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WorksheetsInstructor Chapter 3 Quiz Game
Total questions: 40
Worksheet time: 20mins
Name
Class
Date
1.
Learning how to learn is a lesson that may be:
a)
a. never learned.
b)
b. more important than what we learn.
c)
c. over when we are 30 or 40 years old.
d)
d. something you are born with
2.
For lifelong learning the master educator will teach students the best possible
a)
a. grooming tips.
b)
b. course content.
c)
c. infbnnation.
d)
d. learning skills
3.
The studenfs inability to read and study effectively creates
a)
a. a major barrier to learning.
b)
b. no problem.
c)
c. benefits fbr years to come.
d)
d. positive energy fbr skill development
4.
Help the student design an area to help them study that is
a)
a. dark and dreary.
b)
b. cluttered and messy.
c)
c. free of distraction.
d)
d. large and filled with music
5.
Studies have shown that the most successful students have a(n):
a)
a. organized and scheduled approach to study.
b)
b. haphazard and unscheduled approach to study.
c)
c. irregular and unscheduled approach to study.
d)
d. unorganized and unscheduled approach to study.
6.
Eliminating all electronic distracters would be appropriate during study time; the only one that may be of help would be
a)
a. the television.
b)
b. an online computer.
c)
c. a radio.
d)
d. instant messaging.
7.
Students must understand that the time they put into studies must:
a)
a. wait till they are older.
b)
b. be their top priority.
c)
c. be done, but put emphasis on play.
d)
d. only given some of their time
8.
Take care not to nag or overdo with the students; rather, try to inspire them to take their studies seriously and
a)
a. encourage and pester.
b)
b. encourage and scold.
c)
c. motivate and nag.
d)
d. motivate and encourage
9.
In the outside world things are not always fair; students must recognize that they need to be
a)
a. environmentalists.
b)
b. naturalists.
c)
c. realists.
d)
d. futurists
10.
When students are reading difficult material, suggest they plot the reading on a timeline and also:
a)
a. break it into manageable segments.
b)
b. make many notes.
c)
c. divide it into long sections.
d)
d. diagram each sentence
11.
Encourage students to allow ample time to read and
a)
a. outline the material prior to testing.
b)
b. window pane material prior to testing.
c)
c. comprehend material prior to testing.
d)
d. mind map material prior to testing
12.
When reading and comprehending the testing material, have the students identify concepts and topics they understand and pay attention to
a)
a. chapter pictures, captions, and notes.
b)
b. chapter summaries, main ideas, and headings.
c)
c. chapter notes, main ideas, and workbooks.
d)
d. chapter summaries, vocabulary, and pictures.
13.
By employing concept connectors students will be able to relate what they are reading to:
a)
a. what they have purchased at the local bookstores.
b)
b. what they have previously learned in life and in school.
c)
c. what they will learn in their future studies.
d)
d. what they will experience in their employment situations
14.
The master educator will assist the learner in creating a system fbr highlighting that
a)
a. focuses on key words and phrases.
b)
b. focuses on every other sentence.
c)
c. highlights 90 percent of the text.
d)
d. focuses on color coordination
15.
To ensure students retain major concepts they have learned, the master educator will teach the learners to use
a)
a. a reminder word or highlight often.
b)
b. lots of highlighting or symbols that are meaningful.
c)
c. a reminder word or symbols that are meaningful.
d)
d. traditional notes or symbols that are meaningful.
16.
Recommend to students that when taking notes they should use
a)
a. color-coordinated pens.
b)
b. a shorthand method.
c)
c. different binders fbr each chapter.
d)
d. PowerPoint slides fbr each chapter
17.
Let students know about the importance of certain cues such as
a)
a. those found on the schooPs bulletin board.
b)
b. those found in other teachersJ classrooms.
c)
c. those found in the chapter text summary.
d)
d. items written on slides, voice emphasis, or ideas written on the board.
18.
The formula fbr efficient and effective studying is to study
a)
a. during peak performance time.
b)
b. in the morning.
c)
c. in the afternoon.
d)
d. in the evening.
19.
Educators will explain to the learner that they must consider the complexity of a learning objective when they
a)
a. prioritize work habits.
b)
b. use peak time.
c)
c. assign time to task.
d)
d. sleep to get rest fbr the task
20.
When the studenfs motivation and energy is low, that is the time to schedule
a)
a. challenging assignments.
b)
b. less important study tasks.
c)
c. difficult assignments.
d)
d. strenuous study tasks
21.
Because no one can make you learn, being responsible for your own learning allows you to make decisions about
a)
a. your priorities, time, and resources.
b)
b. your social time and resources.
c)
c. your physical training time and resources.
d)
d. your hobbies, time, and resources
22.
In order to succeed it is best to make a list of the major events and amount of work to be accomplished in each subject, which involves
a)
a. getting a fi'iend to assist.
b)
b. establishing a schedule.
c)
c. taking some things off the list.
d)
d. getting healthier
23.
Daydreaming will inevitably occur from time to time; rather than letting it continue:
a)
a. go and get a sandwich and a drink; that should bring you back to the task.
b)
b. go take a long walk around the block; that will bring you back to the task.
c)
c. eat a large chocolate bar and drink a soda; that will bring your thinking back.
d)
d. physically stand up; that will bring your thinking back to the task you started.
24.
When your mind wanders and you get distracted, you should
a)
a. write things down and return to your studies.
b)
b. get up and do what you are thinking about.
c)
c. concentrate on (he things you just thought about.
d)
d. stop everything; you have too many things on your mind.
25.
Whenever you are studying, explain to others that this is the time you have scheduled fbr study and that you
a)
a. expect anger from others.
b)
b. expect disrespect from others.
c)
c. expect respect fbom others.
d)
d. expect disappointment from others.
26.
The master educator will help students learn to relax because some students may suffer from
a)
a. school phobia.
b)
b. book anxiety.
c)
c. school nausea.
d)
d. myopia
27.
Master educators will teach learners to remember that courage is not the absence of fear, it is:
a)
a. retreating in the face of it.
b)
b. withdrawing in the face of it.
c)
c. escaping in the face of it.
d)
d. taking action in the face of it.
28.
Learners can take action and avoid barriers to learning by
a)
a. avoiding failure behaviors.
b)
b. skipping school.
c)
c. skipping homework.
d)
d. skipping relationships
29.
When the students' thought processes are such that they "don't sweat getting to class,” this is a type of behavior failure that causes:
a)
a. skipping homework.
b)
b. skipping school.
c)
c. skipping mental presence.
d)
d. skipping relationships
30.
When the students believe that the educators don't like them and they are about to fail the program, they believe they may as well
a)
a. skip relationships.
b)
b. skip mental presence.
c)
c. skip town.
d)
d. skip school
31.
Don't bother getting to know other students or establishing a relationship with any of the cducalors" is the attitude of the student with the failure behavior of
a)
a. skipping homework.
b)
b. skipping mental presence.
c)
c. skipping relationships.
d)
d. skipping school.
32.
The student whose body is there but mind is elsewhere is displaying the failure behavior of:
a)
a. skipping mental presence.
b)
b. skipping relationships.
c)
c. skipping town.
d)
d. skipping school.
33.
When students are constructing study groups the master educator can offbr these recommendations
a)
a. keep groups to a minimum of four and
b)
maximum of eight.
c)
b. seek diversity of experience, but demand common dedication.
d)
c. just invite friends; it can be a social gathering as well as a study group.
e)
d. call ahead fbr times to meet and the location
34.
Educators will have to convey the importance of study to learners even when they are sick; when beginning these study sessions, tell the learners to
a)
a. drink plenty of water.
b)
b. eat a lot of chicken soup.
c)
c. begin with slow, rhythmic breathing.
d)
d. begin with meditation.
35.
Test-taking skills are important fbr al! learners fbr which of the following reasons?
a)
a. Test-wise learners have more anxiety.
b)
b. Test-wise learners have less anxiety.
c)
c. Test-wise learners finish tests faster.
d)
d. Test-wise learners do not have to study
36.
Master educators will ensure that learners have an opportunity to:
a)
a. play around with the scoring sheet right before the beginning of the test.
b)
b. waste some time during testing.
c)
c. get rid of all electronic devices.
d)
d. prepare fbr the testing process mentally and physically
37.
Before learners take a test they should
a)
a. be prepared fbr failure.
b)
b. realize the material is too hard to comprehend.
c)
c. begin to get mentally and physically ready; develop a positive attitude.
d)
d. begin to get emotionally ready fbr the failure that is sure to come
38.
When students prepare fbr the test ahead of time and determine what type of test they will be taking, the date and time of the test, and what materials will be needed, they are practicing
a)
a. good test-taking skills.
b)
b. low test-taking skills.
c)
c. bad test-taking skills.
d)
d. high test-taking skills
39.
When teaching your learners to take tests that contain multiple-choice questions, advise them to:
a)
a. look for the best answer; more than one choice may be true.
b)
b. find the correct answer right away; just select it and move on.
c)
c. note that if two answers are close or similar, they are probably both wrong.
d)
d. note that grammatically incorrect answers are always correct
40.
When students work on essay questions, teach them to
a)
a. start writing; you don't have much time.
b)
b. brainstorm before beginning to write the response.
c)
c. print in block letters so that the educators will be able to read them.
d)
d. use very long, exaggerated words that will hide your lack of knowledge.
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