Question 1

Use the simple question classification system known as WHAT, WHEN, HOW, WHO, WHY to write a question for each of the five categories.

Accepted Answer

See categories and sample questions on page 175.

Question 2

In Eunson's (2012) Comprehensive Model of Communication, the process of transforming messages into a form that is appropriate for the audience and purpose is called:

Accepted Answer

A)  editing and re-editing. 
B)  encoding and decoding. 
C)  channelling. 
D)  giving feedback. 
A)  editing and re-editing. 
B)  encoding and decoding. 
C)  channelling. 
D)  giving feedback. B

Question 3

Explain how you would ensure that the non-verbal cues in your classroom are supportive of students. In your response provide specific examples of how you would do this for each of the following:
-your communication with students.
-students' communication with you and with each other.
-the room arrangement.
-classroom materials.

Accepted Answer

The student's response should cover the following:
-Your communication with students (should provide positive examples that fit with six dot points of 'non-verbal communication forms' at top of page 170, and the information below it (e.g. making eye contact without staring; ensuring non-verbal cues support verbal behaviour).
-Students' communication with you and with each other (as above but would need to make reference to needing to teach students the skills (e.g. ensuring students are giving eye contact when asked to listen).
-The room arrangement (should provide positive examples in relation to location, organisation of items listed in Figure 10.2 on page 170 (e.g. students' desks placed in ways that enable them to give eye contact to the teacher and to other students (e.g. shape)).
-Classroom materials (should provide positive examples in relation to availability of items listed in Figure 10.2 (e.g. placement of printed items so that students can access them without bumping into other students' desks).

Question 4

When asking questions teachers should avoid:

Accepted Answer

A)  rephrasing questions. 
B)  asking rhetorical questions. 
C)  using palm-cards. 
D)  waiting for more than 3 seconds for answers. 
A)  rephrasing questions. 
B)  asking rhetorical questions. 
C)  using palm-cards. 
D)  waiting for more than 3 seconds for answers.

Question 5

For the teaching of a concept of your choice, explain the steps you would take to:
-plan and give a clear explanation of the concept
-plan and ask a mixture of low- and high-order questions.

Accepted Answer

The student's response should cover the

Question 6

Wait-time, the pause between a teacher's question and the student's response, should be at least:

Accepted Answer

A)  2 seconds. 
B)  3 seconds. 
C)  4 seconds. 
D)  5 seconds. 
A)  2 seconds. 
B)  3 seconds. 
C)  4 seconds. 
D)  5 seconds.

Question 7

Listening skills can be improved through:

Accepted Answer

A)  prejudging the message while listening to it. 
B)  focusing mainly on any emotional words used by the speaker. 
C)  concentrating on every detail. 
D)  taking brief notes on what is being conveyed. 
A)  prejudging the message while listening to it. 
B)  focusing mainly on any emotional words used by the speaker. 
C)  concentrating on every detail. 
D)  taking brief notes on what is being conveyed.

Question 8

A purpose for which teachers should not use questions is:

Accepted Answer

A)  showing students they have been unsuccessful in their learning. 
B)  stimulating particular kinds of thinking. 
C)  controlling behaviour. 
D)  reviewing understanding of a topic. 
A)  showing students they have been unsuccessful in their learning. 
B)  stimulating particular kinds of thinking. 
C)  controlling behaviour. 
D)  reviewing understanding of a topic.

Question 9

Much of the talk done by teachers tends to be about:

Accepted Answer

A)  management and supervision of tasks. 
B)  the quality of student work. 
C)  concepts and knowledge. 
D)  the use of resources. 
A)  management and supervision of tasks. 
B)  the quality of student work. 
C)  concepts and knowledge. 
D)  the use of resources.

Question 10

The question which aligns with the 'synthesis' category in Bloom's cognitive domain taxonomy is:

Accepted Answer

A)  If Australia became a republic, what would change? 
B)  What are the pros and cons for Australia becoming a republic? 
C)  What is the capital of France? 
D)  Why was the character in the story brave? 
A)  If Australia became a republic, what would change? 
B)  What are the pros and cons for Australia becoming a republic? 
C)  What is the capital of France? 
D)  Why was the character in the story brave?

Question 11

Which of the following is not one of the three sets of skills involved in communication?

Accepted Answer

A)  Language skills. 
B)  Social skills. 
C)  Psychomotor skills. 
D)  Cognitive skills. 
A)  Language skills. 
B)  Social skills. 
C)  Psychomotor skills. 
D)  Cognitive skills.

Question 12

Write two questions on the topic of pollution, one that would be classified within Bloom's taxonomy as a 'comprehension' question and one that would be classified as an 'application' question.

Accepted Answer

-The 'comprehension' question would be o

Question 13

Is the following statement True or False? 'Teachers should not accept a student's answer if it is incorrect.'

Accepted Answer

A) True 
 B)False

Question 14

Following a set of instructions is an example of:

Accepted Answer

A)  interactive listening. 
B)  reactive listening. 
C)  discriminative listening. 
D)  appreciative listing. 
A)  interactive listening. 
B)  reactive listening. 
C)  discriminative listening. 
D)  appreciative listing.

Question 15

Which of the following is not a good strategy for teachers to use when planning questions in advance?

Accepted Answer

A)  Make sure the wording of the questions is suited to the level of the students. 
B)  Relate questions to the purpose of the lesson. 
C)  Ensure all questions involve higher-order thinking. 
D)  Ensure the sequence of the questions is logical. 
A)  Make sure the wording of the questions is suited to the level of the students. 
B)  Relate questions to the purpose of the lesson. 
C)  Ensure all questions involve higher-order thinking. 
D)  Ensure the sequence of the questions is logical.

Question 16

The valuative question below is:

Accepted Answer

A)  What is the sum of 25 and 28? 
B)  Which of these designs do you prefer? 
C)  Who likes ice-cream? 
D)  If you put a paper clip into water will it float or sink? 
A)  What is the sum of 25 and 28? 
B)  Which of these designs do you prefer? 
C)  Who likes ice-cream? 
D)  If you put a paper clip into water will it float or sink?

Question 17

Very complex explanations need to be given orally so that:

Accepted Answer

A)  all students can hear the explanation. 
B)  the teacher can use an appropriate sequence. 
C)  students can see the teacher's non-verbal cues. 
D)  students have the chance to ask questions. 
A)  all students can hear the explanation. 
B)  the teacher can use an appropriate sequence. 
C)  students can see the teacher's non-verbal cues. 
D)  students have the chance to ask questions.

Question 18

Is this statement True or False? 'Verbal, non-verbal and written communication cannot occur simultaneously.'

Accepted Answer

A) True 
 B)False

Question 19

What are two techniques that teachers can use to support students to give effective explanations?

Accepted Answer

Any of the five 'Eff

Question 20

Which of the following strategies is not suggested for teachers who want to give clear explanations?

Accepted Answer

A)  Know the content well. 
B)  Use a clear, logical sequence. 
C)  Use only one communication channel at a time. 
D)  Use an interesting, lively voice. 
A)  Know the content well. 
B)  Use a clear, logical sequence. 
C)  Use only one communication channel at a time. 
D)  Use an interesting, lively voice.

Use the simple question classification system known as WHAT, WHEN, HOW, WHO, WHY to write a question for each of the five categories.

In Eunson's (2012) Comprehensive Model of Communication, the process of transforming messages into a form that is appropriate for the audience and purpose is called:

When asking questions teachers should avoid:

For the teaching of a concept of your choice, explain the steps you would take to: -plan and give a clear explanation of the concept -plan and ask a mixture of low- and high-order questions.

Wait-time, the pause between a teacher's question and the student's response, should be at least:

Listening skills can be improved through:

A purpose for which teachers should not use questions is:

Much of the talk done by teachers tends to be about:

The question which aligns with the 'synthesis' category in Bloom's cognitive domain taxonomy is:

Which of the following is not one of the three sets of skills involved in communication?

Write two questions on the topic of pollution, one that would be classified within Bloom's taxonomy as a 'comprehension' question and one that would be classified as an 'application' question.

Is the following statement True or False? 'Teachers should not accept a student's answer if it is incorrect.'

Following a set of instructions is an example of:

Which of the following is not a good strategy for teachers to use when planning questions in advance?

The valuative question below is:

Very complex explanations need to be given orally so that:

Is this statement True or False? 'Verbal, non-verbal and written communication cannot occur simultaneously.'

What are two techniques that teachers can use to support students to give effective explanations?

Which of the following strategies is not suggested for teachers who want to give clear explanations?

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

Planning and Preparing for Teaching

Organising Classroom Structures and Routines

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

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 10: Communicating Effectively

Use the simple question classification system known as WHAT, WHEN, HOW, WHO, WHY to write a question for each of the five categories.

In Eunson's (2012) Comprehensive Model of Communication, the process of transforming messages into a form that is appropriate for the audience and purpose is called:

When asking questions teachers should avoid:

For the teaching of a concept of your choice, explain the steps you would take to: -plan and give a clear explanation of the concept -plan and ask a mixture of low- and high-order questions.

Wait-time, the pause between a teacher's question and the student's response, should be at least:

Listening skills can be improved through:

A purpose for which teachers should not use questions is:

Much of the talk done by teachers tends to be about:

The question which aligns with the 'synthesis' category in Bloom's cognitive domain taxonomy is:

Which of the following is not one of the three sets of skills involved in communication?

Write two questions on the topic of pollution, one that would be classified within Bloom's taxonomy as a 'comprehension' question and one that would be classified as an 'application' question.

Is the following statement True or False? 'Teachers should not accept a student's answer if it is incorrect.'

Following a set of instructions is an example of:

Which of the following is not a good strategy for teachers to use when planning questions in advance?

The valuative question below is:

Very complex explanations need to be given orally so that:

Is this statement True or False? 'Verbal, non-verbal and written communication cannot occur simultaneously.'

What are two techniques that teachers can use to support students to give effective explanations?

Which of the following strategies is not suggested for teachers who want to give clear explanations?

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

Planning and Preparing for Teaching

Organising Classroom Structures and Routines

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

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