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Chapter Eleven
Teacher Effectiveness
| Front | Back |
|---|---|
| John Goodland's study, ____ ____ ____ _____, found that some schools devote approximately sixty-five percent of their time to instruction, whereas others devote almost 90 percent. | A Place Called School |
| ____ _____ is the time that a teacher schedules for a subject. | Allocated time |
| ____ _____ is that part of allocated time in which students are actively involved with academic subject matter. | Engaged time |
| ___ ___ __ is engaged time with a high success rate. Many researchers suggest that students should get 70 to 80 percent of the answers right when working with a teacher.Studies indicate that a high success rate is positively related to student achievement | Academic learning time |
| When a teacher uses a questioning method known as ____ ____, he or she asks questions first and then directs his or her questions at a particular student. | group alerting |
| The ability that can be characterized as having "eyes in the back of one's head" is known as _____. | withitness (with-it-ness) |
| _______ is the ability to do several things in a classroom at once, such as attending to interruptions while continuing the class' lesson. | Overlapping |
| _______ is known as the ability to transition from one lesson to the next smoothly and effectively, avoiding a bumpy transition. | Fragmentation |
| We can create a productive learning community when rules are... | few in number, fair and reasonable, and appropriate for student maturation. |
| Rules must be ____ ____ and convey a sense of moral fairness. | easily understood |
| During times of transition, discipline problems can occur _____ as often as in regular classroom instruction. | twice |
| Good managers arrange their classrooms so that they teach ____ ___ ____ with students. | eye to eye |
| In an effective classroom, teaching materials and supplies should be _____ _____. | readily available |
| In an effective classroom, high traffic areas should be free of ______. | congestion |
| Procedures and routines should be actively ______. | taught |
| Providing a student with ____- ____ _____ can help avoid minor disruptions in class. | decision-making opportunities |
| Unlike boys, who engage in overt misbehavior,girls participate in this type of destructive misbehavior. | relational aggression--purposefully ignoring someone, making fun of another's clothes, spreading gossip and rumors, and calling others names such as "ho," "slut," and "loser" |
| These are the four moves of the pedagogical cycle: | structure, question, respond, and react. |
| _____ ______ likened student-teacher interactions to a pedagogical cycle or game. | Arno Bellack |
| In this step of the pedagogical cycle the teacher provides information and direction and introduces the topics. | Step One--Structure |
| In this step of the pedagogical cycle, the teacher reacts to the student's answer and provides feedback. | Step Four--React |
| In this step of the pedagogical cycle, the teacher asks a question. | Step Two--Question |
| In this step of the pedagogical cycle, the student answers the question, or tries to. | Step Three-Respond |
| Teachers initiate about ____-___ percent of pedagogical cycles. | eighty-five percent |
| Effective _____ _____ sets the stage for learning and occurs mainly at the beginning of the lesson. | academic structure |
| Creating an effective academic structure involves ______, or the breaking down of large bodies of information. | clarification |
| To create an effective academic structure, one must provide _______, or connections, to help students integrate old and new information. | transitions |
| In order to create an effective academic structure, one must motivate his or her students by creating an _____ _____ that attends to the lesson. | anticipatory set |
| Part of an effective academic structure is the constant _______ of old material before presenting new information. | review |
| Teachers who create effective academic structures let their students know the ______ of each lesson. | objectives |
| In an effective academic structure, lessons are ended with _____ or a brief review or summary. | closure |
| Teachers who create an effective academic structure exhibit ________. | enthusiasm |
| Teachers who create effective academic structures give directions ______ and _____. | distinctly and slowly |
| Teachers who create effective academic structures give several _______ ______ during their lessons. | concrete examples |
| Teachers who create effective academic structures use a technique called ______: step-by-step practice and well-crafted questions to support and encourage students. | scaffolding |
| Research shows that _____students are asked more questions than ____ students. | male students than female students and more white students than black students |
| In order to gaurantee that all students have an equal chance to participate in class discussions, one must establish a _____ for ______. | protocol for participation (rule for participation that must be enforced) |
| Perhaps the most widely used system for determining the intellectual level of questions is Benjamin ______ ______. | Bloom's taxonomy |
| A _____-_____ question can be answered through memory and recall. | lower-order |
| A _____-____ question may ask for evaluations, comparisons, causal relationships, problem solving, or divergent, open-ended thinking. | higher-order |
| Research indicates that _____ to _____ percent of a teacher's questions are lower-order. | seventy to ninety-five |
| When introducing new material, a teacher should ask ____-____ questions. | lower-order |
| When working on problem-solving skills, students should be asked ____-____ questions. | higher-order |
| If teachers can learn to increase their wait time to ____ to ____ seconds, significant improvements in the quantity and quality of student response usually will take place. | three to five seconds |
| Increasing the wait time from one second to ____ to ____ seconds after a student has answered a question is just as important as increasing the wait time after a question is asked. | three to five seconds |
| Mary Budd Rowe's research on wait time shows that, after asking a question, teachers typically wait only ____ _____ or less for a response. | one second |
| Research indicates that teachers give more wait time to students for whom they hold ____ _____. | higher expectations |
| A key benefit of extended wait time in class is an increase in the _____ of student participation. | quality |
| Teachers generally use four types of reactions to respond to students' questions. They are ____,_____,______, and ______. | praise, acceptance, remediation, and criticism |
| ______ comments are those that encourage a more accurate student response. | Remediation |
| Teacher comments such as "OK" and "Uh-huh" are _____ types of comments. | acceptance |
| This type of teacher response accounts for more than half of all teacher responses. | acceptance |
| Praise comprises only _____ percent of all teacher responses. | eleven |
| _______ responses are the vaguest type of response that a teacher can offer. | Acceptance |
| For praise to be effective, it must be contingent upon _______ _____. | student performance |
| When teachers praise, they should be ______ about what aspect of student behavior is noteworthy. | specific |
| Praise should attribute success to ______ or ______. | ability or effort |
| Corrective feedback should attribute eventual success to ______. | effort |
| Corrective feedback should provide a blueprint for _______. | improvement |
| Critical comments should focus on student performance and not on _____ ______. | personal character |
| An effective classroom environment lets students realize that it is okay to ______ ______. | make mistakes |
| In ____ _____, the presentation of new material is followed by student practice and teacher feedback. | direct teaching |
| In this model of teaching, the role of the teacher is that of a strong leader. | direct teaching |
| The direct teaching model is most effective when students must learn _____ and _____ _____. | new and complex information |
| These are the six principles of direct teaching: | daily review at the beginning of class, new material broken down into smaller bits and covered at a brisk pace, guided practice under direct teacher supervision, specific feedback, and independent practice, and weekly and monthly reviews. |
| In a classroom using _____ _____, students work on activities in small, heterogeneous groups, and they often recieve rewards or recognition based on the overall group performance. | cooperative learning |
| Groups participating in cooperative learning should be _____ and ______. | heterogeneous and small. |
| In cooperative learning, groups should have a shared _____ __ ____ as well as shared _____. | division of labor as well as materials |
| Research shows that group learning promotes both _____ and ____ growth. | intellectual and emotional growth |
| ____ _____ is committed to the credo that, given the right tools, all students can learn. | Mastery learning |
| In this type of learning, each student moves at an individual pace and focuses on becoming proficient in 10 academic areas, like reading, mathematics, and service learning. | mastery learning |
| The success of mastery learning rests on the _____ _____, which is a close match between what is taught and what is tested. | instructional alignment |
| In mastery learning, the role of the teacher is that of a _____. | motivator |
| This type of learning goes beyond traditional subject areas and delves into real life problems. | problem-based learning |
| Problem-based-learning depends on ____ _____. | small groups |
| Exploring real and complex issues during problem-based learning requires ____-____ _____. | higher-order thinking |
| Students involved in problem-based learning demonstrate what they learn in a very tangible way with _____ and ______. | artifacts and portfolios |
| Too often teachers focus on the technology and not the _____ that such technology brings. | reform |
| When mastery learning software is matched with traditional in-class learning, the result is called an _____ _____ _____. | integrated learning system |
| According to education reformer Ted Sizer, good teachers ____ the amount of content they introduce. | limit |
| In ____ _____, teachers work to organize their content around a limited set of key principles and powerful ideas and then engage these students in discussing these concepts. | deep teaching |
| In deep teaching, the emphasis is on ______ _____. | problem solving |
| _______ ________ organizes instructional activities in response to individual differences. | Differentiated learning |
| Carol Ann Tomlinson advocates that standard-based curriculum tells us what curriculum to teach; differentiation tells is ____ to teach. | how |
| In _____ ______, teachers ask themselves questions about past lessons and how they handled classroom situations. | reflective teaching |
| Teachers must think systematically about their practice and learn from ______. | experience |
| In ______, schools promote teachers along with their students, a process that allows the teacher to get to know his or her students for an extra year. | looping |
| _____ ______ increases teacher-student contact time by increasing the length of class periods. | Block scheduling |
Created by:
styers.barbara