Question 1

Having devised a unit plan, experienced teachers will:

Accepted Answer

A)  follow it as closely as possible. 
B)  modify their teaching depending on the ways students respond. 
C)  use it as a rough guide only. 
D)  discard it part way through if more interesting topics arise. 
A)  follow it as closely as possible. 
B)  modify their teaching depending on the ways students respond. 
C)  use it as a rough guide only. 
D)  discard it part way through if more interesting topics arise. B

Question 2

In lesson plans, developmental activities:

Accepted Answer

A)  grow out of the introductory opening activities. 
B)  are used to motivate students and present new ideas. 
C)  provide closure for the lesson or series of lessons. 
D)  assess student learning. 
A)  grow out of the introductory opening activities. 
B)  are used to motivate students and present new ideas. 
C)  provide closure for the lesson or series of lessons. 
D)  assess student learning. A

Question 3

Within unit plans, it is important that the planning of assessment:

Accepted Answer

A)  is limited to one or two strategies that are familiar to the students. 
B)  focuses on formative assessment. 
C)  focuses on summative assessment. 
D)  includes planning of the resources required to undertake the assessment. 
A)  is limited to one or two strategies that are familiar to the students. 
B)  focuses on formative assessment. 
C)  focuses on summative assessment. 
D)  includes planning of the resources required to undertake the assessment. D

Question 4

The backward design model to planning units (Wiggins and McTighe, 2005) has proven popular with teachers because it:

Accepted Answer

A)  is less time consuming. 
B)  prioritises students' interests. 
C)  prioritises the teacher's preferred teaching strategies. 
D)  connects with the current focus on standards. 
A)  is less time consuming. 
B)  prioritises students' interests. 
C)  prioritises the teacher's preferred teaching strategies. 
D)  connects with the current focus on standards.

Question 5

What are three questions teachers should ask themselves when evaluating lessons?

Accepted Answer

Any of the questions

Question 6

What is a unit plan and what are the key elements it must contain? Using a topic of your choice, explain the steps you would use in a conventional approach (i.e. not a backward design approach) to planning a unit of work on that topic.

Accepted Answer

The student's response should cover the

Question 7

Decisions about what is best for a particular group of students are best made by:

Accepted Answer

A)  the students. 
B)  their teacher. 
C)  the school leaders. 
D)  departmental officials. 
A)  the students. 
B)  their teacher. 
C)  the school leaders. 
D)  departmental officials.

Question 8

The most important requirement to be an effective planner is:

Accepted Answer

A)  fixed, immutable rules. 
B)  appropriate documents. 
C)  support from peers. 
D)  intellectual work. 
A)  fixed, immutable rules. 
B)  appropriate documents. 
C)  support from peers. 
D)  intellectual work.

Question 9

What is the main difference between the backward design approach to unit planning and the traditional approach?

Accepted Answer

The main difference between the backward

Question 10

A program is:

Accepted Answer

A)  planning for a period of 2-6 weeks. 
B)  a series of lesson plans. 
C)  a subject syllabus. 
D)  a teacher's interpretation of the curriculum. 
A)  planning for a period of 2-6 weeks. 
B)  a series of lesson plans. 
C)  a subject syllabus. 
D)  a teacher's interpretation of the curriculum.

Question 11

Critical reflection as a part of planning is important because it enables teachers to:

Accepted Answer

A)  clarify and express what they stand for. 
B)  assume the blame for faulty decisions. 
C)  critique the planning of other teachers. 
D)  provide critical feedback to students. 
A)  clarify and express what they stand for. 
B)  assume the blame for faulty decisions. 
C)  critique the planning of other teachers. 
D)  provide critical feedback to students.

Question 12

When planning for the diverse abilities of students teachers would not:

Accepted Answer

A)  use a range of resources. 
B)  ensure prescribed textbooks are clear and accessible. 
C)  design verbal and written assignments. 
D)  use mini-workshops. 
A)  use a range of resources. 
B)  ensure prescribed textbooks are clear and accessible. 
C)  design verbal and written assignments. 
D)  use mini-workshops.

Question 13

Provide definitions for the following elements of a program: rationale; content; evaluation.

Accepted Answer

-A rationale is the explanation for why

Question 14

The use of units in planning is recommended because units:

Accepted Answer

A)  achieve better learning outcomes for students. 
B)  are a succinct form of planning for teachers. 
C)  provide students with a focus rather than letting them experience isolated lessons. 
D)  can be used again in the following year. 
A)  achieve better learning outcomes for students. 
B)  are a succinct form of planning for teachers. 
C)  provide students with a focus rather than letting them experience isolated lessons. 
D)  can be used again in the following year.

Question 15

Explain why teachers need to engage in planning and key principles that should inform planning. Explain how you would incorporate two of the principles in planning a lesson on a topic of your choice.

Accepted Answer

The student's response should cover the

Question 16

An important guideline when planning the 'learning experiences' element of a program is to ensure:

Accepted Answer

A)  the strategies selected are ones that encourage active learning. 
B)  the content has social relevance. 
C)  time allowances are realistic. 
D)  objectives are attainable. 
A)  the strategies selected are ones that encourage active learning. 
B)  the content has social relevance. 
C)  time allowances are realistic. 
D)  objectives are attainable.

Question 17

Explain why planning involves reconciling different goals and priorities.

Accepted Answer

There is no clear-cut answer to 'What mu

Question 18

Within unit plans, instructional objectives:

Accepted Answer

A)  describe learning outcomes in terms of student activities or behaviours. 
B)  are general statements that provide teachers and students with a vision. 
C)  incorporate concepts that have been categorised into progressive levels of difficulty. 
D)  are statements of intent about anticipated changes in learners. 
A)  describe learning outcomes in terms of student activities or behaviours. 
B)  are general statements that provide teachers and students with a vision. 
C)  incorporate concepts that have been categorised into progressive levels of difficulty. 
D)  are statements of intent about anticipated changes in learners.

Question 19

In the first stage in the backward design model to unit planning there are four filters. 'Determining the extent to which the idea, topic or process offer potential to engage students' is:

Accepted Answer

A)  Filter 1. 
B)  Filter 2. 
C)  Filter 3. 
D)  Filter 4. 
A)  Filter 1. 
B)  Filter 2. 
C)  Filter 3. 
D)  Filter 4.

Question 20

The first stage in the backward design model to unit planning is to:

Accepted Answer

A)  determine acceptable evidence. 
B)  plan learning experiences and instruction. 
C)  identify desired results. 
D)  plan assessment and evaluation. 
A)  determine acceptable evidence. 
B)  plan learning experiences and instruction. 
C)  identify desired results. 
D)  plan assessment and evaluation.

Having devised a unit plan, experienced teachers will:

In lesson plans, developmental activities:

Within unit plans, it is important that the planning of assessment:

The backward design model to planning units (Wiggins and McTighe, 2005) has proven popular with teachers because it:

What are three questions teachers should ask themselves when evaluating lessons?

What is a unit plan and what are the key elements it must contain? Using a topic of your choice, explain the steps you would use in a conventional approach (i.e. not a backward design approach) to planning a unit of work on that topic.

Decisions about what is best for a particular group of students are best made by:

The most important requirement to be an effective planner is:

What is the main difference between the backward design approach to unit planning and the traditional approach?

A program is:

Critical reflection as a part of planning is important because it enables teachers to:

When planning for the diverse abilities of students teachers would not:

Provide definitions for the following elements of a program: rationale; content; evaluation.

The use of units in planning is recommended because units:

Explain why teachers need to engage in planning and key principles that should inform planning. Explain how you would incorporate two of the principles in planning a lesson on a topic of your choice.

An important guideline when planning the 'learning experiences' element of a program is to ensure:

Explain why planning involves reconciling different goals and priorities.

Within unit plans, instructional objectives:

In the first stage in the backward design model to unit planning there are four filters. 'Determining the extent to which the idea, topic or process offer potential to engage students' is:

The first stage in the backward design model to unit planning is to:

What Is Teaching All About

How Students Develop and Learn

Learner Motivation and Developing Self-Esteem

Learning Environments

The Australian Curriculum

Exploring and Contesting Curriculum

Organising Classroom Structures and Routines

Planning to Achieve Goals, Aims, Objectives, Outcomes and Standards

Communicating Effectively

Pedagogy, Teaching and Learning

Classroom Management

Using Resources Creatively

Meeting the Diverse Needs of Students

Developing Knowledgeable, Responsible and Caring Students

Parents and Caregivers Partnerships With Schools

Assessment and Reporting

Professional and Cultural Dimensions of Teaching

Equity, Ethics and Legal Issues in Teaching

Teacher Standards

Filters

Exam 7: Planning and Preparing for Teaching

Having devised a unit plan, experienced teachers will:

In lesson plans, developmental activities:

Within unit plans, it is important that the planning of assessment:

The backward design model to planning units (Wiggins and McTighe, 2005) has proven popular with teachers because it:

What are three questions teachers should ask themselves when evaluating lessons?

What is a unit plan and what are the key elements it must contain? Using a topic of your choice, explain the steps you would use in a conventional approach (i.e. not a backward design approach) to planning a unit of work on that topic.

Decisions about what is best for a particular group of students are best made by:

The most important requirement to be an effective planner is:

What is the main difference between the backward design approach to unit planning and the traditional approach?

A program is:

Critical reflection as a part of planning is important because it enables teachers to:

When planning for the diverse abilities of students teachers would not:

Provide definitions for the following elements of a program: rationale; content; evaluation.

The use of units in planning is recommended because units:

Explain why teachers need to engage in planning and key principles that should inform planning. Explain how you would incorporate two of the principles in planning a lesson on a topic of your choice.

An important guideline when planning the 'learning experiences' element of a program is to ensure:

Explain why planning involves reconciling different goals and priorities.

Within unit plans, instructional objectives:

In the first stage in the backward design model to unit planning there are four filters. 'Determining the extent to which the idea, topic or process offer potential to engage students' is:

The first stage in the backward design model to unit planning is to:

What Is Teaching All About

How Students Develop and Learn

Learner Motivation and Developing Self-Esteem

Learning Environments

The Australian Curriculum

Exploring and Contesting Curriculum

Organising Classroom Structures and Routines

Planning to Achieve Goals, Aims, Objectives, Outcomes and Standards

Communicating Effectively

Pedagogy, Teaching and Learning

Classroom Management

Using Resources Creatively

Meeting the Diverse Needs of Students

Developing Knowledgeable, Responsible and Caring Students

Parents and Caregivers Partnerships With Schools

Assessment and Reporting

Professional and Cultural Dimensions of Teaching

Equity, Ethics and Legal Issues in Teaching

Teacher Standards

Filters