building background knowledge 
D)  all of the above 
A)  asking students to summarize what they learned 
B)  testing students on what they learned 
C)  building background knowledge 
D)  all of the above

Question 10

Which of the following would almost always be done in an opening regardless of the content to be taught, the length of the lesson, or the type of evaluation to be used?

Accepted Answer

A)  connect the lesson to other subject areas 
B)  tell students the objective and purpose 
C)  preview the sequence of activities in the lesson 
D)  review earlier lessons 
A)  connect the lesson to other subject areas 
B)  tell students the objective and purpose 
C)  preview the sequence of activities in the lesson 
D)  review earlier lessons

Question 11

"How must the earthquake survivors feel?"

Accepted Answer

A)  Yes 
B)  No 
A)  Yes 
B)  No

Question 12

Mrs.Blue wants an opening for her lesson that will motivate and focus her students.Which of the following strategies would be the most important to include?

Accepted Answer

A)  explain the objective and purpose of the lesson 
B)  connect the lesson to other subject areas 
C)  preview the sequence of activities in the lesson 
D)  review earlier lessons 
A)  explain the objective and purpose of the lesson 
B)  connect the lesson to other subject areas 
C)  preview the sequence of activities in the lesson 
D)  review earlier lessons

Question 13

Mr.Pink is going to ask questions about the chapter his students read.Which strategy will work best to keep the class attentive?

Accepted Answer

A)  call on a student, pause for 3-5 seconds, ask a question 
B)  draw a name card, ask a question, return the name card to the deck 
C)  ask a question, use wait-time 1, call on a nonvolunteer 
D)  ask a question, ask for raised hands, call on a student 
A)  call on a student, pause for 3-5 seconds, ask a question 
B)  draw a name card, ask a question, return the name card to the deck 
C)  ask a question, use wait-time 1, call on a nonvolunteer 
D)  ask a question, ask for raised hands, call on a student

Question 14

Low-level questions typically ask for repetition or restatement of content that has previously been covered.

Accepted Answer

A) True 
 B)False

Question 15

Some of the following represent the higher levels of Bloom's taxonomy and some do not.Mark them as follows:
YES = it is a high-level question/task            NO = it is not a high-level question/task
"Which of these two openings is the best? Why"

Accepted Answer

A) True 
 B)False

Question 16

"Distinguish between opening strategies that focus and those that connect ."

Accepted Answer

A)  Yes 
B)  No 
A)  Yes 
B)  No

Question 17

Name the four types of questions and give an example of each.

Accepted Answer

The four types of questions are:

1. **C

Question 18

"What is a lesson opening?"

Accepted Answer

A)  Yes 
B)  No 
A)  Yes 
B)  No

Question 19

Why is stating the objective and objective purpose one of the most important strategies to include in every lesson or activity?

Accepted Answer

Stating the objective and objective purp

Question 20

Divergent questions typically elicit numerous correct answers.

Accepted Answer

A) True 
 B)False

Best practice would dictate that lesson openings should comprise 45% of the lesson time.

Some of the following are convergent questions and some are not (they are divergent questions).Mark them as follows: YES = it is a convergent question NO = it is not a convergent question "Is gingerly an adverb or a verb?"

Convergent questions have one correct answer.

The amount of wait-time should increase with the difficulty level of the question.

Divergent questions are particularly useful when you want students to consider issues in depth or during an extended practice discussion.

Divergent questions promote higher-level thinking and problem-solving skills.

Which of the following words is closest in meaning to divergent ?

Lesson openings are designed to prepare students for learning by giving them a review of previous learning.

Which of the following is an effective strategy to use in a lesson closing?

Which of the following would almost always be done in an opening regardless of the content to be taught, the length of the lesson, or the type of evaluation to be used?

"How must the earthquake survivors feel?"

Mrs.Blue wants an opening for her lesson that will motivate and focus her students.Which of the following strategies would be the most important to include?

Mr.Pink is going to ask questions about the chapter his students read.Which strategy will work best to keep the class attentive?

Low-level questions typically ask for repetition or restatement of content that has previously been covered.

Some of the following represent the higher levels of Bloom's taxonomy and some do not.Mark them as follows: YES = it is a high-level question/task NO = it is not a high-level question/task "Which of these two openings is the best? Why"

"Distinguish between opening strategies that focus and those that connect ."

Name the four types of questions and give an example of each.

"What is a lesson opening?"

Why is stating the objective and objective purpose one of the most important strategies to include in every lesson or activity?

Divergent questions typically elicit numerous correct answers.

Thinking About Content

Writing Objectives

General Approaches to Universal Instructional Interventions

Critical Teaching Skills for Presenting Information

Critical Teaching Skills for Promoting Active Participation

Critical Teaching Skills for Planning Practice and Monitoring Student Progress

Critical Teaching Skills for Planning Partner and Small-Group Work

Selected Instructional Interventions

Supporting Student Behavior

Critical Management Skills for Communicating With Students

Critical Management Skills for Structuring the Learning Environment

Lesson Planning

Activity Planning

Direct Instruction

Informal Presentation

Structured Discovery

Teaching Specialized Content

Filters

Exam 4: Critical Teaching Skills for Focusing Attention

Best practice would dictate that lesson openings should comprise 45% of the lesson time.

Some of the following are convergent questions and some are not (they are divergent questions).Mark them as follows: YES = it is a convergent question NO = it is not a convergent question "Is gingerly an adverb or a verb?"

Convergent questions have one correct answer.

The amount of wait-time should increase with the difficulty level of the question.

Divergent questions are particularly useful when you want students to consider issues in depth or during an extended practice discussion.

Divergent questions promote higher-level thinking and problem-solving skills.

Which of the following words is closest in meaning to divergent ?

Lesson openings are designed to prepare students for learning by giving them a review of previous learning.

Which of the following is an effective strategy to use in a lesson closing?

Which of the following would almost always be done in an opening regardless of the content to be taught, the length of the lesson, or the type of evaluation to be used?

"How must the earthquake survivors feel?"

Mrs.Blue wants an opening for her lesson that will motivate and focus her students.Which of the following strategies would be the most important to include?

Mr.Pink is going to ask questions about the chapter his students read.Which strategy will work best to keep the class attentive?

Low-level questions typically ask for repetition or restatement of content that has previously been covered.

Some of the following represent the higher levels of Bloom's taxonomy and some do not.Mark them as follows: YES = it is a high-level question/task NO = it is not a high-level question/task "Which of these two openings is the best? Why"

"Distinguish between opening strategies that focus and those that connect ."

Name the four types of questions and give an example of each.

"What is a lesson opening?"

Why is stating the objective and objective purpose one of the most important strategies to include in every lesson or activity?

Divergent questions typically elicit numerous correct answers.

Thinking About Content

Writing Objectives

General Approaches to Universal Instructional Interventions

Critical Teaching Skills for Presenting Information

Critical Teaching Skills for Promoting Active Participation

Critical Teaching Skills for Planning Practice and Monitoring Student Progress

Critical Teaching Skills for Planning Partner and Small-Group Work

Selected Instructional Interventions

Supporting Student Behavior

Critical Management Skills for Communicating With Students

Critical Management Skills for Structuring the Learning Environment

Lesson Planning

Activity Planning

Direct Instruction

Informal Presentation

Structured Discovery

Teaching Specialized Content

Filters