Deck 8: Managing Lesson Delivery

Question 1

Which of the following is an example of ability grouping?

A) Between-class grouping
B) Peer tutoring
C) Cooperative learning groups
D) Whole-group instruction

Answer 1

Between-class grouping

Question 2

Requiring the student to complete certain activities related to the instructional objectives relates to:

A) reinforcing desired behaviors.
B) academic accountability.
C) enhancing student self-concepts.
D) establishing positive teacher-student relationships.

Answer 2

academic accountability.

Question 3

The first step teachers should take when holding students academically accountable is to:

A) consider where and how assignments will be posted.
B) provide regular formative feedback regarding student progress.
C) determine evaluation processes and grading systems.
D) decide how homework will be collected and graded.

Answer 3

determine evaluation processes and grading systems.

Question 4

The ideal group size for a group instructional lesson would be:

A) 2-4 students.
B) 4-6 students.
C) 6-8 students.
D) 8-10 students.

Question 5

A jigsaw activity is a form of:

A) cooperative learning.
B) ability grouping.
C) peer tutoring.
D) whole class instruction.

Question 6

When holding all students accountable, teachers should follow each of the following guidelines except:

A) determining a grading system for students.
B) monitoring student progress.
C) using ability grouping whenever possible.
D) providing feedback to students.

Question 7

Which section of the lesson is typically designed to motivate the student?

A) Prior to the lesson
B) The beginning section
C) The middle section
D) The end section

Question 8

Which of the following is not a recommended approach for soliciting the attention of the students?

A) Remove distractions
B) Select a "cue" for getting attention
C) Do not begin until everyone is paying attention
D) Give clear, concise instructions for beginning the lesson

Question 9

Daily review should not be used to:

A) provide additional practice for previously learned material.
B) allow the teacher opportunities to provide corrections.
C) allow the teacher opportunities to check to see who has completed homework and assignments.
D) provide additional over-learning of materials.

Question 10

Weekly and monthly reviews provide the teacher with all of the following except:

A) an opportunity for slower students to catch up.
B) a check for student understanding.
C) insurance that prior skills are adequately learned.
D) a check on the teacher's pace.

Question 11

All of the following are considered to be effective techniques for conveying enthusiasm to students except:

A) animated gestures.
B) eye contact.
C) voice inflection.
D) physical contact.

Question 12

Using seatwork effectively, cueing behavior, and pacing are in which part of the lesson?

A) Prior to the lesson
B) Beginning of the lesson
C) Middle of the lesson
D) End of the lesson

Question 13

Actions or statements by teachers that are designed to bring a lesson presentation to an appropriate conclusion best refers to:

A) closure.
B) review.
C) summary.
D) set induction.

Question 14

All of the following are ways to effectively manage student work except:

A) modeling problems for students ahead of time.
B) clearly explaining instructions once students begin working.
C) monitoring students as they are working on the assignment.
D) explaining the reason for the activity to students.

Question 15

Once students have completed their seatwork, they should:

A) hand it in and put their head down.
B) talk quietly to a friend or neighbor.
C) leave the classroom.
D) find something else to work on.

Question 16

To effectively provide feedback to students, a teacher should:

A) try to provide feedback frequently and quickly.
B) wait until a few assignments have been handed in.
C) ensure the feedback is provided privately, outside of class.
D) ask for an assistant to grade assignments.

Question 17

______________ occurs when the teacher asks students to stay on a learning task too long and the students begin to lose interest and get off task.

A) Fragmentation
B) Jerkiness
C) Momentum
D) Satiation

Question 18

All of the following are ways to avoid satiation of the students except for the use of:

A) effective pacing of the lesson.
B) established routines in the class.
C) sufficient challenges in academic work.
D) feelings of progress by students.

Question 19

______________ occurs when a teacher goes too fast sometimes and too slow other times.

A) Momentum
B) Withitness
C) Jerkiness
D) Overlapping

Question 20

To help English Language Learners in the classroom, a teacher should:

A) speak at a normal pace to encourage students who are ELL to learn quickly so they can catch up.
B) use complex sentences for students who are ELL to analyze.
C) use the same explanation techniques to avoid confusion for students who are ELL.
D) model and/or explain directions clearly for each task to help students who are ELL.

Question 21

For English Language Learners, the best grouping strategy would be to:

A) vary how students are grouped.
B) group all students who are ELL together.
C) mix students who are ELL with English-speaking peers.
D) use whole group instruction whenever possible.

Question 22

To stay on track while delivering a lesson, a teacher should do all of the following except:

A) ensure a consistent pace that works for all students.
B) engage students in the lesson 70-80% of the time.
C) display the learning objectives of the lesson.
D) display the language objectives of the lesson.

Question 23

Informing students about guidelines and requirements for homework helps promote academic accountability.

Question 24

Inquiry is a teacher-centered instructional approach.

Question 25

Effective teachers vary their teaching strategies.

Question 26

Researchers report that some students cannot screen out distracting stimuli.

Question 27

When planning for directions, have no more than five student actions that are required for the activity.

Question 28

Transitions are slowdowns or delays in the progress of a lesson.

Question 29

Teachers need to avoid dwelling on one topic too long to promote feelings of progress.

Question 30

Seatwork should be used to help students learn new material.

Question 31

Teachers should vary their procedures for collecting student assignments.

Question 32

Teachers should make a commitment to try to return all assignments within five days.

Question 33

All seatwork assigned to students should be graded.

Question 34

Withitness is a term used to describe the mindset of a teacher.

Question 35

Teachers should not try to handle multiple activities at the same time.

Question 36

Desist statements should be clear and direct.

Question 37

A teacher should give students the opportunity to be actively engaged in the classroom.

Question 38

Effective teachers will encourage their students to elaborate on their responses.

Question 39

Provide a definition for each of these terms:

-Ability grouping

Question 40

Provide a definition for each of these terms:

-Academic accountability

Question 41

Provide a definition for each of these terms:

-Attention

Question 42

Provide a definition for each of these terms:

-Clarity

Question 43

Provide a definition for each of these terms:

-Closure

Question 44

Provide a definition for each of these terms:

-Comprehensible input

Question 45

Provide a definition for each of these terms:

-Desists

Question 46

Provide a definition for each of these terms:

-Pacing

Question 47

Provide a definition for each of these terms:

-Transitions

Question 48

Provide a definition for each of these terms:

-Withitness

Question 49

What is the rationale for using a variety of whole-group instruction, small-group instruction, and independent work in each unit that you teach?

Question 50

What steps can you take to hold students academically accountable?

Question 51

Identify three approaches that can be used as a means of review in a daily lesson.

Question 52

Discuss a good strategy to use in the beginning of a lesson, discuss a good strategy to use in the middle of a lesson, and discuss a good strategy to use at the end of a lesson.

Question 53

How can a teacher effectively manage students' seatwork?

Question 54

What steps can you take to manage paperwork for your class?

Question 55

Give an example of a situation where a teacher may need to use a desist in the classroom. How should he or she present this desist?

Question 56

Describe how a teacher can effectively maintain his or her students' focus.

Question 57

With the SIOP Model, identify some ways that teachers can speak appropriately for students' proficiency levels (which is one aspect of comprehensible input).

Question 58

Identify and discuss the advantages and disadvantages of whole-group instruction.

Question 59

How might the particular instructional strategy being used (e.g., lecture, discussion, laboratory, etc.) affect the ways that teachers manage lesson delivery?

Question 60

Describe several ways that teachers might provide closure to part of a lesson.

Question 61

Discuss the benefits of each part (beginning, middle, and end) of a lesson for both teachers and students.

Question 62

Describe the benefits of having a procedure in place for collecting, grading, and providing feedback on assignments.

Question 63

How can a teacher prevent misbehavior in the classroom?

Question 64

Identify and discuss three effective ways of maintaining student attention and involvement in the classroom. Identify some challenges that a teacher may be confronted with when using these strategies.

Question 65

With the SIOP Model, identify and discuss several actions to be taken to review and assess lesson objectives.