The Traveling Bookseller

1. Scenario Questions Credits The Traveling Bookseller By Drew Polly UNC-Charlotte Traveling Book Seller, Drew Polly, 2006

2. Scenario Instead of working this summer in an office, at the pool, or at a camp, you decide to work as a traveling bookseller. You travel around North Carolina selling books at book shows in various cities. You start with $500. Along the way you will make money by selling books. However, you will also spend money on gas and food. Your goal is to: make the most money in the time allowed! Traveling Book Seller, Drew Polly, 2006

3. Directions • Use a scrap piece of paper balled up for a game piece. • Roll the dice. Move your game piece. If you land on a city…. • Select a question and answer it. If you answer correctly you get $100. • Each roll, you subtract $20 for expenses. Traveling Book Seller, Drew Polly, 2006

4. Questions Theories and Planning 1 2 3 4 5 Planning and Theories 6 7 8 9 10 Planning and Objectives 11 12 13 14 15 Technologies 16 17 18 19 20 Geometry 21 22 23 24 25 Education 26 27 28 29 30 Question Page Traveling Book Seller, Drew Polly, 2006

5. CreditsAll teachers and students at non-profit schools can use, revise, or adapt this game at will at no cost on the condition that all prior designers are cited. • Adapted from “The Traveling Georgia Artist” by Lloyd Rieber, The University of Georgia, May 20, 2003 Question Page Traveling Book Seller, Drew Polly, 2006

6. That’s Correct! Question Page Traveling Book Seller, Drew Polly, 2006

7. Sorry, that’s not correct! Question Page Traveling Book Seller, Drew Polly, 2006

8. 1) The learning theory that believes learners personally form their own understanding. • Behaviorism • Cognitivism • Personalism • Constructivism Home Page Traveling Book Seller, Drew Polly, 2006

9. 2) The learning theory that believes that learners form knowledge through lots of practice and immediate feedback. • Behaviorism • Cognitivism • Constructivism • Personalizitionism Home Page Traveling Book Seller, Drew Polly, 2006

10. 3) The instructional activity that begins a lesson. • Application • Information • Motivation • Orientation Home Page Traveling Book Seller, Drew Polly, 2006

11. 4) The indirect lesson plan phase where terms and content is introduced and discussed. • Engage • Explain • Explore • Evaluate Home Page Traveling Book Seller, Drew Polly, 2006

12. 5) The indirect lesson plan phase where students are guided through discovery, experiments. • Engage • Explain • Explore • Evaluate Home Page Traveling Book Seller, Drew Polly, 2006

13. 6) In a direct instruction lesson plan teacher input includes: • Presentation of content • Practice activities • Information about checking for understanding • Both the 1st and 3rd choices Home Page Traveling Book Seller, Drew Polly, 2006

14. 7) The learning theory that most closely aligns with indirect instruction is: • Behaviorism • Cognitivism • Constructivism • The first two choices Home Page Traveling Book Seller, Drew Polly, 2006

15. 8) In an indirect instruction lesson plan, making the K and W columns of a KWL chart would occur in: • Engage • Explain • Elaborate • Evaluate Home Page Traveling Book Seller, Drew Polly, 2006

16. 9) In lesson plans, practice is… • Heavily structured the whole time • Independent the whole time • Loosely structured the whole time • Structured but gradually becomes independent Home Page Traveling Book Seller, Drew Polly, 2006

17. 10) The phases that are similar in indirect and direct instruction plans are… • Engage and Focus/Review • Explore and Teacher Input • Extend/Elaborate and Independent practice Home Page Traveling Book Seller, Drew Polly, 2006

18. 11) The performance part of an instructional objective states…. • What the learner will do to demonstrate that they have met the objective • Whether they work alone or in groups • How many problems they need to get correct • What materials they will use during the lesson Home Page Traveling Book Seller, Drew Polly, 2006

19. 12) The conditions of an instructional objective state…. • What the learner will do to demonstrate that they have met the objective • Whether they work alone or in groups • How many problems they need to get correct • What materials they will use during the lesson • Both the 2nd and 4th choices Home Page Traveling Book Seller, Drew Polly, 2006

20. 13) The criteria part of an instructional objective states…. • What the learner will do to demonstrate that they have met the objective • Whether they work alone or in groups • How many problems they need to get correct • What materials they will use during the lesson Home Page Traveling Book Seller, Drew Polly, 2006

21. 14) If a rubric will be used, the parts of the rubric are shared in the…. • Criteria of the objective and the evaluate section • Only in the criteria of the objective • Only in the evaluate section • Nowhere Home Page Traveling Book Seller, Drew Polly, 2006

22. 15) In a multi-step lesson plan, the performance part of the objective:… • Every single activity is explained • Only some of the activities are explained • Only the performance being assessed is explained Home Page Traveling Book Seller, Drew Polly, 2006

23. 16) An Excel self-checking spreadsheet is best used to ______ • Write a paper • Organize information • Teach new material • Review previously taught material Home Page Traveling Book Seller, Drew Polly, 2006

24. 17) School districts have…. • The same policies about internet use • Varying policies about internet use • Free reign for internet use • No internet at all Home Page Traveling Book Seller, Drew Polly, 2006

25. 18) Mail merge requires _______ • Data in an Excel spreadsheet • A Word document • The internet • Both data in Excel and a Word document Home Page Traveling Book Seller, Drew Polly, 2006

26. 19) Excel activities can _____ • Provide students with feedback on their performance • Make graphs of science data • Assist students with their mathematics skills • All of the above Home Page Traveling Book Seller, Drew Polly, 2006

27. 20) Students’ highest level of thinking occurs when they…. • Create • Evaluate • Understand Home Page Traveling Book Seller, Drew Polly, 2006

28. 21) The perimeter of a square table is 12 feet. What is the area? • 6 square feet • 9 square feet • 12 square feet • 18 square feet Home Page Traveling Book Seller, Drew Polly, 2006

29. 22) The area of a square table is 25 square feet. What is the perimeter? • 10 square feet • 15 square feet • 20 square feet • 25 square feet Home Page Traveling Book Seller, Drew Polly, 2006

30. 23) It takes me 40 yards of fencing to enclose my yard. Which is not a possible dimension of my yard? • 14 yards by 6 yards • 10 yards by 10 yards • 12 yards by 9 yards • 13 yards by 7 yards Home Page Traveling Book Seller, Drew Polly, 2006

31. 24) I use a square baking pan that is 8 inches by 8 inches to bake a cake. In order to make more cake I switch to a pan that is 16 inches by 8 inches. What do I have to do to my recipe? • Cut the amounts of ingredients in half • Double the amounts • Triple the amounts Home Page Traveling Book Seller, Drew Polly, 2006

32. 25) The perimeter of a square table is 12 ft. If tables are lined up next to each other so the perimeter was 96 feet how many tables are needed? • 8 • 12 • 15 • 18 Home Page Traveling Book Seller, Drew Polly, 2006

33. 26) NCLB stands for__________ • No Child Leaves Broken • No Child Lives Behind • No Child Left Behind Home Page Traveling Book Seller, Drew Polly, 2006

34. 27) As of 2003, the United States ranked _____ out of all countries in mathematics and science achievement. • Between 1st-10th • Between 11th-20th • Between 21st-30th Home Page Traveling Book Seller, Drew Polly, 2006

35. 28) Critic’s largest complaint about teachers is that they _______. • Don’t know enough content about what they have to teach • Don’t know enough about how children learn • Don’t spend enough time working Home Page Traveling Book Seller, Drew Polly, 2006

36. 29) NCLB will most likely be heavily revised if the _________ win the White House. • Democrats • Republicans Home Page Traveling Book Seller, Drew Polly, 2006

37. 30) Which is most likely to occur if the United States had a national curriculum? • There would be no need for state departments of education and school districts • States would still have exclusive authority on what was taught in schools • End of grade (course) tests would be written and given at the national level Home Page Traveling Book Seller, Drew Polly, 2006