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WorksheetsFinals Review
Total questions: 47
Worksheet time: 3570secs
What is the most important thing you need to know when you are planning a lesson?
basic to complex questions
different learning strategies
the state standard
how many students are in the class
What is the purpose of an activating strategy/hook?
What are all the different things you need to teach for the following standard?2.MD.7 Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m.
Find all the things that are true about the "I Do" (Instruction) portion of the lesson plan.
The teacher should start the lesson with a video clip that matches the state standard and let it be the majority of instruction.
The teacher should think aloud and explain step-by-step how to use a specific strategy to solve a problem.
The teacher should model at least 3 examples of every problem that will be asked on the seatwork and assessment portions of the lesson.
Before moving to the next type of problem, the teacher should have 2-3 examples of practice problems on the Activboard or Smartboard.
The I Do (Instruction) portion of the lesson should be the shortest part of the lesson.
If the math teacher's edition does not have a lesson on a specific state standard or if you need an idea for an engaging activity to incorporate in your lesson plan, which site should you go to for supplemental resources to be able to teach the required skill?
Every different kind of practice problem on the Seatwork worksheet should have been taught in the (a) section of the lesson plan.
In order to avoid frustration and relieve feelings of being overwhelmed, the teacher can assign Approaching students (a) problems on Seatwork as long as they receive a few of every type of problem covered in the state standard of the lesson.
When wrapping up a lesson during Closure, a beneficial pattern to use would be which three techniques?
Aksking review questions about a skill that led up to this particular skill.
Asking questions to make sure students have grasped the "key concepts" of the lesson.
Asking questions to connect the lesson to real-world experiences.
Asking questions to see what students already know about the lesson standard.
Asking questions to promote higher-order thinking.
Why is it considered best practice to ask students questions that range from basic to complex throughout the lesson?
According to Bloom's taxonomy, what would these questions be labeled?
What would happen if....?
How would you improve...?
What changes would you make to solve...?
Level 1 and 2 (Knowledge and Comprehension)
Level 3 and 4 (Application & Analysis)
Level 5 and 6 (Synthesis and Evaluation)
According to Bloom's taxonomy question stems, where would the following questions fall?
What is...?
How would you compare and contrast...?
When did _____ happen?
Level 1 and 2 (Knowledge and Comprehension)
Level 3 and 4 (Application and Analysis)
Level 5 and 6 (Synthesis and Evaluation)
According to Bloom's taxonomy question stems, where would the following questions fall?
What examples can you use to find...?
What conclusions can you draw....?
What is the theme of....?
Level 1 and 2 (Knowledge and Comprehension)
Level 3 and 4 (Application and Analysis)
Level 5 and 6 (Synthesis and Evaluation)
Why is helpful to have the materials needed listed within a lesson plan?
An example of the Common Core strategies "raising the bar" in Math is to introduce students to (a) strategies and letting them choose the one that works best for them.
Now we refer to the Common Core Standards in our state as the _________ __________ _________.
(a)
Why were the Common Core Standards created?
Another way (besides the Activboard flipchart) to help reinforce a standard is to display an ________ ________ during the lesson and hang around the room so that the students can later reference.
(a)
With the current trend of grade-level planning, why is it so important to learn to plan a strong and effective lesson?
The Common Core state standards are designed to stand alone, therefore, if a teacher in a certain grade level does not teach the skill effectively, it will NOT affect the student's learning in the next grade level.
True.
False.
Every formal evaluation requires a pre-conference.
True
False
Barriers to effective use of technology can be:
Activboard bulb burning out.
Not enough devices in classrooms for students.
Computer lab unavailable at the time you need.
Lack of teacher drive (motivation) to learn about and implement new forms of technology.
The difference between performance levels on the Teacher Evaluation Rubric can be a (a) or two.
Draw a symbol to match the following Student Self-Reflection pictures with the message they convey.
Since students are exposed to flashy, state-of-the-art technology at home for multiple hours a day on video games and iPad, teachers should keep their use of technology basic and plain.
True
False
What are two ways you can differentiation for an approaching student in a lesson?
When creating your own personal teaching philosophy, you should consider the following things:
classroom environment
view on testing
how to strive to be friends with the students in your classroom
how students can learn/potential levels that can be achieved, differentiation, students with special needs, classroom environment, how to keep students engaged, technology use, state standard, professional development, the "effect" of the teacher
incorporating as many real-world scenarios as possible in learning
What is Ms. Bartlett's #1 piece of advice about landing a job interview at a school you are interested in:
What is teacher efficacy?
The teacher believes that he/she can make a difference in students' lives.
The teacher has high confidence.
The teacher is an effective teacher.
The teacher works to help students learn.
A (a) is a document that summarizes your strengths and accomplishments as a future teacher. It is clear, concise, and to the point. It is an overview of an individuals's job qualifications and work experience and needs to be organized in an eye-pleasing way.
What are three different ways/devices a teacher can use to implement technology in the classroom? (Ideas should be from class.)
Which of the following are titles of indicator boxes in the General Educator rubric for the state of Tennessee?
Standards & Expectations, Listening to Instructional Content, Activities and Supplies
Motivating Students, Lesson Structure & Pacing, Questioning, Thinking, Problem Solving, Environment, Expectations
Questioning Culture, In-Class Culture, Quizzes
State evaluation rubrics are designed to help make teachers stronger and grow (from "good" to "great"). It is also used to identify ineffective teachers that need to leave the teaching profession.
True
False
The three columns in the General Educator Rubrics for the state of Tennessee are divided into scores of 5, 3, and 1. Which level should first-year teachers focus on?
(a)
It is likely one day that I will get a score of straight 5s in every category/box of the Tennessee General Educator Rubric for my TEAM or TIGER evaluations.
True
False
Veteran teachers get two formal evaluations per year... one "announced" and one "unannounced." (New teachers get four formal evaluations per year.) The announced involves a pre-conference with the evaluation where you will discuss the formal lesson plan you submitted a few days prior. Both will have a post-conference.
TEAM model
TIGER model
A more comprehensive system (kind of like portfolio). Involves more walk-throughs which are considered "snap-shots" of your teaching. The system allows teachers to give evidence to support their evaluation score like samples of student work and assessment scores. Teachers can upload samples of student work, strategies, and activities they've implemented in their classroom that they think would be good evidence.
TEAM model
TIGER model
List the 3 Tennessee General Educator Rubrics (main sections) that the TEAM and TIGER evaluation models are divided into.
"Best practice" are determined by state evaluation models.
True
False
What is the best way to organize the State Standards (for every subject in your grade level) for easy access and lots of referencing?
in your desk drawer
in a Curriulum Notebook with a tab for every subject
neatly on a shelf
in an alphabetical filing cabinet
A "Quick Check" assessment is designed to find out which students have and have not (a) the lesson objective/state standard.
If students haven't mastered the objective on the "Quick Check" assessment, then the teacher should find extra time to (a) the skill in a small group setting.
In all subjects, the trend is that assessments need to have at least one question that requires students to (a) .
How can you differentiate for students during Meet with Teacher in a math lesson?
Provide manipulatives.
Change the difficulty of the math problems (easier for approaching, harder for beyond).
Give beyond students more work.
Have beyond students apply their learning.
How can you differentiate for students during the seatwork portion of a math lesson?
Give approaching students less problems to do.
Have beyond students write to explain their answers.
Give students manipulatives to use with the problems.
Give them choice about what problems to do.
How can you appropriately differentiate for students during the assessment portion of a math lesson plan?
Have approaching students answer fewer problems.
Give students manipulatives to solve.
Give them choice about what problems to do.
Ask beyond students to do more work.
In order to make the planning process for Meet with Teacher for math small groups not so overwhelming, use the following system:
Plan groups excactly like the Teacher's Edition says
Don't have them.
Have each group do the exact same task.
Start planning with the on level group. Adjust for the approaching group and the beyond group.
Plan small groups for just 2-3 times a week.
Why should you write the "I Can" statement a bit differently than the original state standard?
