Deck 7: Strategies That Promote Understanding, Thinking, and Engagement

Question 1

All of the following are ways to identify similarities and differences except:

A) comparing.
B) classifying.
C) using experimental inquiry.
D) creating analogies.

Answer 1

using experimental inquiry.

Question 2

Summarizing involves each of the following except:

A) examining information.
B) preparing questions about the information.
C) choosing what information is important.
D) restating information in a brief, synthesized way.

Answer 2

preparing questions about the information.

Question 3

The pause, prompt, and praise technique can be used to:

A) generate hypotheses.
B) provide explicit cues.
C) help students shape a skill.
D) provide recognition.

Answer 3

provide recognition.

Question 4

The study that students do when they are not under the direct supervision of their teacher is known as:

A) homework.
B) problem solving.
C) note taking.
D) practice.

Question 5

A time-sequence pattern is a type of:

A) nonlinguistic representation.
B) expository advance organizer.
C) analogy.
D) classification system.

Question 6

When setting objectives, you should be careful not to make them too:

A) personal.
B) comparative.
C) specific.
D) experimental.

Question 7

Asking students to do a systems analysis is an example of which strategy?

A) Using advance organizers
B) Generating and testing hypotheses
C) Summarizing information
D) Identifying similarities and differences

Question 8

Having your students skim the textbook to preview important information is an example of:

A) generating mental images.
B) summarizing.
C) generating hypotheses.
D) providing advance organizers.

Question 9

______________ involves evaluating the accuracy, credibility, and worth of information and the lines of reasoning.

A) Problem solving
B) Cooperative learning
C) Transfer
D) Critical thinking

Question 10

The ability to control your learning behaviors, know where you are on a given task, and be committed to succeeding is called:

A) higher-order thinking.
B) self-regulation.
C) independent work.
D) active learning.

Question 11

Which of the following strategies would likely best promote critical thinking?

A) Open discussions
B) Cooperative learning
C) Independent work
D) Direct instruction

Question 12

______________ is the gateway to student engagement.

A) Good teaching
B) Giving students rewards
C) Motivation
D) Group work

Question 13

When students are actively involved in tasks that stretch their abilities, it is known as:

A) engagement.
B) problem solving.
C) the state of flow.
D) cooperative learning.

Question 14

Teachers should provide a supportive environment, communicate clear goals, and provide students with feedback in order to:

A) promote student engagement.
B) tell students what they need to do.
C) get students to self-regulate.
D) properly assess students.

Question 15

When challenging students, a teacher should ensure that the:

A) challenge exceeds the ability level.
B) challenge aligns with the ability level.
C) ability level exceeds the challenge.
D) challenge does not require any higher-order thinking.

Question 16

The SIOP model was designed to help meet the needs of students who are:

A) severely disabled.
B) trouble makers.
C) extremely shy.
D) English language learners.

Question 17

Prompts, questions, and elaboration are examples of:

A) advance organizers.
B) critical thinking.
C) procedural scaffolding.
D) verbal scaffolding.

Question 18

The SIOP model is beneficial for:

A) students with disabilities.
B) English language learners.
C) all students.
D) students with behavioral issues.

Question 19

Creating metaphors is the process of identifying similarities and differences between and among things or ideas.

Question 20

Reinforcing effort is important because some students do not make a connection between effort and achievement.

Question 21

Asking students to generate a mental image about the content illustrates the use of summarization.

Question 22

Historical investigations can be used to generate and test hypotheses.

Question 23

Reading a newspaper article to the class about the day's lesson is an example of an advance organizer.

Question 24

Reciprocal teaching occurs when teachers provide substantial amounts of support and assistance in the earliest stages of teaching a new concept and then gradually decreasing the amount of support.

Question 25

Higher-order thinking skills promote critical thinking.

Question 26

The teacher should be expected to understand the structures of the subject they teach.

Question 27

Critical thinking is not something that can be taught; students must develop their skills on their own.

Question 28

One critical aspect of student learning is engaging the student.

Question 29

Teachers should use specific engagement strategies for every unit.

Question 30

A benefit of the SIOP model is that it requires little thought from the teacher for choosing instructional strategies.

Question 31

Provide a definition for each of these terms:

-Advance organizers

Question 32

Provide a definition for each of these terms:

-Comparing

Question 33

Provide a definition for each of these terms:

-Critical thinking

Question 34

Provide a definition for each of these terms:

-Cues

Question 35

Provide a definition for each of these terms:

-Graphic organizers

Question 36

Provide a definition for each of these terms:

-Homework

Question 37

Provide a definition for each of these terms:

-Practice

Question 38

Provide a definition for each of these terms:

-Self-regulation

Question 39

Provide a definition for each of these terms:

-Student engagement

Question 40

Provide a definition for each of these terms:

-Summarizing

Question 41

Identify and briefly describe two ways that similarities and differences can be used in class.

Question 42

Identify and briefly discuss three guidelines for how homework should be used.

Question 43

Identify and briefly discuss three ways that cues and questions can be used effectively.

Question 44

How do you know if a student is able to self-regulate their learning?

Question 45

Explain the importance of a teacher having a deep understanding of the content in the subject that they teach.

Question 46

How can you promote a student's critical thinking skills?

Question 47

Discuss the benefits of engaging students in your classroom.

Question 48

What challenges might a teacher face when trying to engage students?

Question 49

What are effective guidelines when planning for motivation in your instruction?

Question 50

Describe the similarities and differences between the various types of scaffolding.

Question 51

What are the reasons and benefits for using the strategy of identifying similarities and differences? What problems might you encounter in their use?

Question 52

Select a unit you might teach and describe how you could use nonlinguistic representations in your instruction of that particular unit.

Question 53

Describe how you would justify to parents your use of cues and advance organizers in your instruction.

Question 54

Describe the similarities and differences between higher-order thinking as transfer, higher-order thinking as problem solving, and higher-order thinking as critical thinking.

Question 55

What are the benefits of engaging a student in critical thinking activities?

Question 56

Describe a "thoughtful" classroom task. Give an example and discuss challenges a teacher might face when trying to implement this strategy.

Question 57

How can teachers promote student engagement in their classrooms?

Question 58

Identify four motivational strategies for instruction and briefly describe how they might be applied.

Question 59

With the SIOP Model, identify and discuss some guidelines for teachers planning and use of instructional strategies to promote student learning.