Chapters 1-6

When teachers identify and communicate clear learning objectives they send the message that there is a focus for learning ______ to come.

• activities

• small groups

• ability

• feedback

Setting objectives is the process of establishing a direction to what?

• personal objectives

• guide learning

• performance

• strategies

Which is NOT true: What are the four recommendations for setting objectives in the classroom?

• set learning objectives that are specific but not restrictive

• Communicate the learning objectives to students and parents

• Use the general skills and strategies of the writing process

• connect the learning objectives to previous and future learning

Providing recognition is the process of acknowledging students' attainment of what?

• control beliefs

• specific goals

• self efficacy

• task value

Which is NOT true: Reinforcing effort includes three practices that reflect these points:

• Teach students about the relationship between effort and achievement

• Monitoring comprehension

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

• ask students to keep track of their effort and achievement

What should support students motivation to learn by helping them attribute their efforts to their motivation and their accomplishments to their efforts?

• mastery goal

• Praise

• recognition

• tangible awards

Positive interdependence, face-to-face promotive interation, individual and group accountability, interpersonal and small group skills, and group processing are all elements of what kind of learning?

• Independent learning

• Reinforcing effort learning

• cooperative learning

• guided learning

Using drawings, audio, video, presentations are examples when using what kind of learning?

• Model learning

• Individual learning

• Small group learning

• cooperative learning

Which is not ture: These group can be used to organize students and help them

• complete routine task

• concept outline

• plan activités

• have fun

Using cues, questions, and advance organizers at the beginning of a lesson or unit focuses learning on what?

• concepts

• Focus on what is important

• the important content to come

• nonlinguistic representation