What should you listen to when students respond?

• The right answers

• descriptive explanations

• the thinking behind the answers and misconceptions

• the side conversations of students

How do you gauge the level of understanding of the whole class and not individuals?

• use student response systems

• test the students

• ask everyone a variation of the same question

• Always use Think Pair Share

Which student response system was not mentioned in the article?

• Thumbs

• Five Fingers

  True-False Cards

• Online Quizzes

• Mini White boards

• White board clickers

Students show evidence of understanding if they can do with two things:

• answer all the questions on a quiz

• Apply their learning to new or unfamiliar contexts

• complete the task assigned

• Explain the process as well as the answer

Tasks at which level are associated with these verbs: Define, Calculate, Identify, Illustrate and Label

• Level 1 performance verbs

• Level 2 performance verbs

• Level 3 performance verbs

• Level 4 performance verbs

Tasks at which level are associated with these verbs: Design, Justify, Prove, Critique and Create

• Level 1 performance verbs

• Level 2 performance verbs

• Level 3 performance verbs

• Level 4 performance verbs

What is key in using visuals?

• simple pictures or drawing

• use a combination of words at images at the same time

• descriptive explanations

• More visuals are better than one

You breadth of knowledge is how much you know. Your depth of knowledge is determined by

• if you know more than others

• your ability to recite facts

• how well you connect pieces of information together

• the speed in which you learn

Why should you set lesson goals?

• allows you to include many lessons on related topics

• allows focus on relevant activities

• planning is important

A good lesson goal should include which two things?

• skills

• knowledge

• materials

• time frames