WorksheetsMarzano DQ's 2-5 Review
Total questions: 20
Worksheet time: 10mins
Name
Class
Date
1.
Teacher develops impromptu games, such as making a game out of guessing which answer might be correct for a given question.
a)
Organizing students to practice and deepen knowledge
b)
Using academic games
c)
Using homework
d)
Revising knowledge
2.
Students volunteer answers to inferential questions.
a)
Elaborating on new information
b)
Examining similarities and differences
c)
Providing opportunities for students to talk about themselves
d)
Identifying critical information
3.
When asked, students describe the importance of generating and testing hypotheses about content.
a)
Elaborating on new information
b)
Revising knowledge
c)
Managing response rates
d)
Organizing students for cognitively complex tasks
4.
Students quickly adapt to transitions and re-engage when a new activity begins.
a)
Maintaining a lively pace
b)
Organizing students to practice and deepen knowledge
c)
Practicing skills, strategies, and processes
d)
Using physical movement
5.
Students perform the skill, strategy, or process with increased confidence.
a)
Using academic games
b)
Processing of new information
c)
Practicing skills, strategies, and processes
d)
Previewing new content
6.
While students are reading information or stories orally as a class, the teacher stops at strategic points.
a)
Maintaining a lively pace
b)
Reviewing content
c)
Proving resources and guidance
d)
Chunking content into "digestible bites"
7.
Teacher has students examine multiple perspectives and opinions about content.
a)
Elaborating on new information
b)
Examining errors in reasoning
c)
Using friendly controversy
d)
Demonstrating intensity and enthusiasm
8.
Teacher extends an activity that was begun in class to provide students with more time.
a)
Using academic games
b)
Organizing students to interact with new knowledge
c)
Using homework
d)
Engaging students in cognitively complex tasks involving hypothesis genteration and testing
9.
When asked, students can describe the level of importance of the information addressed in class.
a)
Demonstrating intensity and enthusiasm
b)
Reviewing content
c)
Revising knowledge
d)
Identifying critical information
10.
- Comparison activities
- Classifying activities
- Analogy activities
- Metaphor activities
- Classifying activities
- Analogy activities
- Metaphor activities
a)
Examining similarities and differences
b)
Practicing skills, strategies, and processes
c)
Using academic games
d)
Elaborating on new information
11.
Teacher engages students with an explicit decision-making, problem-solving, experimental-inquiry, or investigation task that requires them to generate and test hypothesis.
a)
Organizing students to practice and deepen knowledge
b)
Engaging students in cognitively complex tasks involving hypothesis generation and testing
c)
Presenting unusual or intriguing information
d)
Organizing students to interact with new knowledge
12.
When asked, students can describe their thinking about specific questions the teacher poses.
a)
Managing response rates
b)
Recording and representing knowledge
c)
Examining similarities and differences
d)
Providing opportunities for students to talk about themselves
13.
Teacher notices when specific students or groups of students are not engaged.
a)
Demonstrating intensity and enthusiasm
b)
Noticing when students are not engaged
c)
Reflecting on learning
d)
Reviewing content
14.
Teacher asks students to generate notes that identify critical information in the content.
a)
Processing new information
b)
Revising knowledge
c)
Recording and representing knowledge
d)
Maintaining a lively pace
15.
Teacher asks students to examine the strength of support presented for a claim.
a)
Organizing students to interact with new knowledge
b)
Identifying critical information
c)
Using friendly controversy
d)
Examining errors in reasoning
16.
Teacher engages the whole class in an examination of how the current lesson changed perceptions and understandings of previous content.
a)
Revising knowledge
b)
Presenting unusual or intriguing information
c)
Chunking content into "digestible bites"
d)
Providing resources and guidance
17.
Teacher...
- uses KWL strategy
- provides an advanced organizer
- has students brainstorm
- uses an anticipation guide
- uses a motivation hook or launching activity
- uses KWL strategy
- provides an advanced organizer
- has students brainstorm
- uses an anticipation guide
- uses a motivation hook or launching activity
a)
Demonstrating intensity and enthusiasm
b)
Previewing new content
c)
Reviewing content
d)
Practicing skills, strategies, and processes
18.
Teacher engages students in activities, like "believe it or not," about the content.
a)
Previewing content
b)
Elaborating on new information
c)
Noticing when students are not engaged
d)
Presenting unusual or intriguing information
19.
Teacher uses...
- Summary
- Problem that must be solved using previous information
- Questions that require a review of content
- Demonstration
- Brief practice test or exercise
- Summary
- Problem that must be solved using previous information
- Questions that require a review of content
- Demonstration
- Brief practice test or exercise
a)
Processing of new information
b)
Practicing skills, strategies, and processes
c)
Managing response rates
d)
Revewing content
20.
Teacher asks students to state or record what they are clear about and what they are confused about.
a)
Processing of new information
b)
Managing response rates
c)
Reflecting on learning
d)
Revising knowledge
100 %
