Deck 2: Effective Instructional Planning

Question 1

According to the text, social studies units are most often based on

A) topics of high interest.
B) curriculum guides.
C) national standards.
D) state curriculum standards.

Answer 1

curriculum guides.

Question 2

In backward design, a broad response to the question, what do I want my students to take with them after the unit is completed is a(n)

A) instructional objective.
B) standard.
C) established goal.
D) benchmark.

Answer 2

instructional objective.

Question 3

Authentic assessment

A) makes sure elements are easy to grade.
B) is only given at the end of units.
C) replaces testing for public accountability.
D) analyzes students ability to apply learning.

Answer 3

analyzes students ability to apply learning.

Question 4

Informal observations commonly called "kidwatching" does not include

A) checklists.
B) anecdotes.
C) quizzes.
D) listening to student conversations.

Question 5

Portfolios document

A) skills in test-taking.
B) effort, progress, and achievements.
C) ability to organize materials.
D) understanding of content.

Question 6

Rubrics consist of these primary components:

A) collections of work, samples of performance, and feedback.
B) stated objective, range of scores, criteria for each level.
C) level of performance, teacher criteria, normative criteria.
D) pre-assessment data, recommendations, examples.

Question 7

Lesson plans are

A) not necessary.
B) too much work.
C) only for novice teachers.
D) guides for daily instruction.

Question 8

Explain, to a confused colleague, the purpose and process of unit planning using backward design. Include in your explanation highlights of each of the three phases.

Question 9

Describe the purpose and goals of differentiated instruction, and list the principles of a differentiated classroom. How do all students benefit from the experiences in a differentiated classroom?