Teaching Guidelines Quiz For Teachers! Trivia

The given correct answer is "mnemonics". Mnemonics are memory aids or techniques that help individuals remember information. In this case, the phrase "Please Excuse My Dear Aunt Sally" is used as a mnemonic to remember the order of operations in solving an algebraic equation. Each letter in the phrase represents a step in the order of operations (parentheses, exponents, multiply, divide, add, subtract), making it easier for students to remember the correct sequence.

The given correct answer suggests that lectures should be limited to a duration of 10-15 minutes. This is because research has shown that the attention span of students, especially in middle school and secondary school, tends to decrease after about 10-15 minutes. By keeping lectures shorter, it allows students to stay engaged and focused on the material being presented. This also provides opportunities for other instructional methods, such as discussions, group work, or hands-on activities, which can enhance learning and keep students actively involved in the lesson.

When in doubt about using a particular instructional strategy, it is important to seek guidance from experienced educators such as your cooperating teacher or university supervisor. They can provide valuable insights and advice based on their expertise and experience. By discussing your concerns and seeking their input before implementing the strategy, you can ensure that you are making informed decisions that align with best practices in teaching. This approach promotes professional growth and helps to create a supportive and collaborative learning environment.

The correct answer is to wait at least 3 seconds before calling on a student to answer. This allows all students to have a chance to process the question and formulate their own response. It also encourages participation from all students, rather than just the quickest or most confident ones. Giving students a few seconds to think also promotes critical thinking skills and fosters a more inclusive and supportive classroom environment.

During direct instruction, it is important for the teacher to establish eye contact with each student about once a minute. This helps to maintain engagement and attention from all students, as well as create a sense of connection and understanding between the teacher and the students. By making eye contact, the teacher can gauge students' understanding, address any confusion or questions, and ensure that they are actively participating in the lesson. This frequent eye contact also helps to create a positive and inclusive classroom environment.

The pair of verbs "analyze" and "compare" requires students to engage in higher-order thinking skills and actively process information. When students analyze, they break down information into its components and examine it closely. When they compare, they identify similarities and differences between different pieces of information. These actions involve critical thinking and require students to actively engage with the information they are working with.

Convergent thinking questions are known as "narrow" questions because they require a specific and focused answer. These types of questions typically have only one correct solution or answer, and they aim to assess an individual's ability to think critically and find the most appropriate solution within a given set of constraints or parameters. Unlike broad questions that allow for multiple perspectives or possibilities, narrow questions require a more precise and targeted response.

Reading aloud to students, engaging in discussions, and asking questions while reading can be considered as mental modeling. This practice helps students to understand and internalize the thinking processes and strategies used by the reader. By modeling effective reading strategies and promoting active engagement with the text, students can develop their own comprehension skills and become more proficient readers.

The pair of verbs "define, describe" is most likely to require students to use their short-term memory. This is because these verbs involve recalling and explaining specific definitions and descriptions of concepts or ideas, which typically rely on immediate recall rather than long-term memory storage.

When the teacher asks a question to the whole class, it is important for the teacher to wait for as long as 9 seconds for a response. This allows enough time for all students to process the question and formulate their answers. Waiting for a longer duration ensures that even the slower learners or those who need more time to think can participate and contribute to the discussion. Additionally, this extended wait time promotes a more inclusive and equitable classroom environment.

A question that causes students to compare and contrast requires them to analyze and identify similarities and differences between different concepts or ideas. This type of thinking involves cognitive processes such as evaluating, synthesizing, and organizing information. It is not as simple as convergent thinking, which focuses on finding a single correct answer, nor is it as complex as the highest level of mental operation, which involves creating new ideas or critically analyzing complex problems. Therefore, the correct answer is at the intermediate level of mental operation.

A question calling for divergent thinking would be best to use as a set introduction for a new topic because it encourages open-ended and creative thinking. Divergent thinking allows for multiple possible answers and encourages exploration and brainstorming. This type of question can help generate interest and engagement with the new topic, as it invites students to think critically and creatively about the subject matter.

Questions that cause students to apply a principle to a new situation call for a relatively high level of mental operation. This is because such questions require students to think critically, analyze information, and apply their knowledge in a creative and problem-solving manner. It involves higher-order thinking skills such as evaluation, synthesis, and application, rather than simply recalling or regurgitating information. Therefore, these types of questions engage students in deeper learning and encourage them to think more deeply and independently.

The correct answer is "After asking a question the teacher should pause for no longer than 2 seconds before calling on a student to respond." This statement is false because it suggests that the teacher should only wait for a maximum of 2 seconds before expecting a student to respond. In reality, it is important for teachers to provide students with sufficient time to process the question and formulate their response. Waiting for longer periods allows for deeper thinking and encourages more thoughtful and meaningful contributions from students.

The pair of verbs "build, evaluate" is asking students to apply information. Building involves constructing or creating something based on the information learned, while evaluating requires students to assess or judge the quality or effectiveness of their creation. Both verbs require students to actively use the information they have acquired and apply it in a practical manner.

This question is at the analysis level because it requires the examinee to analyze the procedure and identify the specific ways in which it violates civil liberties. It goes beyond basic knowledge or application of facts and requires critical thinking and understanding of civil liberties to provide a thoughtful analysis of the situation.

The classification of questions is closely related to the taxonomy used to classify objectives in the cognitive domain. This is because the taxonomy of objectives in the cognitive domain provides a framework for categorizing different levels of thinking and learning. By aligning questions with the taxonomy, educators can ensure that they are targeting specific cognitive processes and promoting higher-order thinking skills. Therefore, understanding the taxonomy of objectives in the cognitive domain is essential for effectively classifying and designing questions that align with desired learning outcomes.

In the three level taxonomy of questioning, the highest level of student behavior is required in the "compare" category. This level of questioning requires students to analyze and evaluate the similarities and differences between two or more concepts or ideas. It goes beyond simply describing or naming something and involves critical thinking and higher-order cognitive skills. Conjecture, on the other hand, involves making educated guesses or predictions based on available information, but it does not require the same level of analysis and evaluation as comparing.

This question is asking about the reason behind someone's preference for a certain policy over another. Evaluating data and making a decision based on that evaluation requires a higher level of thinking and analysis. It goes beyond simple recall or processing information and involves weighing different options and considering various factors before arriving at a conclusion. Therefore, the answer "highest level of evaluation of data" is the most appropriate explanation for this question.

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