Question 1

Explain the importance of performance feedback and how to use it correctly.

Accepted Answer

Performance feedback is important because it provides individuals with valuable information about their performance, which can help them improve and grow in their roles. It allows employees to understand how they are doing in their job, what they are doing well, and where they need to make improvements. This can lead to increased motivation, productivity, and job satisfaction.

To use performance feedback correctly, it is important to provide it in a timely and constructive manner. Feedback should be specific, focusing on behaviors and outcomes rather than personal characteristics. It should also be balanced, highlighting both strengths and areas for improvement. Additionally, feedback should be ongoing, rather than just an annual or bi-annual event, to ensure that employees have the opportunity to continuously improve.

It is also important for both the giver and receiver of feedback to be open and receptive. The giver should be willing to listen to the employee's perspective and be open to a two-way conversation. The receiver should be open to receiving feedback without becoming defensive, and be willing to take action on the feedback provided.

Overall, performance feedback is a valuable tool for personal and professional development, and when used correctly, it can lead to improved performance and job satisfaction for individuals and teams.

Question 2

Asking students to hold up response cards

Accepted Answer

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

Question 3

When practice activities move from close monitoring by the teacher to activities that are less closely monitored, the assumption is that students are accurate, but not fluent, on the new information.

Accepted Answer

A) True 
 B)False  True

Question 4

Teachers monitor student learning to find out:

Accepted Answer

A)  whether they have taught effectively. 
B)  what they should do next. 
C)  whether students have learned. 
D)  All of the above are correct. 
A)  whether they have taught effectively. 
B)  what they should do next. 
C)  whether students have learned. 
D)  All of the above are correct.

Question 5

Mr.Brown has a class of 30.  He needs to monitor learning using checks for understanding.Some of the following strategies would work as checks for understanding, some would not.  Mark them as follows:
YES = it would work as a check for understanding       NO = it would NOT work as a check for understanding.
Asking for choral response from class

Accepted Answer

A) True 
 B)False

Question 6

Mrs.Rutledge is teaching a lesson with the objective that students will correctly multiply fractions with like denominators, showing their work .Which of the following could she ask her students to do as supervised practice?

Accepted Answer

A)  Multiply the numerators of fractions (where fractions have like denominators). 
B)  Solve multiplication of fractions problems (where fractions have like denominators). 
C)  Write down the steps for how to multiply fractions. 
D)  Define the term like denominators. 
A)  Multiply the numerators of fractions (where fractions have like denominators). 
B)  Solve multiplication of fractions problems (where fractions have like denominators). 
C)  Write down the steps for how to multiply fractions. 
D)  Define the term like denominators.

Question 7

When planning for effective seatwork, all of the following are guidelines to follow except one.Which one is it?

Accepted Answer

A)  Be sure students know the purpose of the seatwork practice. 
B)  Pick a different student each time to sit with to provide people support. 
C)  Check for understanding of the directions before students begin work. 
D)  Use peers to help monitor for accuracy. 
A)  Be sure students know the purpose of the seatwork practice. 
B)  Pick a different student each time to sit with to provide people support. 
C)  Check for understanding of the directions before students begin work. 
D)  Use peers to help monitor for accuracy.

Question 8

Which of the following is NOT an appropriate check for understanding?

Accepted Answer

A)  asking students to identify a correct response 
B)  asking students to demonstrate part of the skill 
C)  asking students to produce a correct response 
D)  asking students to demonstrate the whole skill 
A)  asking students to identify a correct response 
B)  asking students to demonstrate part of the skill 
C)  asking students to produce a correct response 
D)  asking students to demonstrate the whole skill

Question 9

Fluency occurs when students use their knowledge/skills to solve new problems, situations, or examples and require a thorough understanding of the information.

Accepted Answer

A) True 
 B)False

Question 10

Positive feedback and praise are the only acceptable types of feedback during the initial portion of a lesson.

Accepted Answer

A) True 
 B)False

Question 11

Checks for understanding replace supervised practice in large-group lessons.

Accepted Answer

A) True 
 B)False

Question 12

The lesson objective is that students will distinguish between facts and opinions in stories.Which of the following would be the best summative evaluation for the lesson?

Accepted Answer

A)  Write definitions of "fact" and "opinion." 
B)  List two facts and two opinions that you have about air travel. 
C)  Judge the accuracy of each opinion stated by the main character. 
D)  Circle the facts and underline the opinions on this page. 
A)  Write definitions of "fact" and "opinion." 
B)  List two facts and two opinions that you have about air travel. 
C)  Judge the accuracy of each opinion stated by the main character. 
D)  Circle the facts and underline the opinions on this page.

Question 13

Ms.Dion is teaching a lesson on producing descriptive words to a group of four students.Which of the following would be the most effective check for understanding ?

Accepted Answer

A)  calling on a student to say a new example of a descriptive word 
B)  students read sentences and answer yes if the sentence includes descriptive words 
C)  students each say a new example of a descriptive word 
D)  students write a paragraph that includes descriptive words 
A)  calling on a student to say a new example of a descriptive word 
B)  students read sentences and answer yes if the sentence includes descriptive words 
C)  students each say a new example of a descriptive word 
D)  students write a paragraph that includes descriptive words

Question 14

Mr.Lennon is teaching his students to write paragraphs.Asking students which of the following would NOT be an effective check for understanding strategy?

Accepted Answer

A)  to point to the topic sentence in this paragraph 
B)  to write a paragraph with a topic sentence and supporting details 
C)  to write a topic sentence for these supporting details 
D)  to write a supporting detail sentence for this topic sentence 
A)  to point to the topic sentence in this paragraph 
B)  to write a paragraph with a topic sentence and supporting details 
C)  to write a topic sentence for these supporting details 
D)  to write a supporting detail sentence for this topic sentence

Question 15

Teachers need to monitor their students' learning before instruction, during instruction, and after instruction.Describe the type of monitoring used at each stage and give examples of the tools teachers can use at each stage.

Accepted Answer

Before instruction, teachers can use for

Question 16

What are the planning decisions teachers must make as they develop effective practice for their students? Describe and give examples of each decision.

Accepted Answer

Teachers must make several planning deci

Question 17

What are the two types of practice commonly used in lessons?

Accepted Answer

The two types of practice commonly used

Question 18

You are planning supervised practice for your lesson on multiplying fractions.One of your students is struggling with this skill.How could you help him?

Accepted Answer

A)  Increase the number of problems you assign him. 
B)  Decrease the number of problems you assign him. 
C)  Let him work with a partner initially. 
D)  Sit with him during supervised practice. 
A)  Increase the number of problems you assign him. 
B)  Decrease the number of problems you assign him. 
C)  Let him work with a partner initially. 
D)  Sit with him during supervised practice.

Question 19

Why is it important to determine what students know about a topic prior to teaching it?

Accepted Answer

Determining what students already know a

Question 20

Which of the following is NOT a correct example of supervised practice?

Accepted Answer

A)  Students role-play a social skill. 
B)  Students complete math worksheets. 
C)  Students conduct interviews of family members. 
D)  Students create four-slide PowerPoints. 
A)  Students role-play a social skill. 
B)  Students complete math worksheets. 
C)  Students conduct interviews of family members. 
D)  Students create four-slide PowerPoints.

Explain the importance of performance feedback and how to use it correctly.

Asking students to hold up response cards

When practice activities move from close monitoring by the teacher to activities that are less closely monitored, the assumption is that students are accurate, but not fluent, on the new information.

Teachers monitor student learning to find out:

Mrs.Rutledge is teaching a lesson with the objective that students will correctly multiply fractions with like denominators, showing their work .Which of the following could she ask her students to do as supervised practice?

When planning for effective seatwork, all of the following are guidelines to follow except one.Which one is it?

Which of the following is NOT an appropriate check for understanding?

Fluency occurs when students use their knowledge/skills to solve new problems, situations, or examples and require a thorough understanding of the information.

Positive feedback and praise are the only acceptable types of feedback during the initial portion of a lesson.

Checks for understanding replace supervised practice in large-group lessons.

The lesson objective is that students will distinguish between facts and opinions in stories.Which of the following would be the best summative evaluation for the lesson?

Ms.Dion is teaching a lesson on producing descriptive words to a group of four students.Which of the following would be the most effective check for understanding ?

Mr.Lennon is teaching his students to write paragraphs.Asking students which of the following would NOT be an effective check for understanding strategy?

Teachers need to monitor their students' learning before instruction, during instruction, and after instruction.Describe the type of monitoring used at each stage and give examples of the tools teachers can use at each stage.

What are the planning decisions teachers must make as they develop effective practice for their students? Describe and give examples of each decision.

What are the two types of practice commonly used in lessons?

You are planning supervised practice for your lesson on multiplying fractions.One of your students is struggling with this skill.How could you help him?

Why is it important to determine what students know about a topic prior to teaching it?

Which of the following is NOT a correct example of supervised practice?

Thinking About Content

Writing Objectives

General Approaches to Universal Instructional Interventions

Critical Teaching Skills for Focusing Attention

Critical Teaching Skills for Presenting Information

Critical Teaching Skills for Promoting Active Participation

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 7: Critical Teaching Skills for Planning Practice and Monitoring Student Progress

Explain the importance of performance feedback and how to use it correctly.

Asking students to hold up response cards

When practice activities move from close monitoring by the teacher to activities that are less closely monitored, the assumption is that students are accurate, but not fluent, on the new information.

Teachers monitor student learning to find out:

Mrs.Rutledge is teaching a lesson with the objective that students will correctly multiply fractions with like denominators, showing their work .Which of the following could she ask her students to do as supervised practice?

When planning for effective seatwork, all of the following are guidelines to follow except one.Which one is it?

Which of the following is NOT an appropriate check for understanding?

Fluency occurs when students use their knowledge/skills to solve new problems, situations, or examples and require a thorough understanding of the information.

Positive feedback and praise are the only acceptable types of feedback during the initial portion of a lesson.

Checks for understanding replace supervised practice in large-group lessons.

The lesson objective is that students will distinguish between facts and opinions in stories.Which of the following would be the best summative evaluation for the lesson?

Ms.Dion is teaching a lesson on producing descriptive words to a group of four students.Which of the following would be the most effective check for understanding ?

Mr.Lennon is teaching his students to write paragraphs.Asking students which of the following would NOT be an effective check for understanding strategy?

Teachers need to monitor their students' learning before instruction, during instruction, and after instruction.Describe the type of monitoring used at each stage and give examples of the tools teachers can use at each stage.

What are the planning decisions teachers must make as they develop effective practice for their students? Describe and give examples of each decision.

What are the two types of practice commonly used in lessons?

You are planning supervised practice for your lesson on multiplying fractions.One of your students is struggling with this skill.How could you help him?

Why is it important to determine what students know about a topic prior to teaching it?

Which of the following is NOT a correct example of supervised practice?

Thinking About Content

Writing Objectives

General Approaches to Universal Instructional Interventions

Critical Teaching Skills for Focusing Attention

Critical Teaching Skills for Presenting Information

Critical Teaching Skills for Promoting Active Participation

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