Teaching Modalities

1. Teaching Modalities Test Review

2. An effective lecture includes a note-taking guide. • An effective lecture should take up the total time allotted for instruction. • An effective lecture should use clear, concise language. • An effective lecture should repeat course readings, presentations, et cetera. • An effective lecture does not require visual aids. • An effective question requires the student to actively compose a response. • An effective question avoids word emphasis, voice inflection, and repetition. • A convergent question limits possible responses.

3. 9. A divergent question allows for a broad range of responses. • 10. Both convergent and divergent questions can be formulated at different levels of • Bloom’s taxonomy. • 11. A probe is a question immediately following a student answer, designed to elicit • additional information. • 12. The suggested wait time for student answers is 15 seconds.

4. Asks learner to produce a response • Asks learner to explain or summarize prior knowledge • Asks learner to recall prior knowledge • Asks learner to use new information to build knowledge • Asks learner to break a problem into component parts • Asks learner to produce a response to unfamiliar information

5. What are 3 effective methods for dividing students into groups? What factors should be considered when choosing which method to use with a particular group of students? • What are 5 examples of cooperative learning structures (not including large group work). • What are at least 3 factors to be considered when determining what cooperative learning structures are appropriate?

6. What are 3 pros and 3 cons for the use of technology in the classroom? Be sure to explain how each is either a pro/con. • Describe a lesson scenario that lends itself to the use of a game. Discuss the factors that must be considered when choosing and structuring a game for instruction.

7. To create excitement, I may use the following color: To create relaxation, I may use the following color: To foster reflection, I may use the following color: To foster creativity, I may use the following color: To foster alertness, I may use the following color:

8. To foster alertness, I may scent my room with • To foster reflection, I may scent my room with • To foster creativity, I may scent my room with • To calm my students in the afternoon, I may give them • To give my students energy, especially in the morning, I may give them

9. To get my students attention and help their memory, I may give them • To help my students focus, but not become hyper, I may give them • To help my students with nausea, and to foster creativity, I may give them • To help my students be calm, but not put them to sleep, I may give them

10. Explain the importance of addressing students’ varying learning styles. Be sure to address at least 4 of the 8 intelligences with examples of activities appropriate to each. • Give at least 3 major characteristics of traditional teaching, 3 major characteristics of whole language instruction, and an explanation of how these mirror global and analytical learning styles.

11. I am teaching a new algebraic function to a class of 12 sixth grade boys. The class is first period and the students are quite rambunctious. • I am teaching students to write haiku, poems about nature. I have 15 honors sophomores on a clear, sunny day. The class is seventh period, however, so students are a little sluggish. • I am teaching a group of low-performing students to memorize ten terms necessary for basic understanding of cell components. I constantly have to tell students to turn off their music and to be seated because they sing and move around the classroom a lot.