This Document Contains Chapters 5 to 6 Chapter 5 Planning the Curriculum CHAPTER FIVE EXAMINATION QUESTIONS I. Multiple choice 1. Of the following behaviors, which one is covert? (a) will read (b) will write (c) will know (d) will measure 2. When developing curriculum, a teacher should consult ______________ (a) a variety of textbooks, courses of study, and other public documents (b) his or her own convictions (c) teaching colleagues (d) all of the above (e) none of the above 3. Which one of the following terms is not the same as the others? (a) performance-based education (b) competency-based education (c) outcome-based education (d) mastery learning 4. Which one of the following contains an overt behavior that could be included in a measurable learning outcome? (a) think critically about the similarities between the American and Russian revolutions (b) appreciate the similarities between the American and Russian revolutions (c) understand that the American revolution is like the Russian revolution (d) explain the similarities between the American and Russian revolutions (e) none of the answers provided 5. Statements that describe what the student will be able to do upon completion of an instructional experience are called ______________ (a) course goals (b) instructor goals (c) covert objectives (d) instructional objectives 6. When writing instructional objectives, the anticipated measurable student performance is the portion of the objective referred to as the ______________ (a) audience (b) terminal behavior (c) performance level (d) observable conditions (e) none of these 7. When writing overt objectives, from the following, which is the only acceptable verb? (a) know (b) apply (c) appreciate (d) understand (e) none is acceptable 8. Of the following, which is at the highest level of the cognitive domain? (a) analysis (b) evaluation (c) application (d) knowledge (e) none of these is within the cognitive domain 9. According to the classification system presented in the text, which of the following is at the highest level of the psychomotor domain? (a) recall (b) create (c) movement (d) manipulate (e) communicate (f) none of these is within the psychomotor domain 10. According to the classification system presented in the text, which one of the following is at the highest level of the affective domain? (a) recalling information (b) responding to an issue (c) demonstrating awareness (d) showing behaviors that demonstrate the internalization of values (e) none of these is within the affective domain 11. From the following, which one is the most acceptable performance term for use in writing an overt objective? (a) know (b) translate (c) appreciate (d) fully understand 12. For elementary schools in the United States, which one of the following is typically NOT a curricular component? (a) advisory (b) exploratories (c) interscholastic athletics (d) cocurricular components (e) core subjects that includes English, reading/language arts, mathematics, science 13. In the ABCDs of writing behavioral objectives, D represents ______________ (a) delivery (b) students (c) authentic (d) performance level (e) none of the above 14. Which one of the following sets of behaviors are at the highest level within the cognitive domain? (a) match, list, define (b) show, predict, use (c) rank, assess, argue (d) describe, infer, explain (e) none of the provided answers is acceptable 15. Development of acceptable values and ethics is at the highest level of the ________ __ domain. (a) affective (b) cognitive (c) psychomotor (d) none of these (e) any or all of these (a-c) 16. An important reason for careful planning is to (a) provide curriculum continuity (b) have lesson plans available for a substitute teacher (c) prepare for teaching students who are different from you (d) all the above 17. The national curriculum standards in the United States (a) were discontinued in 2005. (b) have been in existence since 1960 (c) have been developed only for mathematics, science, and technology education (d) represent a mandated national curriculum defining what students should know and be able to do (e) represent the best thinking of panels of experts about the essential elements of a basic core of subject knowledge that all students should acquire 18. Which of the following sets of behaviors represents higher-order thinking skills? (a) recognizing and recalling knowledge (b) designing a stage set; judging a fashion show (c) translating, explaining, and interpreting information (d) listening attentively; cooperating with others; setting up a folding tent 19. A curriculum that is aligned is one that is centered on the following three components: (a) objectives, students, and instructional strategies (b) objectives, instruction, and assessment (c) students, teachers, and administrators (d) goals, aims, and objectives 20. Which one of the following statements is an accurate statement? (a) The terms goals and objectives are synonymous. (b) An observable change in the behavior of a learner is indicative that learning has occurred. (c) If a teacher attends to the students’ cognitive learning, then their affective learning will naturally occur. (d) The following terms are synonymous: learning target, behavioral objective, instructional objective, and performance objective. (e) None of the above is accurate. (f) All (a-d) are accurate statements. II. True-false with optional explanation 1. State department of education curriculum frameworks influence the development of textbooks and other curriculum materials used in the public schools. 2. Understanding and appreciation are examples of covert behaviors. 3. By definition, curriculum is what is taught, while instruction is how it is taught. 4. A student teacher should avoid the discussion of controversial issues with children in the classroom. 5. The major reason for the careful planning of lessons is to have lesson plans available in case a substitute teacher is needed. 6. Assessment of student learning is easier when the desired performance is covert. 7. The domain that principally involves feelings and attitudes is the cognitive domain. 8. A complete instructional objective includes a description of learning activities. 9. The terms goals and objectives can correctly be used interchangeably. 10. The following objective is an example within the psychomotor domain: “The student will name the countries that currently are members of the NATO alliance." 11. The following objective is an example within the highest level of the cognitive domain: “The student will write a critical appraisal of the political and economic issues caused by the destruction of the Berlin wall in 1989." 12. Instructional objectives that are written in behavioral terms assume a definition of learning as being a desired change in the learner's behavior. 13. Behavioral objectives are well suited for use in competency-based and criterion-referenced educational settings. 14. A criterion in an instructional objective defines what will be considered “correct" performance by the students. 15. A teacher should prepare instructional objectives, teach toward those objectives, and then assess student learning against those same objectives. 16. A competent teacher plans for the individual differences among the students. 17. Teacher goals are different from target objectives. 18. State curriculum frameworks influence the development of textbooks and other curriculum materials used by public schools. 19. By definition, instruction is what is taught while curriculum is how it is taught. 20. PQRST, a method of helping students comprehend expository material, refers to the steps of previewing, questioning, reading, solving, and testing. III. Essay 1. Identify two academic reasons for using overt objectives in your teaching. Describe when, if ever, is it okay for a teacher to use student learning objectives that are not written in overt terms? 2. For a specific discipline (specify grade level), write a complete behavioral objective for the cognitive domain. 3. For a specific discipline (specify grade level), write a complete behavioral objective for the affective domain. 4. Describe the meaning of “mastery learning." Describe the status of the use of mastery learning today. Why is it used, or why is it not used more than it is? 5. Clearly support an argument for or against the following statement: It is not important that the teacher write an overt objective for every intended learning outcome. 6. Identify the skills demonstrated by a student when he or she is doing higher-order thinking. 7. Describe the meaning of the term integrated curriculum. 8. Explain how it can be that what for one child represents low-order thinking, for another might be high-order thinking. 9. Are all instructional outcomes immediately observable? Explain why or why not. 10. Explain why you would or would not want to use a course syllabus in your teaching. 11. The authors state that a complete instructional plan contains seven major components. Name and describe them. 12. Describe what specifically will guide you in your decisions about what content you will teach? 13. For a specific grade level, K-8 (specify which), tell how you will hope to use student books. 14. What are these acronyms?-KWL, PQRST, QAR, SQ3R 15. What controversy while teaching might you most likely encounter? Tell how you will prepare for and deal with that controversy. Chapter 5 Key I. Multiple choice 1. c 2. d 3. d 4. b 5. d 6. b 7. b 8. b 9. a 10. d 11. b 12. d 13. d 14. c 15. a 16. d 17. e 18. b 19. b 20. d II. True-false 1. True 2. True 3. True 4. False (unavoidable, so be prepared) 5. False 6. False 7. False 8. False 9. False 10. False 11. True 12. True 13. True 14. True 15. True 16. True 17. True 18. True 19. False 20. False III. Essay 1. They provide direction for one's teaching; they provide clear statements to the students as what it is they will be expected to do as a result of the learning experience; they provide clear statements from which evaluative items may be written. The second part of the question allows for divergence but the response should be clear and persuasive. Academic Reasons for Using Overt Objectives in Teaching 1. Clarity and Focus: Overt objectives provide clear guidance for both teachers and students, ensuring that everyone understands the expected outcomes of a lesson. This clarity helps students focus on specific goals and allows teachers to design assessments that align with those objectives. 2. Measurability: Overt objectives allow for the precise measurement of student progress. When objectives are clearly stated, it is easier to assess whether students have met the intended learning outcomes, which is crucial for evaluating the effectiveness of instruction. Use of Non-Overt Objectives: It may be acceptable to use non-overt objectives in situations where creativity, exploration, or open-ended inquiry is encouraged. For example, in a brainstorming session, the objective might be to generate ideas without a predetermined outcome, allowing for flexibility in thinking. 2. Answers should include the four ingredients-audience, behavior in measurable terms, conditions, and performance level. Behavioral Objective for the Cognitive Domain (5th Grade, Mathematics) Discipline: Mathematics (5th Grade) Behavioral Objective: "By the end of the lesson, students will be able to solve multi-step word problems involving addition, subtraction, multiplication, and division of whole numbers with 85% accuracy, as measured by a classroom quiz." 3. Answers should include the four ingredients-audience, behavior in measurable terms, conditions, and performance level. Behavioral Objective for the Affective Domain (4th Grade, Social Studies) Discipline: Social Studies (4th Grade) Behavioral Objective: "By the end of the lesson, students will demonstrate an increased appreciation for cultural diversity by participating in a group discussion on various cultural traditions and sharing one tradition from their own background, as observed by the teacher." 4. Answer should include that the lesson is taught until the student(s) achieves an 85-100 percent performance level. Mastery Learning Meaning: Mastery learning is an instructional strategy based on the belief that all students can learn given the right conditions, sufficient time, and appropriate instruction. The goal is for students to achieve a high level of understanding or mastery of a topic before moving on to the next. Status Today: Mastery learning is still used, particularly in subjects like mathematics and reading, where foundational skills must be fully understood before progressing. However, it is not as widely implemented as other instructional strategies due to challenges such as time constraints, the need for individualized pacing, and the focus on standardized testing. Use: Mastery learning is used in situations where foundational knowledge is critical to future learning. However, it is not more widely used due to the time and resources required to implement it effectively in a typical classroom setting. 5. Answer should support the student's preference for a behaviorist or constructivist (or a combined) philosophical stance. Argument for Writing Overt Objectives for Every Intended Learning Outcome Support for Writing Overt Objectives: Writing overt objectives for every intended learning outcome ensures that both teachers and students have a clear understanding of what is expected. It allows for better planning, more focused instruction, and precise assessment. Without overt objectives, it can be challenging to measure student progress and ensure that all learning goals are met. Counterargument: On the other hand, writing overt objectives for every outcome can be time-consuming and may stifle creativity and flexibility in the classroom. Some learning outcomes, such as those related to creativity or social skills, may not lend themselves well to overt objectives. 6. The student is analyzing, synthesizing, and evaluating data. Skills Demonstrated by a Student Doing Higher-Order Thinking Higher-order thinking involves the following skills: • Analysis: Breaking down information into parts and understanding its structure. • Evaluation: Making judgments based on criteria and standards. • Synthesis: Combining elements to form a coherent whole or creating something new. • Problem-Solving: Applying knowledge and skills to solve new and complex problems. • Critical Thinking: Analyzing and evaluating evidence and arguments to form a reasoned judgment. 7. See page 185. Meaning of Integrated Curriculum An integrated curriculum is an educational approach that connects different subject areas and combines them into a cohesive learning experience. Rather than teaching subjects in isolation, an integrated curriculum allows students to explore topics across multiple disciplines, showing how they interrelate. For example, a unit on environmental science might incorporate aspects of biology, geography, and social studies. 8. Whereas one student may “know it” (be able to recall), the other may need to reason it by deduction. Low-Order vs. High-Order Thinking What constitutes low-order thinking for one child might be high-order thinking for another due to differences in prior knowledge, skills, and cognitive development. For example, solving a basic math problem might be a routine task for a student proficient in math (low-order thinking), but for a student struggling with math, the same task might require significant cognitive effort (high-order thinking). 9. No. Reasons will vary but should indicate that real learning, learning that is most meaningful, can extend beyond that which is immediately measurable or observed. Observability of Instructional Outcomes Not all instructional outcomes are immediately observable. Some outcomes, like changes in attitudes, values, or long-term retention of information, may not be evident until much later. Observable outcomes, such as solving a math problem, can be assessed immediately, while others, like developing critical thinking skills, may require ongoing assessment and observation. 10. Answers will vary but should represent knowledge, critical thinking, and skillful written expression. Using a Course Syllabus in Teaching Support for Using a Syllabus: A course syllabus provides structure and clarity for both the teacher and students. It outlines the course objectives, content, assessment methods, and expectations, helping students understand what they will learn and how they will be evaluated. It also serves as a contract, setting clear expectations from the beginning. Against Using a Syllabus: In some cases, especially in more flexible or inquiry-based courses, a rigid syllabus may limit the ability to adapt to students’ needs and interests as the course progresses. 11. See text pp. 153-4. Seven Major Components of a Complete Instructional Plan 1. Objectives: Clear, measurable goals for what students will learn. 2. Content: The subject matter or material to be covered. 3. Methods: Instructional strategies and activities used to teach the content. 4. Materials: Resources and tools needed for instruction (e.g., textbooks, technology). 5. Assessment: Methods for evaluating student learning (e.g., tests, projects). 6. Timing: The schedule or timeline for covering the content and achieving objectives. 7. Differentiation: Strategies to meet the diverse needs of all students, including those with special needs or advanced learners. 12. Answers will vary but should include the children, the national, state, and local curriculum standards and documents, your teaching team, and your own beliefs. Guidance in Decisions About Content to Teach Content decisions are guided by: • Curriculum Standards: State or national standards that outline required knowledge and skills. • Student Needs: Understanding the academic levels, interests, and needs of the students. • School Goals: Alignment with the school’s mission and educational goals. • Teacher’s Expertise: Knowledge and experience in the subject area. • Assessment Data: Information from previous assessments that highlight areas of need. 13. Answers will vary but should include knowledge, intelligent thought, and skillful written expression. Using Student Books in 3rd Grade In 3rd grade, student books will be used as a primary resource for instruction. They will be used to: • Introduce Concepts: Provide the foundational knowledge for new topics. • Reinforce Learning: Offer practice exercises and review materials. • Support Independent Reading: Encourage reading habits and improve literacy skills. • Facilitate Homework: Assign reading and exercises that reinforce classroom learning. • Guide Group Work: Use in collaborative activities where students work together to explore topics. 14. Techniques for helping students to develop their higher-level thinking skills and their comprehension of expository materials. See Fig. 5.2, p. 162. Acronyms Defined • KWL: Know, Want to Know, Learned - A strategy to guide reading and learning by focusing on what students already know, what they want to learn, and what they have learned. • PQRST: Preview, Question, Read, Summary, Test - A study strategy to improve comprehension and retention of reading material. • QAR: Question-Answer Relationship - A strategy that helps students understand the different types of questions and where to find the answers. • SQ3R: Survey, Question, Read, Recite, Review - A reading comprehension method that helps students engage with the text and retain information. 15. Answers will vary but should include knowledge, intelligent thought, and skillful written expression. Potential Controversy in Teaching A common controversy in teaching might involve cultural or religious content in the curriculum, especially when it conflicts with the beliefs of students or parents. To prepare for and deal with such controversy: • Know the School Policy: Understand the school’s guidelines on addressing sensitive topics. • Communicate with Parents: Inform parents about the curriculum and invite open dialogue. • Respect Diversity: Approach the content with sensitivity and respect for different viewpoints. • Provide Alternatives: Offer alternative assignments if a student’s beliefs conflict with the material. • Foster an Inclusive Environment: Encourage respectful discussions and create a classroom culture where diverse perspectives are valued. Chapter 6 Planning the Instruction CHAPTER SIX EXAMINATION QUESTIONS I. Multiple choice 1. The major reason for planning your instruction is to (a) assure curriculum continuity (b) have lesson plans available for a substitute teacher (c) prepare for teaching students who are different from you (d) design student experiences that are direct learning activities 2. Which one of the following types of instructional units is least like the others? (a) standard (b) traditional (c) conventional (d) interdisciplinary thematic 3. Which one of the following is not a step in the planning process? (a) preparation of lessons (b) development of a class schedule (c) development of a long-term calendar plan (d) signature of approval of the team leader or the principal 4. Instructional objectives guide students by helping them to (a) identify important high level skills (b) discuss the lesson with each other (c) monitor their own learning (d) create teachable moments 5. Responsibility for the development of an ITU should rest with the (a) students (b) lead teacher (c) teaching team (d) classroom teacher (e) team leader, or the department chair or school administrator 6. A subject or course that is articulated with other subject or courses being studied or taken concurrently by students is an example of a program with (a) vertical articulation (b) horizontal articulation (c) built-in self-evaluation (d) an unaligned curriculum (e) an appreciation for cultural plurality 7. A complete and planned sequence of instruction that presents a major division of a subject or discipline is called (a) a curriculum framework (b) an instructional unit (c) a resource unit (d) a syllabus (e) a course 8. ________ is what follows a unit of instruction to determine student learning of that unit. (a) Time out (b) Preassessment (c) An anticipatory set (d) Formative evaluation (e) Diagnostic assessment (f) Summative evaluation 9. For purposes of the textbook, Teaching and Learning K-8, the authors define curriculum as (a) content that is intended to be taught (b) the combined specified courses of study (c) the sequence of courses that students take (d) all the planned experiences student encounter while at school 10. One of the following statements about instructional units is NOT true. Which is the false statement? (a) Units of instruction may vary in time duration. (b) Summative evaluation is assessment that occurs throughout a unit of study. (c) Although there are certain basic ingredients, formats for teaching units may vary. (d) Culminating activities to a unit of study are those that bring together what has been learned during the study. 11. The planned closure to a lesson is complementary to that plan’s ________ . (a) body (b) time plan (c) introduction (d) assessment items (e) listing of resources and materials needed 12. When the teacher monitors student work during a lesson by using questioning and guided practice, and when the teacher assigns independent practice at the completion of the lesson, that teacher is ________ . (a) shifting interaction (b) implementing closure (c) checking for student comprehension (d) evaluating student achievement for grading purposes 13. The lesson plan format that works best is (a) one that is easily found on the Internet (b) the one that is required by your university supervisor (c) the lesson plan that includes details of all seven components presented in this chapter (d) different for a middle grades teacher than it is for a lower grades or a high school teacher (e) the format that the teacher can most effectively implement, which means that the students learn 14. From the following, the FIRST STEP in preparing to teach should be to (a) plan the lessons (b) select a textbook (c) write the test questions (d) select the teaching strategies (e) prepare the instructional objectives 15. The teacher’s completion of the “reflection and revision” component of any lesson plan occurs during the ________ phase of decision-making and instruction. (a) preactive (b) projective (c) reflective (d) interactive (e) metacognitive 16. Of the following types of units of instruction, which one is most likely to be of longest implementation time? (a) conventional (b) integrated (c) modular (d) contract 17. In what way do instructional objectives serve as the foundation for a lesson? (a) They define the lesson’s content. (b) They are the first thing a teacher considers when preparing a course of study. (c) They help everyone understand when the goal of the lesson has been attained. (d) They describe with precision what will take place during the interactive phase of instruction. (e) all the above (f) none of the above is accurate 18. Of the following, which is the false statement? (a) There is no set time duration for a unit of study. (b) Summative assessment occurs throughout a unit of study. (c) There is no single best format for a teaching unit that works best for all grade levels or all subject fields. (d) Culminating activities in a unit of study are those that bring together what has been learned during the unit of study. 19. Of the following, which one is NOT characteristic of the integrated thematic instructional approach? (a) Teachers and students have collaborated on the content of the learning. (b) Teachers and students have collaborated on a common theme. (c) During instruction, subject-area boundaries are indistinct. (d) The curriculum follows a subject-specific topic outline. 20. The teacher is a reflective decision-maker when the teacher thinks about (a) what he or she is teaching (b) why he or she is teaching particular content (c) how he or she is helping students learn particular content (d) each of the above II. True-false with optional explanation 1. The major reason for a teacher’s careful planning of the course curriculum is to have lesson plans available for a substitute in case of the teacher’s absence. 2. When planning units and lessons competent teachers take into consideration the individual differences of their students. 3. A teacher with lessons that are prepared thoughtfully and completely is less likely to have problems with classroom control than is the teacher whose lessons are inadequately prepared. 4. Teacher goals are different from learning objectives. 5. Instruction in the classrooms should focus on student achievement of specific desired competencies. 6. What is called a thematic unit may or may not be a unit that is interdisciplinary. 7. The essential procedures for preparing a unit of study are the same regardless of the type of unit. 8. Instructional objectives help teachers communicate with students about a lesson. 9. Middle grades teachers who teach single subjects in their own classrooms can not possibly attempt thematic unit instruction. 10. Unlike a resource unit, a teaching unit does not contain sequentially planned lessons. 11. It is okay for a teacher to use occasional period-long ad lib teaching. 12. When planning a course the teacher should consider the stated mission, aims, and goals of the school. 13. The concept of curriculum integration is supported by research about how children best learn. 14. Teachers of block courses need NOT have detailed written lesson plans. 15. Generally speaking, beginning teachers need more detailed lesson plans than do experienced teachers. 16. Lesson plans that are constructed from an interdisciplinary thematic unit need NOT be as formally written and detailed as do standard lessons. 17. It is better to over plan and not cover everything in the lesson than to under plan and have time remaining with students having nothing to do. 18. Traditional “daily lesson plan books” are unacceptable for beginning teachers to use as lesson plans. 19. An instructional plan is useful to the teacher before, during, and after the instruction. 20. Although planned for, a beginning teacher need not include transitions in the written daily plan. III. Essay 1. Explain the concept of what the authors refer to as the Learning Experiences Ladder. 2. Explain why the teacher needs to know how to prepare detailed plans even when the adopted curriculum program provides detailed, even scripted, plans. 3. Describe where preassessment should show in a unit plan and in a lesson plan. 4. Identify and describe no less than 8 categories of items that should be included in the body of a lesson plan. 5. Describe when, if ever, during instruction a teacher can or should divert from the written plan. 6. Explain why during the preactive phase detailed transitions should be planned and written into the lesson plan. 7. Explain why you agree or disagree that all teachers are teachers of literacy and of thinking, social, and learning skills. 8. Compare and contrast the access and delivery modes of instruction. Describe the meaning of a teaching style that is eclectic. Explain why you would or would not use that particular style of teaching. 9. Explain why the authors say the teacher should use direct and real experiences as often as is possible. Explain why you agree or disagree with their conclusion. 10. For a specific unit of study (standard or integrated; identify the unit by name), describe several types of learning activities that could be used to introduce the unit. Chapter 6 Key I. Multiple choice 1. a 2. d 3. d 4. c 5. b 6. b 7. b 8. f 9. d 10. b 11. c 12. c 13. e 14. a 15. b 16. b 17. c 18. b 19. d 20. d II. True-false 1. False 2. True 3. True 4. True 5. True 6. True 7. True 8. True 9. False 10. False 11. False 12. True 13. True 14. False 15. True 16. False 17. True 18. True 19. True 20. False III. Essay 1. See page 217. Learning Experiences Ladder The "Learning Experiences Ladder" refers to a concept where learning is viewed as a progression of increasingly complex and meaningful experiences. The ladder suggests that students begin with foundational or simple tasks and gradually move to more complex, abstract, and higher-order thinking activities. The idea is that students build on prior knowledge and skills as they ascend the ladder, ultimately achieving deeper understanding and mastery of the subject matter 2. To be able to attend to the specific needs and characteristics of your own students. Importance of Teacher-Prepared Detailed Plans Even when a curriculum program provides detailed or scripted plans, teachers need to know how to prepare their own detailed plans because: • Adaptation to Student Needs: Teachers must adapt lessons to the specific needs, abilities, and interests of their students, which might not be accounted for in scripted plans. • Flexibility and Responsiveness: Classroom dynamics, student questions, and unforeseen challenges require teachers to be flexible and responsive, which is facilitated by having a deep understanding of the lesson’s objectives and structure. • Professional Expertise: Crafting detailed plans reinforces the teacher's understanding of the material and the instructional strategies, promoting professional growth and better classroom management. 3. In both a unit plan and a lesson plan, preassessment should be addressed in the rationale. Placement of Preassessment in Plans Unit Plan: Preassessment should appear at the beginning of a unit plan. It helps the teacher gauge students' prior knowledge, skills, and misconceptions, informing the design and pacing of the unit. Lesson Plan: In a lesson plan, preassessment is typically included in the opening segment. It may be a brief activity, discussion, or question that checks students’ understanding of prerequisite concepts before introducing new material. 4. Content, introductory set, modeling strategies, practice, transitions, examples of stimulus variation, assignment, closure. Categories of Items in the Body of a Lesson Plan 1. Learning Objectives: Clear, specific, and measurable goals for what students will learn. 2. Materials and Resources: A list of tools, texts, technology, and other resources needed for the lesson. 3. Introduction/Hook: Strategies for engaging students and activating prior knowledge at the beginning of the lesson. 4. Instructional Procedures: Step-by-step description of the teaching activities and methods to be used. 5. Guided Practice: Activities where the teacher supports students as they begin applying new knowledge. 6. Independent Practice: Tasks that students complete on their own to reinforce and assess their understanding. 7. Assessment: Methods for evaluating whether students have met the learning objectives. 8. Closure: Summarizing the lesson’s key points, reinforcing learning, and connecting the lesson to future content. 5. This question is useful for stimulating discussion, but is not necessarily useful for grading purposes. Many beginning teachers fear diverting from planned lessons. Their fear is understandable. Your students need to discuss how to recognize when a class is unpredictably turned on to a topic and how to recognize and take advantage of a teachable moment. For a student teacher there are no special guidelines other than, perhaps, if in doubt stick with your plan. Later the teacher can reflect on the day’s event and perhaps reorganize the longer-range plan to adjust to the captured student interest. However, once lost it is not easily recaptured. Diverting from the Written Plan During Instruction A teacher can and should divert from the written plan during instruction when: • Student Understanding: If students are not grasping a concept, the teacher may need to slow down, provide additional examples, or reteach a concept. • Unexpected Opportunities: Spontaneous teaching moments or relevant student questions might provide opportunities for deeper exploration of a topic. • Classroom Dynamics: Changes in student behavior, energy levels, or unforeseen disruptions may require a shift in the lesson plan to maintain engagement and classroom management. 6. Two of the most important reasons are: to think about how the teacher will help students understand the connectedness of their learning; to prevent management problems. Importance of Planning Detailed Transitions During the preactive phase, planning detailed transitions is crucial because: • Smooth Flow: Well-planned transitions ensure the lesson flows smoothly from one activity to the next, minimizing downtime and keeping students engaged. • Classroom Management: Clear transitions help maintain order and focus, reducing the likelihood of disruptions. • Clarity: Writing transitions into the lesson plan helps the teacher anticipate and prepare for potential challenges, ensuring that the lesson stays on track. 7. Answers will vary but should represent knowledge, critical thinking, and skillful written expression. All Teachers as Teachers of Literacy and Thinking Skills Agreement: I agree that all teachers are teachers of literacy and thinking, social, and learning skills because: • Cross-Disciplinary Skills: Literacy and critical thinking are essential across all subjects, not just in language arts. For example, reading comprehension is critical in understanding science texts, and problem-solving skills are necessary in math. • Holistic Education: Teaching is not just about content knowledge; it involves fostering students' ability to think critically, communicate effectively, and work collaboratively. • 21st Century Skills: In today’s world, students need to be literate and capable of thinking critically and socially across all disciplines to succeed in life and work. 8. See text p. 209. An eclectic style is one that blends both access and delivery methods. Answers to the third part will vary. Access and Delivery Modes of Instruction & Eclectic Teaching Style Access Modes: Refers to how students access information, which can include direct instruction, multimedia resources, hands-on experiences, and collaborative learning. Delivery Modes: Refers to how the teacher presents information, including lectures, discussions, demonstrations, and digital platforms. Eclectic Teaching Style: An eclectic teaching style involves drawing on a variety of instructional strategies and approaches, tailored to the needs of the students and the content being taught. Advantages of Eclectic Style: • Flexibility: Allows the teacher to adapt to diverse student needs and learning styles. • Comprehensive: Provides a richer learning experience by incorporating multiple perspectives and methods. Disadvantages: • Complexity: May be challenging to manage and maintain coherence in the classroom. • Inconsistency: Risk of lacking a consistent instructional approach, which may confuse students. Personal Preference: I would use an eclectic style because it allows for the most adaptive and responsive teaching, ensuring that I can meet the varying needs of my students. 9. See text p. 206. Answers to the second part will vary. Using Direct and Real Experiences Direct and Real Experiences: These involve learning through firsthand experiences, such as experiments, field trips, and hands-on activities. Importance: • Engagement: Direct experiences make learning more engaging and memorable. • Application: Students can apply what they’ve learned in real-world contexts, deepening their understanding. Agreement with Authors: I agree with the authors’ conclusion because real experiences connect theoretical knowledge to practical application, fostering deeper learning and retention. 10. Answers will vary but should evidence knowledge and skillful written expression. Learning Activities for a Specific Unit Unit Name: The Water Cycle (5th Grade, Science) Learning Activities: • Interactive Simulation: Use a computer simulation to show how water moves through different stages of the water cycle. • Experiment: Have students create a mini water cycle in a plastic bag to observe evaporation, condensation, and precipitation. • Storytime: Read a children’s book about the journey of a water droplet through the water cycle. • Class Discussion: Start with a KWL chart where students share what they know about water, what they want to learn, and later, what they have learned. • Drawing Activity: Students create their own diagrams of the water cycle, labeling each part and explaining it to a partner. Test Bank for Teaching and Learning K-8: A Guide to Methods and Resources Richard D. Kellough, John D. Jarolimek 9780131589629
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