Question 1

If all students are practicing the same academic skill, then teachers should pair them heterogeneously by achievement level.

Accepted Answer

A) True 
 B)False  True

Question 2

Which of the following outcomes is NOT a benefit of working in small groups or with a partner?

Accepted Answer

A)  increased engaged time 
B)  opportunities for ELLs to practice their language skills 
C)  motivational effect of working in groups 
D)  faster work completion 
A)  increased engaged time 
B)  opportunities for ELLs to practice their language skills 
C)  motivational effect of working in groups 
D)  faster work completion D

Question 3

There are potential problems with using student pairs or groups in instruction.Which of the following is NOT a potential problem?

Accepted Answer

A)  Students may not know how to work together. 
B)  One student may end up doing all of the work. 
C)  This type of work often results in lower test scores. 
D)  Working in pairs or groups can result in reduced learning time. 
A)  Students may not know how to work together. 
B)  One student may end up doing all of the work. 
C)  This type of work often results in lower test scores. 
D)  Working in pairs or groups can result in reduced learning time. C

Question 4

Disagreeing politely, encouraging participation, and accepting partners politely are all examples of:

Accepted Answer

A)  prerequisite skills for partner work, but not larger group work. 
B)  role assignments for group work. 
C)  prerequisite skills for group work, but not partner work. 
D)  cooperative behaviors needed for group roles. 
A)  prerequisite skills for partner work, but not larger group work. 
B)  role assignments for group work. 
C)  prerequisite skills for group work, but not partner work. 
D)  cooperative behaviors needed for group roles.

Question 5

Letting students discover how to share a group task results in better academic and social outcomes than giving them explicit directions about how to share a task.

Accepted Answer

A) True 
 B)False

Question 6

Ms.Santos has several students who enjoy debating, and their enthusiastic participation often makes it difficult for quieter individuals to express their opinions in group discussions.In what ways can Ms.Santos encourage participation from all students?

Accepted Answer

Ms. Santos can encourage participation f

Question 7

Give examples of three techniques that can be used to manage transitions to and from group or partner work.

Accepted Answer

1. Clear Communication: One technique fo

Question 8

Which of the following is NOT an important factor to consider when determining the size of groups to use?

Accepted Answer

A)  More cooperative social skills are needed in larger groups. 
B)  The type of task will influence the group size. 
C)  The task may logically divide itself. 
D)  The group sizes should be equal. 
A)  More cooperative social skills are needed in larger groups. 
B)  The type of task will influence the group size. 
C)  The task may logically divide itself. 
D)  The group sizes should be equal.

Question 9

Describe three examples of ways students can work together during lessons and activities.

Accepted Answer

1. Group discussions: Students can work

Question 10

What recommendation(s) does the Institute of Educational Sciences (IES) make about paired practice for English language learners (ELLs)?

Accepted Answer

A)  Students with limited English proficiency can benefit from being grouped with more proficient speakers. 
B)  Students with limited English proficiency can benefit from being grouped with speakers of their native language. 
C)  ELLs can benefit from working with a partner on academic tasks for 90 minutes a week. 
D)  All of these are correct. 
A)  Students with limited English proficiency can benefit from being grouped with more proficient speakers. 
B)  Students with limited English proficiency can benefit from being grouped with speakers of their native language. 
C)  ELLs can benefit from working with a partner on academic tasks for 90 minutes a week. 
D)  All of these are correct.

Question 11

Last month Ms.Naulakha put her students in groups of 6 to create multimedia presentations about an assigned topic.Some groups worked together successfully and some did not.Which of the following would be a good way to solve this problem the next time?

Accepted Answer

A)  Vary the group size rather than putting everyone in groups of 6. 
B)  Let students decide on group membership. 
C)  Create homogeneous groups based on academic achievement levels. 
D)  All of these are correct. 
A)  Vary the group size rather than putting everyone in groups of 6. 
B)  Let students decide on group membership. 
C)  Create homogeneous groups based on academic achievement levels. 
D)  All of these are correct.

Question 12

At the end of a unit, you plan to have students complete a group multimedia project to present the results of their research.How will the structure of this project affect your planning?

Accepted Answer

The structure of the group multimedia pr

Question 13

Your students have a difficult time sharing materials with classmates and this makes group work difficult.Which would be a good way to solve this problem?

Accepted Answer

A)  Teach students how to share. 
B)  Provide enough materials that students don't need to share. 
C)  Tell students exactly how to share materials for a particular task. 
D)  All of these are correct. 
A)  Teach students how to share. 
B)  Provide enough materials that students don't need to share. 
C)  Tell students exactly how to share materials for a particular task. 
D)  All of these are correct.

Question 14

Although there is anecdotal evidence that English language learners (ELLs) can benefit from small-group practice, there is little empirical evidence to support the use of peer-assisted instruction.

Accepted Answer

A) True 
 B)False

Question 15

Setting up opportunities for students to work in small groups provides an effective instructional setting for them to learn how to get along.

Accepted Answer

A) True 
 B)False

Question 16

You've put your students in small groups and told them to work together and help each other with the tasks you've assigned.But they each end up working alone.What strategies could you try for solving this problem?

Accepted Answer

There are a few strategies you could try

Question 17

Planning for peers to work together generally takes place at the beginning of the year and before specific activities during the school year.

Accepted Answer

A) True 
 B)False

Question 18

Which of the following is NOT a consideration when planning the context for partner and small-group work?

Accepted Answer

A)  Plan how to get attention. 
B)  Plan the content to be taught. 
C)  Plan for logistics. 
D)  Plan how to communicate behavior expectations. 
A)  Plan how to get attention. 
B)  Plan the content to be taught. 
C)  Plan for logistics. 
D)  Plan how to communicate behavior expectations.

Question 19

The three steps in a mini-lesson for teaching a partner/group routine are:

Accepted Answer

A)  show, explain, and test. 
B)  explain, show, and rehearse. 
C)  rehearse, show, and test. 
D)  assess, explain, and rehearse. 
A)  show, explain, and test. 
B)  explain, show, and rehearse. 
C)  rehearse, show, and test. 
D)  assess, explain, and rehearse.

Question 20

When Mr.Blake attempted to use cooperative learning techniques at the beginning of the school year, he found that several students had little experience of working successfully in groups.How should he approach the diverse levels of cooperation skills among his students?

Accepted Answer

Mr. Blake should approach the diverse le

If all students are practicing the same academic skill, then teachers should pair them heterogeneously by achievement level.

Which of the following outcomes is NOT a benefit of working in small groups or with a partner?

There are potential problems with using student pairs or groups in instruction.Which of the following is NOT a potential problem?

Disagreeing politely, encouraging participation, and accepting partners politely are all examples of:

Letting students discover how to share a group task results in better academic and social outcomes than giving them explicit directions about how to share a task.

Ms.Santos has several students who enjoy debating, and their enthusiastic participation often makes it difficult for quieter individuals to express their opinions in group discussions.In what ways can Ms.Santos encourage participation from all students?

Give examples of three techniques that can be used to manage transitions to and from group or partner work.

Which of the following is NOT an important factor to consider when determining the size of groups to use?

Describe three examples of ways students can work together during lessons and activities.

What recommendation(s) does the Institute of Educational Sciences (IES) make about paired practice for English language learners (ELLs)?

Last month Ms.Naulakha put her students in groups of 6 to create multimedia presentations about an assigned topic.Some groups worked together successfully and some did not.Which of the following would be a good way to solve this problem the next time?

At the end of a unit, you plan to have students complete a group multimedia project to present the results of their research.How will the structure of this project affect your planning?

Your students have a difficult time sharing materials with classmates and this makes group work difficult.Which would be a good way to solve this problem?

Although there is anecdotal evidence that English language learners (ELLs) can benefit from small-group practice, there is little empirical evidence to support the use of peer-assisted instruction.

Setting up opportunities for students to work in small groups provides an effective instructional setting for them to learn how to get along.

You've put your students in small groups and told them to work together and help each other with the tasks you've assigned.But they each end up working alone.What strategies could you try for solving this problem?

Planning for peers to work together generally takes place at the beginning of the year and before specific activities during the school year.

Which of the following is NOT a consideration when planning the context for partner and small-group work?

The three steps in a mini-lesson for teaching a partner/group routine are:

When Mr.Blake attempted to use cooperative learning techniques at the beginning of the school year, he found that several students had little experience of working successfully in groups.How should he approach the diverse levels of cooperation skills among his students?

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 Practice and Monitoring Student Progress

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 8: Critical Teaching Skills for Planning Partner and Small-Group Work

If all students are practicing the same academic skill, then teachers should pair them heterogeneously by achievement level.

Which of the following outcomes is NOT a benefit of working in small groups or with a partner?

There are potential problems with using student pairs or groups in instruction.Which of the following is NOT a potential problem?

Disagreeing politely, encouraging participation, and accepting partners politely are all examples of:

Letting students discover how to share a group task results in better academic and social outcomes than giving them explicit directions about how to share a task.

Ms.Santos has several students who enjoy debating, and their enthusiastic participation often makes it difficult for quieter individuals to express their opinions in group discussions.In what ways can Ms.Santos encourage participation from all students?

Give examples of three techniques that can be used to manage transitions to and from group or partner work.

Which of the following is NOT an important factor to consider when determining the size of groups to use?

Describe three examples of ways students can work together during lessons and activities.

What recommendation(s) does the Institute of Educational Sciences (IES) make about paired practice for English language learners (ELLs)?

Last month Ms.Naulakha put her students in groups of 6 to create multimedia presentations about an assigned topic.Some groups worked together successfully and some did not.Which of the following would be a good way to solve this problem the next time?

At the end of a unit, you plan to have students complete a group multimedia project to present the results of their research.How will the structure of this project affect your planning?

Your students have a difficult time sharing materials with classmates and this makes group work difficult.Which would be a good way to solve this problem?

Although there is anecdotal evidence that English language learners (ELLs) can benefit from small-group practice, there is little empirical evidence to support the use of peer-assisted instruction.

Setting up opportunities for students to work in small groups provides an effective instructional setting for them to learn how to get along.

You've put your students in small groups and told them to work together and help each other with the tasks you've assigned.But they each end up working alone.What strategies could you try for solving this problem?

Planning for peers to work together generally takes place at the beginning of the year and before specific activities during the school year.

Which of the following is NOT a consideration when planning the context for partner and small-group work?

The three steps in a mini-lesson for teaching a partner/group routine are:

When Mr.Blake attempted to use cooperative learning techniques at the beginning of the school year, he found that several students had little experience of working successfully in groups.How should he approach the diverse levels of cooperation skills among his students?

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 Practice and Monitoring Student Progress

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