Deck 7: Planning and Preparing for Teaching

Question 1

In lesson plans, developmental activities:

A) grow out of the introductory opening activities.
B) are used to motivate students and present new ideas.
C) provide closure for the lesson or series of lessons.
D) assess student learning.

Answer 1

A

Question 2

Provide definitions for the following elements of a program: rationale; content; evaluation.

Answer 2

-A rationale is the explanation for why a topic is being included.
-The content is the themes or issues, or specific knowledge, concepts, skills and values.
-Evaluation is the methods used to assess student achievements and make evaluative judgments about the teaching and about the curriculum materials used.

Question 3

In the first stage in the backward design model to unit planning there are four filters. 'Determining the extent to which the idea, topic or process offer potential to engage students' is:

A) Filter 1.
B) Filter 2.
C) Filter 3.
D) Filter 4.

Answer 3

D

Question 4

When planning for the diverse abilities of students teachers would not:

A) use a range of resources.
B) ensure prescribed textbooks are clear and accessible.
C) design verbal and written assignments.
D) use mini-workshops.

Question 5

Within unit plans, instructional objectives:

A) describe learning outcomes in terms of student activities or behaviours.
B) are general statements that provide teachers and students with a vision.
C) incorporate concepts that have been categorised into progressive levels of difficulty.
D) are statements of intent about anticipated changes in learners.

Question 6

The first stage in the backward design model to unit planning is to:

A) determine acceptable evidence.
B) plan learning experiences and instruction.
C) identify desired results.
D) plan assessment and evaluation.

Question 7

What is the main difference between the backward design approach to unit planning and the traditional approach?

Question 8

Within unit plans, it is important that the planning of assessment:

A) is limited to one or two strategies that are familiar to the students.
B) focuses on formative assessment.
C) focuses on summative assessment.
D) includes planning of the resources required to undertake the assessment.

Question 9

The most important requirement to be an effective planner is:

A) fixed, immutable rules.
B) appropriate documents.
C) support from peers.
D) intellectual work.

Question 10

Explain why planning involves reconciling different goals and priorities.

Question 11

Decisions about what is best for a particular group of students are best made by:

A) the students.
B) their teacher.
C) the school leaders.
D) departmental officials.

Question 12

An important guideline when planning the 'learning experiences' element of a program is to ensure:

A) the strategies selected are ones that encourage active learning.
B) the content has social relevance.
C) time allowances are realistic.
D) objectives are attainable.

Question 13

What is a unit plan and what are the key elements it must contain? Using a topic of your choice, explain the steps you would use in a conventional approach (i.e. not a backward design approach) to planning a unit of work on that topic.

Question 14

The use of units in planning is recommended because units:

A) achieve better learning outcomes for students.
B) are a succinct form of planning for teachers.
C) provide students with a focus rather than letting them experience isolated lessons.
D) can be used again in the following year.

Question 15

Is the following statement True or False? 'Questionnaires, checklists, interviews and observation records are examples of strategies that should be considered when selecting and sequencing learning activities in unit plans.'

Question 16

The backward design model to planning units (Wiggins and McTighe, 2005) has proven popular with teachers because it:

A) is less time consuming.
B) prioritises students' interests.
C) prioritises the teacher's preferred teaching strategies.
D) connects with the current focus on standards.

Question 17

Critical reflection as a part of planning is important because it enables teachers to:

A) clarify and express what they stand for.
B) assume the blame for faulty decisions.
C) critique the planning of other teachers.
D) provide critical feedback to students.

Question 18

One reason that lesson plans are important is that they enable each teacher to:

A) continue work from a previous lesson.
B) develop a clear idea of the purpose of a lesson.
C) repeat the lesson the following year.
D) teach unfamiliar material.

Question 19

Having devised a unit plan, experienced teachers will:

A) follow it as closely as possible.
B) modify their teaching depending on the ways students respond.
C) use it as a rough guide only.
D) discard it part way through if more interesting topics arise.

Question 20

A program is:

A) planning for a period of 2-6 weeks.
B) a series of lesson plans.
C) a subject syllabus.
D) a teacher's interpretation of the curriculum.

Question 21

What are three questions teachers should ask themselves when evaluating lessons?

Question 22

Explain why teachers need to engage in planning and key principles that should inform planning. Explain how you would incorporate two of the principles in planning a lesson on a topic of your choice.