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Instructional Planning and Strategies

Total questions: 39

Worksheet time: 18mins

Name
Class
Date
1.
Teaching strategies should not match the desired learning outcome. 
a)
True 
b)
False 
2.
When utilizing field trips as an instructional activity, the objectives should... 
a)
Be similar to classroom-based activities 
b)
Be totally random
c)
Just be fun 
d)
Not be measurable
3.

___________ are instructional scenarios where the learner is placed in a ‘world’ defined by the teacher.

a)

Independent Study

b)

Individualized Instruction

c)

Simulation

d)

Drilling

4.
The order in which content is delivered to learners over time.
a)
advance organizer
b)
sequence
c)
proximal goal
d)
backward design
5.
A long-range plan covering one topic through multiple lessons and integrating the learning of skills and concepts for various subject areas including reading, writing, mathematics, science, social studies and the arts.
a)
unit plan
b)
divergent thinking
c)
lesson planning
d)
problem solving 
6.
Desired outcome of a lesson or unit.
a)
unit plan
b)
divergent thinking
c)
paraeducator
d)
instructional objective
7.
A taxonomy of six cognitive processes, varying in complexity, that lessons might be designed to foster.
a)
creative thinking
b)
Bloom's Taxonomy
c)
scope
d)
social negotiation
8.

Which of the following is higher order thinking in Bloom’s Taxonomy?

a)

Understanding

b)

Creating

c)

Evaluating

9.

Bloom chose a pyramid because the higher levels build upon the lower levels.

a)

True

b)

False

10.

What level can you associate the verb “label” with?

a)

Remembering

b)

Creating

c)

Applying

11.
The student will be able to recite their ABCs.
a)
comprehension
b)
knowledge
c)
synthesis
d)
analysis
12.
The student will be able to identify which formula to use to solve a math problem.
a)
comprehension
b)
application
c)
analysis
d)
synthesis
13.
The student will be able to transfer the main characters of a story to a new setting.
a)
knowledge
b)
application
c)
analysis
d)
synthesis
14.
Categorize
a)
Remembering
b)
Understanding
c)
Applying
d)
Analyzing
15.
Identify
a)
Remembering
b)
Understanding
c)
Applying
d)
Analyzing
16.
Paraphrase
a)
Remembering
b)
Understanding
c)
Applying
d)
Analyzing
17.
Design
a)
Applying
b)
Analyzing
c)
Evaluating
d)
Creating
18.
Explain
a)
Remembering
b)
Understanding
c)
Applying
d)
Analyzing
19.
Practice
a)
Understanding
b)
Applying
c)
Analyzing
d)
Evaluating
20.
Examine
a)
Understanding
b)
Applying
c)
Analyzing
d)
Evaluating
21.

Direct Instruction is especially necessary when:

a)

Students are working in groups

b)

Presenting new content to students

c)

Students are losing focus

d)

The class period is ending

22.

Breaking content down into smaller, easily digestible sections is called:

a)

Shrinking

b)

Chopping

c)

Chunking

d)

Fielding

23.
In a differentiated classroom, the students will receive less:
a)
direct instruction
b)
cooperative work
c)
small group instruction
d)
technology
24.
Teachers can differentiate instruction based on:
a)
readiness
b)
interest
c)
learning profile
d)
all of these
25.

What is the audience of Direct Instruction?

a)

A few select students

b)

The entire class

c)

Students who are falling behind

d)

Academically advanced students

26.

Teachers should design a syllabus giving students...

a)

penalties

b)

policies

c)

opportunities to get extra point

d)

all of the above

27.

Find the best definition to describe: Cooperative Learning

a)

A method of teaching a content to the best of each learners abilities.

b)

A supportive technique focused on inquiry-based learning.

c)

An education approach that organizes classroom activities into an academic and social learning experience.

28.

True or False: Students will get a break from teacher lectures by using cooperative learning?

a)

True

b)

False

29.

True or False: Cooperative learning will help aid students to master group work.

a)

True

b)

False

30.

Cooperative Learning is:

a)

direct instruction

b)

indirect instruction

31.
In a differentiated classroom, the students will receive less:
a)
direct instruction
b)
cooperative work
c)
small group instruction
32.

What should a teacher do if a lesson is not going well?

a)

Move on to a different lesson

b)

Stop the lesson and play a video

c)

Continue teaching anyway

d)

Pick up on cues from students and adjust smoothly

33.
What is the "hook" or attention-grabber in the lesson plan called?
a)
Input
b)
Modeling
Model
c)
Anticipatory Set
d)
Assessment Set
34.
This part of the lesson allows students an opportunity to demonstrate understanding of the lesson by working through an activity or exercise with teacher supervision.
a)
Guided practice
b)
Anticipatory set
c)
Closure
d)
Modeling
35.

Sometimes called instructional goals, are statements about what students are expected know and be able to do at certain points in their education.

a)

educational standards

b)

goals

c)

national standards

36.

A detailed outline of what a particular teacher will teach throughout a course or year based on curriculum but adapted to the characteristics of the teacher, students, and teaching circumstances.

a)

standards

b)

objective

c)

course plan

d)

instructional unit

37.

What are the three most basic parts of a lesson plan?

a)

instructional objectives

b)

closure

c)

learning activities

d)

assessments

38.

Smooth ways to move from one part of the lesson to the next.

a)

viable

b)

transitions

c)

independent practice

d)

pacing

39.

The rate at which a teacher moves through the components of a lesson or the lessons throughout the day.

a)

rate

b)

closure

c)

pacing

d)

lectures

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