Deck 4: Critical Teaching Skills for Focusing Attention

Question 1

Divergent questions are particularly useful when you want students to consider issues in depth or during an extended practice discussion.

Answer 1

True

Question 2

Some of the following are convergent questions and some are not (they are divergent questions).Mark them as follows:            
YES = it is a convergent question              NO = it is not a convergent question
"Is gingerly an adverb or a verb?"

A) Yes
B) No

Answer 2

B

Question 3

Lesson openings are designed to prepare students for learning by giving them a review of previous learning.

Answer 3

False

Question 4

Divergent questions promote higher-level thinking and problem-solving skills.

Question 5

Low-level questions typically ask for repetition or restatement of content that has previously been covered.

Question 6

"How must the earthquake survivors feel?"

A) Yes
B) No

Question 7

"What is a lesson opening?"

A) Yes
B) No

Question 8

"Explain, in your own words, the purposes of openings."

A) Yes
B) No

Question 9

Convergent questions have one correct answer.

Question 10

The amount of wait-time should increase with the difficulty level of the question.

Question 11

Divergent questions typically elicit numerous correct answers.

Question 12

Best practice would dictate that lesson openings should comprise 45% of the lesson time.

Question 13

The main difference between wait-time 1 and wait-time 2 is the type of question with which each is used.

Question 14

Some of the following represent the higher levels of Bloom's taxonomy and some do not.Mark them as follows:
YES = it is a high-level question/task            NO = it is not a high-level question/task
"Which of these two openings is the best? Why"

A) Yes
B) No

Question 15

"Which is the largest river in the United States?"

A) Yes
B) No

Question 16

"Design an effective opening for this lesson."

A) Yes
B) No

Question 17

"Distinguish between opening strategies that focus and those that connect ."

A) Yes
B) No

Question 18

"What three reasons were given for the cause of the fire?"

A) Yes
B) No

Question 19

"What are some ways you can keep your body healthy?"

A) Yes
B) No

Question 20

If you run short of time while teaching, the closing would be the best part of the lesson to leave out.

Question 21

Which of the following words is closest in meaning to divergent ?

A) varied
B) frequent
C) deep
D) long

Question 22

Which of the following would almost always be done in an opening regardless of the content to be taught, the length of the lesson, or the type of evaluation to be used?

A) connect the lesson to other subject areas
B) tell students the objective and purpose
C) preview the sequence of activities in the lesson
D) review earlier lessons

Question 23

Which one of the following statements about the length of wait-time is true?

A) Longer periods of wait-time are needed for fluency-building drills in which speed and accuracy are being developed.
B) Older students need less time to answer questions than do younger students.
C) Divergent questions require more wait-time.
D) Factual recall questions require increased wait-time.

Question 24

Which of the following is NOT an example of a convergent question?

A) Who went up the hill with Jack?
B) Where did Jack and Jill go?
C) Why did Jack and Jill go up the hill?
D) What could have caused Jack to fall down?

Question 25

Why is stating the objective and objective purpose one of the most important strategies to include in every lesson or activity?

Question 26

Mr.Pink is going to ask questions about the chapter his students read.Which strategy will work best to keep the class attentive?

A) call on a student, pause for 3-5 seconds, ask a question
B) draw a name card, ask a question, return the name card to the deck
C) ask a question, use wait-time 1, call on a nonvolunteer
D) ask a question, ask for raised hands, call on a student

Question 27

Describe a strategy for an opening for helping students see relationships between the new learning and other learning.

Question 28

How can Bloom's taxonomy be used as a guide for writing questions?

Question 29

Which of the following is an effective strategy to use in a lesson closing?

A) asking students to summarize what they learned
B) testing students on what they learned
C) building background knowledge
D) all of the above

Question 30

Name the four types of questions and give an example of each.

Question 31

What is the purpose of a closing? Give examples to support your explanation.

Question 32

Which of the following best exemplifies the opening strategy known as connecting ?

A) using an attention getting "set"
B) activating background knowledge
C) stating the objective of the lesson
D) none of the above

Question 33

( Openings ) Select a topic that some students might consider boring; for example, computing the area of a rectangle, irregular verbs, or something similar.Discuss/design an opening for a lesson or activity that you could teach on that topic, which would cause students to be excited and interested.Include a description of how you would state the objective and objective purpose to your students within the opening.

Question 34

Mrs.Blue wants an opening for her lesson that will motivate and focus her students.Which of the following strategies would be the most important to include?

A) explain the objective and purpose of the lesson
B) connect the lesson to other subject areas
C) preview the sequence of activities in the lesson
D) review earlier lessons

Question 35

Which of the following is an effective strategy for planning and delivering questions?

A) planning questions in advance
B) asking questions that are short enough for students to remember
C) using re-direction, prompting, and probing
D) challenging students by incorporating new vocabulary words into questions

Question 36

( Bloom's taxonomy ) List the six levels of Bloom's taxonomy and write a question at each level.

Question 37

Today's lesson is on identifying adverbs in sentences.It's essential that students remember how to identify verbs, in order to be successful in this lesson.Which opening strategy would be the least effective to use?

A) spend extra time on the review of prerequisite knowledge
B) have students write a definition and examples of verbs on scratch paper
C) ask "Who remembers what a verb is?" or "Who can give me an example of a verb?"
D) display a graphic organizer that shows the relationship between verbs and adverbs