Classroom Instruction that Works Chapters 1-6

Setting Objectives

• Is unnecessary.

• The process of establishing a direction to guide learning.

• Something we should just wing daily.

• A way for students to make connections.

What has shown to have a positive effect on students' ability to set objectives for their learning?

• Contracts

• Signs

• Posters

• Graphic Organizers

____ for students how to set their own learning objectives, and provide feedback on the learning objective they set.

• Mirror

• Scream

• Model

When teachers ____ effort, they translate the belief that all students can learn into actions that help make that belief a reality.

• criticize

• reinforce

• applaud

Which of the following is not a recommended practice for providing recognition?

• Promote a mastery-goal orientation.

• Provide praise that is specific and aligned with expected performance behaviors.

• Use concrete symbols of recognition.

• All of the above are correct.

Why should students keep track of their own effort and achievements?

• It helps students focus on the learning objective.

• It helps students on what it takes to achieve the objective.

• It helps the students focus on their own progress toward the objective.

• All of the above.

Cooperative Learning

• Helps teachers lay the foundation for student success in a world that depends on collaboration and cooperation.

• Its a complex world and this idea is not needed.

• Confusing and not worth the effort to teach.

Ensures that success by an individual promotes success among other group members.

• Face-to-Face Promotive Interaction

• Positive Interdependence

• Group Processing

• Individual and Group Accountability

Recommendations for classroom practice that uses cooperative learning: select all that apply.

• Include elements of both positive interdependence and individual accountability.

• Keep group size small.

• Use cooperative learning consistently and systematically.

Why are Cues and Questions an important tool in teachers' tool belts?

• Both activate students' prior knowledge and give them an idea of what they will learn.

• Neither of these are important to include before or after lessons.

• These options do not promote learning.