Ch 1-6 CITW

Which of the following is not true about setting objectives

• It is the process of establishing a direction to guide learning

• Students can see more easily the connections between what they are doing in class and what they are supposed to learn

• It is an ongoing process for teachers to communicate information to students that helps them better understand

• Students can gauge their starting point in relation to learning objectives and determine what they need to pay attention to

Which of the following does not describe providing feedback?

• It helps students improve their performance and solidify their understanding

• It provides information that helps learners confirm, refine, or restructure various kinds of knowledge related to the learning objectives

• Setting objectives and providing feedback are two separate concepts and should not be used together

• Feedback provides guidance that helps students adjust their learning

All of the following are recommendations for classroom practice with regard to providing feedback, except

• Provide feedback appropriately in time to meet students' needs

• Engage students in the feedback process

• Provide feedback that is criterion based

• Provide feedback that addresses what is incorrect and elaborates what students need to do next

What are two strategies that are related to motivation

• Achievement and family beliefs

• Providing recognition and self-efficacy

• Reinforcing effort and praise

• Reinforcing effort and providing recognition

All of the following are practices for reinforcing effort, except

• Provide a mastery goal orientation

• Teach students about the relationship between effort and achievement

• Provide students with explicit guidance about what it means to expend effort

• Ask students to keep track of their effort and achievement

The three recommended practices for providing recognition include all of the following except

• Provide a mastery-goal orientation

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

• Ask students to keep track of their effort and achievement

• Use concrete symbols of recognition

Positive interdependence is a key element of cooperative learning because

• It encourages discussion among group members and teaches the importance of effort

• Helps students develop a sense that they "sink or swim" together

• It helps students understand that each person needs to contribute to the success of the group

• It provides opportunities for students to interact in ways that enhance and deepen their learning

The following are recommendations for classroom practices that uses cooperative learning, except

• Use cooperative learning consistently and systematically

• Include elements of both positive interdependence and individual accountability

• Use cooperative learning sparingly when needed

• Keep group size small

To support the success of cooperative learning, teachers should do all of the following except

• teach the steps of the process

• provide students with opportunities to practice the steps

• Use cooperative learning daily to engage students

• clearly define the norms and parameters that will take place

Which of the following is not a recommendation for using cues and questions with their students

• Use explicit cues

• Focus on what is important

• Ask simple questions

• Ask inferential questions