Deck 4: Planning Lessons and Units

Question 1

An action statement, a condition statement, and a criterion statement are components that should be included when constructing:

A) behavioral objectives.
B) subject-specific course goals.
C) learning objectives.
D) instructional goals.

Answer 1

behavioral objectives.

Question 2

Materials the student will be using, time limits for the completion of the task, and the location for the task to be performed are usually included as part of:

A) learning objectives.
B) criterion statements.
C) conditions statements.
D) action statements.

Answer 2

conditions statements.

Question 3

Which of the following describes a statement of the intended learning outcomes of a lesson?

A) Instructional objectives
B) Action statements
C) Conditions statements
D) Criterion statements

Answer 3

Instructional objectives

Question 4

Which of the following is not found in a behavioral objective?

A) Action
B) Subject-specific course goals
C) Conditions
D) Criterion

Question 5

Which of the following is a possible unintended consequence of setting instructional goals?

A) Students may adapt the learning goals to their personal needs and interests.
B) Teachers may modify instructional objectives to accommodate students' specific learning needs.
C) Instructional goals may be based off of professional standards for learning and teaching.
D) Setting overly specific instructional goals may cause students to ignore other important information.

Question 6

"Write a paragraph including a topic sentence and at least three supporting sentences" is an example of what kind of statement?

A) Condition
B) Criterion
C) Action
D) Standard

Question 7

A system that classifies items and demonstrates relationships among them is known as:

A) a criteria.
B) an action statement.
C) a condition.
D) a taxonomy.

Question 8

Factual, conceptual, procedural, and metacognitive are categories of which dimension of Bloom's cognitive domain?

A) The evaluation and analysis dimension
B) The cognitive process dimension
C) The knowledge dimension
D) The psychomotor dimension

Question 9

Which of the following objectives represents the highest level of thinking among the choices?

A) Remembering
B) Evaluating
C) Applying
D) Understanding

Question 10

Which of the following domains in Bloom's taxonomy encompasses students' attitudes, values, and emotions?

A) Affective
B) Cognitive
C) Physiological
D) Psychomotor

Question 11

Which of the following is not a domain identified in Bloom's classification system of learning?

A) Cognitive
B) Physiological
C) Affective
D) Psychomotor

Question 12

Fundamental movements and physical abilities are associated with which of the following domains?

A) Cognitive
B) Physiological
C) Affective
D) Psychomotor

Question 13

The introductory activities of a lesson would likely include all the following except:

A) reviewing key points from the previous day's lesson.
B) stating the objectives of the lesson.
C) having students working and discussing in small groups.
D) making a connection between the day's lesson and students' lives.

Question 14

A procedural closing to a lesson would likely address all the following except:

A) putting away supplies.
B) summarizing the main ideas in the lesson.
C) turning in papers.
D) getting ready to leave the classroom.

Question 15

The ______________ questions of a unit plan address the big ideas or fundamental concepts that students should be thinking about over the course of the unit.

A) cognitive
B) criterion
C) backwards design
D) essential

Question 16

One or more culminating lessons would likely be included in:

A) course plans.
B) lesson plans.
C) unit plans.
D) term plans.

Question 17

Which part of a unit plan includes the scope of the subject matter to be learned?

A) Outline of content
B) Overview
C) Rationale
D) Daily lesson plans

Question 18

Using the SIOP Model, each of the following is a way to build background except:

A) make links between past learning and new concepts.
B) emphasize key vocabulary.
C) link concepts to students' background experiences.
D) define and display language objectives with the students.

Question 19

The content objectives of a unit plan should be all of the following except:

A) used for teacher reference only and not shared with students.
B) written in terms of what the students should know or be able to do.
C) stated simply.
D) tied to grade-specific content.

Question 20

Which of the following is not an example of best practice when supporting students' background knowledge?

A) Explicitly link concepts to students' background experiences
B) Explicitly make links between past learning and new concepts
C) Focus on background knowledge only at the conclusion of a unit
D) Emphasize key vocabulary

Question 21

The term "taxonomy" refers to the fact that the classification system is hierarchical, and there is a relationship among the levels of the classification system.

Question 22

About 50 percent of what is learned is in the cognitive domain, with the rest of learned material in the other two domains.

Question 23

In the cognitive domain, comprehension is at a higher level than evaluation.

Question 24

The affective domain deals with students' attitudes, values, and emotions.

Question 25

The teacher's summarizing of the key points of a lesson just before the close of the class period can be found in the procedural closing of a lesson.

Question 26

The instructional activities of a lesson should be closely aligned to the instructional objectives and should help students achieve the objectives of the lesson.

Question 27

Identifying the objectives of a lesson and explaining to students why they are important shows no correlation with student achievement.

Question 28

The content-specific goals of a unit of study can be found in the rationale of the unit plan.

Question 29

Forms of assessment in a unit plan can range from evaluations of prior background knowledge to formative assessment during instruction to a summative assessment at the end of a unit.

Question 30

Although the SIOP model was originally developed to support the learning of ELL students, all students can benefit from this model of instruction.

Question 31

Provide a definition for each of these terms:

-Affective domain

Question 32

Provide a definition for each of these terms:

-Cognitive domain

Question 33

Provide a definition for each of these terms:

-Introductory activities

Question 34

Provide a definition for each of these terms:

-Objective

Question 35

Provide a definition for each of these terms:

-Psychomotor domain

Question 36

Provide a definition for each of these terms:

-Taxonomy

Question 37

Identify and describe the three key parts of a behavioral objective.

Question 38

Identify and describe the three learning domains.

Question 39

Describe what developmental activities of a lesson are. Provide some examples of how developmental activities are delivered.

Question 40

Identify and describe three resources or factors to consider when planning a unit.

Question 41

Identify and describe three components of a unit plan.

Question 42

Identify three ways that teachers can prepare lessons using guidelines from the SIOP Model.

Question 43

Describe the reasoning that student achievement improves when teachers explain learning goals and objectives.

Question 44

Should all objectives that you write be at the upper three levels of the cognitive domain? Why or why not?

Question 45

How are the developmental activities of a lesson related to the lesson's learning objectives?

Question 46

What are the benefits of unit planning? What might be some consequences if you did not conduct unit planning?

Question 47

How does unit planning differ from daily lesson planning? In what ways are they similar?

Question 48

What are the benefits to all students when applying the SIOP Model to planning?