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C368-Instructional Test

Enter the letter for the matching Definition
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1.
Simulation/Games
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2.
Student's Role in Metacognition
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3.
Metacognitive Strategy: Pre-Assessment
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4.
Demonstration
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Metacognitive Strategy: Think Aloud
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Cooperative Learning
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7.
Role Playing
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Informal
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Constructivist Theory
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Peer Tutoring
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Data analysis, statistics, and probability
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Standard
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Discovery
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Teacher's Role in Metacognition
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Learning Centers
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Prior Learning
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Think-Pair-Share
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Metacognitive Strategy: Retrospective Post Assessment
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Debate/Discussion
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Criterion
A.
encouraging students to reflect on what they already know about a topic to guide their learning
B.
Students take an active role in their learning process by answering a series of questions or solving problems designed to introduce a concept or skill
C.
Use of reflective thinking, about progress towards a goal
D.
Student groups move complete different learning activities in different areas of the classroom.
E.
Teacher models how to think through problem strategy
F.
Students engage by becoming directly involved in mock events or conflict.
G.
Grouping strategy used to quick peer collaboration (shoulder partner)
H.
Students work together to perform specific tasks in small mixed-ability groups with shared responsibility for learning.
I.
States the performance level for mastery
J.
Often used as groups of 2 to discuss or collaborate about a topic
K.
Learners construct meaning and understanding through prior knowledge and apply that knowledge to new and current situations
L.
Students act out roles or situations followed by a debriefing to define what they have learned.
M.
parameters specified usually from the state level to indicate the learning that should be attained during a specific grade
N.
Allows learners in on what is to take place in the classroom Allows learners an opportunity to find a connection to informatOuion that they already know. Engages the learner in the topic of the day (HOOK)
O.
allowing students to recognize changes in thinking. (Before this lesson I thought evolution was ____, now I know that evolution is____)
P.
a higher-ability student is paired with a lower-ability student.
Q.
activity for civil discourse
R.
Model how to use critical thinking skills
S.
Teacher exhibits or displays an experiment, process, or skill to the class and discusses concepts embedded in lesson
T.
Play a game that involves rolling two sets of dice and examining the outcomes
Type the Term that corresponds to the displayed Definition.
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21.
the lesson begins with examples, and the students examine the examples in an effort to identify the main principle or concept.
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22.
Students are active in processing information, defining problems, understanding different points of view.
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Prompts a response from students
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How you monitor and assess your thinking -Thinking about thinking
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Having separate classes for different ability groups. (Tracking)
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A student group presents different perspectives of an issue to the class, who then asks group members questions
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Student works with teacher to define a topic or concept for an individualized plan of study
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Teacher-directed lesson with teacher verbalizing for a majority of the class time with questions often asked and answered
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A particular problem is investigated with possible solutions presented to the whole class
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30.
Students explore course content and learn to ask questions, make discoveries, or solve problems.

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