Question 1

Which one of the following is NOT a consideration when deciding who will work together?

Accepted Answer

A)  Consider pairing students who usually distract each other so they can practice staying on task. 
B)  Consider the tasks and purpose when deciding whether to group homogeneously or heterogeneously. 
C)  Consider promoting social integration in forming pairs and groups. 
D)  Consider the level of students' technology skills. 
A)  Consider pairing students who usually distract each other so they can practice staying on task. 
B)  Consider the tasks and purpose when deciding whether to group homogeneously or heterogeneously. 
C)  Consider promoting social integration in forming pairs and groups. 
D)  Consider the level of students' technology skills.

Question 2

The use of partner or group work is an effective replacement for teacher instruction.

Accepted Answer

A) True 
 B)False

Question 3

Which statement about sharing tasks in groups is true?

Accepted Answer

A)  You can assume that students will know how to perform the typical roles needed in group work. 
B)  Groups work more efficiently if roles are assigned by the teacher rather than the group. 
C)  One benefit of assigning roles is that achievement levels rise when students feel part of a group effort. 
D)  All of these are correct. 
A)  You can assume that students will know how to perform the typical roles needed in group work. 
B)  Groups work more efficiently if roles are assigned by the teacher rather than the group. 
C)  One benefit of assigning roles is that achievement levels rise when students feel part of a group effort. 
D)  All of these are correct.

Question 4

One of the following options is recommended for teaching a student who does not have the prerequisite cooperative social skills to be successful at a specific group task.Which is it?

Accepted Answer

A)  Have that student work alone while the other students work in pairs. 
B)  Increase the group size so the one student's behavior will be less likely to impact the rest of the group. 
C)  Preteach the necessary social skills to that student. 
D)  Decrease the difficulty of the learning task. 
A)  Have that student work alone while the other students work in pairs. 
B)  Increase the group size so the one student's behavior will be less likely to impact the rest of the group. 
C)  Preteach the necessary social skills to that student. 
D)  Decrease the difficulty of the learning task.

Question 5

One of the following is NOT one of the important planning decisions to consider when planning small group or partner work.Which one is it?

Accepted Answer

A)  Determine the size of the groups. 
B)  Determine prerequisite skills needed. 
C)  Determine how working together will be graded. 
D)  Determine who will work together. 
A)  Determine the size of the groups. 
B)  Determine prerequisite skills needed. 
C)  Determine how working together will be graded. 
D)  Determine who will work together.

Question 6

Match between columns
                        Premises: Burback spends a great deal of time getting students to stop doing what they are doing and listen for the next direction.Where should he focus his planning in order to solve this problem?
One particular small group of Ms.Leonard's students has difficulty getting started on their work after switching from one task to the next.Which planning task needs work in order to solve this problem?
Desai is finding group work noisy and chaotic.When groups have questions, some call out to her for help, some stop working, and some get up and walk over to her.Which planning task needs work in order to solve this problem?
Whenever Mr.Humphrey has students work in groups, they waste time arguing.Which planning task needs attention in order to solve this problem?
Caldwell's students have good days and bad days when it comes to working in groups.Even though she explains that she wants them to take turns and share, sometimes they do and sometimes they don't.Which area should she target for more planning in order to solve this problem?

Accepted Answer

The Answer of managing transitions and acknowledging appropriate behavior and is...

Question 7

Activities where group work is involved take more planning time than those where students will work alone.

Accepted Answer

A) True 
 B)False

Question 8

Give three examples of how students with different levels of academic ability can benefit from working together.

Accepted Answer

1. Peer tutoring: Students with higher a

Question 9

Mrs.Beesley is eager to use group work and has divided her class into table groups of four students.She wants her students to practice the vocabulary words on this week's list by writing sentences for each word.She is struggling to figure out how to make this a group task and what each group member would do.How should she solve this problem?

Accepted Answer

A)  Before the groups start work, tell them they'll need to work together on the sentences. 
B)  Use individual work instead of group work. 
C)  Assign roles to group members: leader, helper, encourager, and timer. 
D)  Accommodate diversity by varying the size of the groups. 
A)  Before the groups start work, tell them they'll need to work together on the sentences. 
B)  Use individual work instead of group work. 
C)  Assign roles to group members: leader, helper, encourager, and timer. 
D)  Accommodate diversity by varying the size of the groups.

Question 10

When using active participation strategies such as "tell your neighbor" or "Think-Pair-Share," teachers should partner students according to whom they sit by.

Accepted Answer

A) True 
 B)False

Question 11

Students will learn more when they work in groups than when they work alone.

Accepted Answer

A) True 
 B)False

Question 12

Cooperative learning strategies are only effective when students already have the necessary social skills.

Accepted Answer

A) True 
 B)False

Question 13

Teachers should avoid using group work that requires students to get up and move their desks or tables into clusters.

Accepted Answer

A) True 
 B)False

Question 14

Teachers need strong behavior management skills in order to use partner/group work effectively.

Accepted Answer

A) True 
 B)False

Which one of the following is NOT a consideration when deciding who will work together?

The use of partner or group work is an effective replacement for teacher instruction.

Which statement about sharing tasks in groups is true?

One of the following options is recommended for teaching a student who does not have the prerequisite cooperative social skills to be successful at a specific group task.Which is it?

One of the following is NOT one of the important planning decisions to consider when planning small group or partner work.Which one is it?

Activities where group work is involved take more planning time than those where students will work alone.

Give three examples of how students with different levels of academic ability can benefit from working together.

When using active participation strategies such as "tell your neighbor" or "Think-Pair-Share," teachers should partner students according to whom they sit by.

Students will learn more when they work in groups than when they work alone.

Cooperative learning strategies are only effective when students already have the necessary social skills.

Teachers should avoid using group work that requires students to get up and move their desks or tables into clusters.

Teachers need strong behavior management skills in order to use partner/group work effectively.

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

Which one of the following is NOT a consideration when deciding who will work together?

The use of partner or group work is an effective replacement for teacher instruction.

Which statement about sharing tasks in groups is true?

One of the following options is recommended for teaching a student who does not have the prerequisite cooperative social skills to be successful at a specific group task.Which is it?

One of the following is NOT one of the important planning decisions to consider when planning small group or partner work.Which one is it?

Activities where group work is involved take more planning time than those where students will work alone.

Give three examples of how students with different levels of academic ability can benefit from working together.

When using active participation strategies such as "tell your neighbor" or "Think-Pair-Share," teachers should partner students according to whom they sit by.

Students will learn more when they work in groups than when they work alone.

Cooperative learning strategies are only effective when students already have the necessary social skills.

Teachers should avoid using group work that requires students to get up and move their desks or tables into clusters.

Teachers need strong behavior management skills in order to use partner/group work effectively.

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