Deck 5: Planning for Instruct

Question 1

When teaching a lesson or a series of lessons, teachers attempt to address specific issues and concepts.In which source do teachers usually find these issues and concepts?

A)In the NCTM documents.
B)In the state curriculum model.
C)In the course of study.
D)In the department procedural manual.
E)In the textbooks.

Answer 1

In the course of study.

Question 2

What is a planned set of learning experiences that are designed to address one or several goals and objectives over a period of time?

A)A chapter.
B)A design.
C)A lesson.
D)A project.
E)A unit.

Answer 2

A unit.

Question 3

Although there is no rule for its length, generally it will take approximately how long to complete a unit?

A)1 or 2 days.
B)1 week.
C)3 or 4 weeks.
D)1 quarter.
E)1 semester.

Answer 3

3 or 4 weeks.

Question 4

Teachers typically subdivide units into carefully sequenced parts.What are these parts called?

A)Activities.
B)Lessons.
C)Goals.
D)Objectives.
E)Topics.

Question 5

What does the last lesson of a unit usually include?

A)Development of terms and definitions.
B)Exploration topics.
C)Experiments.
D)Stage-setting for the next unit.
E)Review of the previous unit covered.

Question 6

According to the author in Chapter 5, for every unit, it is important that the teacher consider what two important aspects?

A)Students' knowledge and assessment processes.
B)Students' knowledge and connection to the next unit.
C)Students' interest and connection to the next unit.
D)Connection from the prior unit and students' interest.
E)Connection from the prior unit and connection to the next unit.

Question 7

When should teachers formulate the types of problems that students should be able to solve at the end of a unit?

A)After determining the unit topic.
B)After determining the content of each lesson of the unit.
C)After teaching each lesson in the unit.
D)After the lesson, midway through the unit, and after the final lesson.
E)After the final lesson of the unit.

Question 8

Which of the following is most important for students to possess prior to studying a new unit?

A)Curiosity.
B)Interest.
C)Understanding of the last unit.
D)Relevant prerequisite knowledge.
E)Study skills.

Question 9

If students do not have the prerequisite knowledge for studying a new unit, what should the teacher do?

A)Give additional preparation, then proceed with the unit.
B)Get parental approval, then proceed with the unit.
C)Proceed with the unit as intended but remediate when necessary.
D)Proceed with the unit but delete the content from some of the lessons.
E)Cancel the study of the unit.

Question 10

What is a graphic organizer of how content in a lesson, unit, semester, course, or even an entire program fits together as a whole?

A)A content map.
B)A tree diagram.
C)A conceptual map.
D)A coordinate graph.
E)A grid.

Question 11

Which of the following is NOT typically a purpose for creating a conceptual map?

A)To think about the connections between content areas.
B)To get a visual "feel" for the unit and how the pieces fit together.
C)To help the students appreciate the "whole".
D)To help determine what key concepts the student will encounter.
E)To determine the degree of "match" with the textbook topics.

Question 12

After a conceptual map is made and a rough sketch of the sequence and timing is done, what typically is the next step in the unit planning process?

A)Look at prerequisite knowledge needed.
B)Look at the next unit.
C)Determine the assessment method(s)to use.
D)Make a list of "tools" that will be needed.
E)Research textbooks and other resources for lesson ideas.

Question 13

Which of the following statements best describes the process of planning assessment activities for a unit?

A)Methods for assessing student progress should be determined prior to sketching out a conceptual map.
B)Assessment activities should align closely with the textbook so that students are being accurately tested on what they have read.
C)Assessment strategies should be determined after teaching the first three or four lessons of the unit.
D)Assessment ideas should be roughed-out as part of the unit planning process.
E)Assessment plans should be made in the final two days of teaching the unit.

Question 14

Which of the following is ordinarily the decision-maker for sequencing the teaching of concepts and skills?

A)The teacher.
B)The department chair.
C)The curriculum director.
D)The Standards, which mandate the sequence.
E)The textbook and related materials.

Question 15

Which of the following most accurately describes the opinion of most administrators (including the principal)regarding lesson planning?

A)It is most important that teachers follow the sequence of topics in the textbook.
B)It is most important that teachers in a department cover material at the same pace.
C)It is most important that the teacher makes effective use of the textbook with little, if any, "skipping" of pages.
D)It is most important that teachers co-plan their lessons with other colleagues.
E)It is most important that teachers address the skills and concepts listed in the Standards to which they are teaching.

Question 16

Which of the following is NOT considered working in harmony with the textbook?

A)Supplementing with activities from outside resources.
B)Following in the sequence of the book and completing by year's end.
C)Omitting sections that do not address objectives in the course of study.
D)Utilizing tips and suggestions to fit the needs of the students.
E)Taking into account the estimated amount of time to complete the units.

Question 17

What is the document that details the teacher's objectives and the day's activities?

A)A unit plan.
B)A lesson image.
C)A lesson plan.
D)A resource file.
E)A course of study.

Question 18

What is a situation where the timing is perfect for addressing an issue other than was intended in the lesson?

A)A lesson plan.
B)A lesson alternative.
C)A detour.
D)A teachable moment.
E)A misconception.

Question 19

Who or what typically initiates a "teachable moment"?

A)A teacher's question or response.
B)A student's question or response.
C)A lesson plan.
D)A lesson image.
E)A unit plan.

Question 20

Which of the following is NOT considered a major component of most lesson plans?

A)Lesson Procedure.
B)Standards and Objectives.
C)Homework.
D)Materials.
E)Transitions.

Question 21

Which of the following is considered "general information" that should be included in a lesson plan?

A)The time of day the class is taught.
B)A list of student names.
C)The intended course title.
D)The name of the school.
E)The textbook title.

Question 22

What are "big-picture" statements of learning outcomes?

A)Requirements.
B)Plans.
C)Objectives.
D)Standards.
E)Guidelines.

Question 23

What are specific statements of what a student should know, feel, or be able to do?

A)Requirements.
B)Plans.
C)Objectives.
D)Goals.
E)Concepts.

Question 24

Which of the following is considered the BEST mathematical objective?

A)The students will learn about slopes of lines.
B)The students will represent a function as an equation and a graph.
C)The students will work in pairs with other students.
D)The students will use a calculator effectively.
E)The students will complete a worksheet involving the graphs of lines.

Question 25

Which of these should be considered when planning a mathematics lesson so that the teaching will "transcend content knowledge"?

A)State Models.
B)Standards for Mathematical Practice.
C)Objectives.
D)Algebraic Reasoning.
E)Influence of Technology.

Question 26

Which of these is the best way to list the materials in a lesson plan?

A)List only the tools that need to be borrowed.
B)List only the tools that need to be borrowed, as well as the amount per class, team, or student.
C)List all the tools needed.
D)List all tools needed and the location where they are stored.
E)List all tools needed, their location, and the amount per class, team, or student.

Question 27

What is referred to as an initiatory activity or a springboard?

A)The attention-grabber.
B)The engager.
C)The motivation.
D)The introduction.
E)The presentation.

Question 28

Which of the following is NOT considered part of an initiatory activity?

A)Review homework and discuss problems.
B)Give students a reason for studying what they are about to encounter.
C)Engage students in the learning process.
D)Spark interest and curiosity.
E)Link an activity to the content of the lesson.

Question 29

Which of the following describes the best way to begin a mathematics lesson?

A)Take attendance.
B)Collect homework without discussion.
C)Check and discuss answers to homework problems.
D)Pass back papers, such as tests, quizzes, and homework.
E)Engage the class in a short activity.

Question 30

What is generally considered the "heart of the lesson plan?"

A)The lesson motivation.
B)The lesson's Standard(s).
C)The lesson objective(s).
D)The lesson procedure.
E)The lesson closure.

Question 31

Which of the following best describes the lesson procedure?

A)The lesson procedure is an overview of what the lesson entails.
B)The lesson procedure is a description of the day's activity.
C)The lesson procedure is a step-by-step description of what the teacher and students will do in the lesson.
D)The lesson procedure is a list of objectives and how they will be met through the implementation of the lesson.
E)The lesson procedure is a checklist of what the students are to accomplish in the lesson.

Question 32

Beginning teachers should write their lesson plans as though they are written for whom?

A)The students.
B)The principal or supervisor.
C)A veteran teacher.
D)A parent of one of the students.
E)The curriculum committee.

Question 33

What are statements used by the teacher to assist students in moving from one activity to the next?

A)Transition statements.
B)Connection statements.
C)Procedural statements.
D)Linking statements.
E)Leading questions.

Question 34

Which of the following would be considered the BEST transition statement?

A)Go back to your original seats.
B)Let's see how the data you collected compares with the other class.
C)Take out your notebooks.
D)If there are no further questions, I'll move on.
E)Complete the worksheet and read the next section.

Question 35

Especially for the beginning teacher, it is important to include transition statements in lesson plans.When should they be included?

A)When the class groups are changed.
B)Before and after each major activity.
C)During entire class or group discussions.
D)At the beginning of the lesson, when connecting the pre-knowledge to new content.
E)At the end of the lesson, when summarizing and preparing for the next lesson.

Question 36

What is the primary purpose of the "closure" of a lesson?

A)To assign homework.
B)To restate the main points of the lesson.
C)To assess lesson effectiveness.
D)To prepare for the following lesson.
E)To assess student progress.

Question 37

An effective "closure" of a lesson will often connect with what other aspect of the plan?

A)The motivation.
B)The homework.
C)The lesson procedure.
D)The transition statements.
E)The major activity.

Question 38

Which of the following is an example of an appropriate Extension activity?

A)Allow students to begin their homework.
B)Present a puzzle that relates to a future topic that students have not yet encountered.
C)Examine a different representation of a problem already solved in.class.
D)Give students a challenge problem that they can solve at home.
E)None of these is an appropriate Extension.

Question 39

Which of the following is NOT a use for formative assessments in a lesson?

A)Helping the teacher to determine the grade for a student.
B)Helping the teacher to decide how much time to spend on an idea.
C)Helping the teacher to decide whether to skip a step of a lesson plan.
D)Helping the teacher to decide whether to re-sequence the steps of a lesson.
E)Helping the teacher to determine whether to use an extension for the lesson.

Question 40

Which of the following is NOT one of the 5 E's of the 5-E Lesson Plan format?

A)Extend.
B)Enrich.
C)Evaluate.
D)Explain.
E)Engage.

Question 41

What is the problem with saying, "do several examples" in a lesson plan?

A)The statement does not prescribe the number of examples to explore.
B)The statement does not include the sequence of examples to explore.
C)The statements does not include specific examples.
D)The statement does not indicate who will actually do the examples (i.e., the teacher or the students).
E)All of these.

Question 42

In Chapter 5, the author gives two examples of lesson plans.The second lesson plan recommends using playing cards for what purpose?

A)To randomly select teams and assign responsibilities.
B)To conduct a card "trick".
C)To determine student order for presentations.
D)To assist in developing probability problems.
E)To divide the class into four group stations.

Question 43

What is the main difference between the two sample lesson plans that are presented in Chapter 5?

A)The lesson format.
B)The use of hands-on instructional strategies.
C)The use of minds-on instructional strategies.
D)The amount of detail.
E)The use of calculator technology.

Question 44

Often, experienced teachers are able to "picture" a lesson in their minds because they have written, taught, and rewritten the lesson a number of times.What is this often
referred to in research literature?

A)Photographic Lesson Planning.
B)Lesson Mapping.
C)Lesson Imaging.
D)Visualizing.
E)Mental Duplication.

Question 45

What do novice teachers need before they can progress from planning a lesson to creating a lesson image?

A)A master's degree.
B)A workshop on the concept.
C)Research on lesson images.
D)Experience teaching the lesson.
E)Experience writing a detailed plan.

Question 46

What do good teachers need to do, beyond experiencing the teaching of a lesson, to move from lesson planning to lesson imaging?

A)Draw a conceptual map.
B)Reflect on the lesson plan's effectiveness.
C)Assess student knowledge.
D)Collaborate with fellow teachers.
E)Inform parents of student progress.

Question 47

Which of the following is NOT stated in Chapter 5 as a question for a teacher to reflect on at the conclusion of a lesson?

A)What did I set out to do in this lesson, and why did I plan to do the lesson that way?
B)Did I accomplish my goals and objectives for the lesson?
C)How would I change the lesson plan and its implementation next time?
D)Would administration and parents approve of the activities performed?
E)What have I learned about myself and my students from this experience that will help me be a better teacher?

Question 48

After implementation of a lesson plan, the teacher should always do which of the following?

A)Survey students on whether they enjoyed the lesson.
B)Reflect on the effectiveness the plan.
C)Compare the lesson to the recommendations of the textbook.
D)Place a copy of the lesson in the teacher's resource file.
E)Share the lesson with a colleague to gain additional insights.

Question 49

A teacher begins to "own" a lesson plan after doing which of the following?

A)Planning and teaching the lesson, then discussing it with an administrator.
B)Planning, implementing, and re-teaching the lesson.
C)Finding a lesson from an outside source, teaching it, and rewriting it.
D)Finding a lesson from an outside source, rewriting it, teaching it, and re-teaching it.
E)Planning, teaching, reflecting upon, and re-teaching the lesson.

Question 50

Which of the following is a popular professional development process, described in Chapter 5, by which teachers can improve their lesson-planning skills?

A)In-service workshops.
B)Study groups with other teachers.
C)Daily journal writing.
D)Threaded web discussions.
E)Administrative supervision.

Question 51

Select a grade level and mathematical topic of your choice (c.g., solving linear equations or performing operations with fractions).Create a conceptual map that might be used to organize a unit on this topic.Include a paragraph or two explaining the meaning of your conceptual map.

Question 52

When planning a unit, there are several questions to consider, as outlined and explained in Chapter 5.List and briefly discuss some of the major questions a teacher should ask in designing a unit.

Question 53

Make an ordered list of the components of a lesson plan.Write a description and provide an example of each component.

Question 54

In Chapter 5, two sample lesson plans were presented for the reader to compare and contrast.What qualities tend to make one lesson plan "better" than another, as pointed- out in the analysis of these two plans?

Question 55

Explain the difference between a lesson plan and a lesson image.

Question 56

Many educators believe that reflection after teaching a lesson is critical to the professional development of a teacher.What are the three reflection questions that teachers should ask after teaching a lesson, and why is reflection so important