How might a school counselor evaluate the effectiveness of a lesson?
A. School counselors teach students things which cannot be evaluated.
B. Begin by writing a good lesson objective which states what students will be able to do following the lesson, then assess students to determine if they were able to accomplish the objective.
C. Test the students on the lesson content prior to the lesson.
D. Ask the students if they understood the content.
Q. 2Following up with students after the lesson is
A. only necessary when the students' behavior has not improved.
B. arguably the most important, most cost-effective step in the process because it prevents all previous instructional or intervention time and effort from being wasted.
C. done on a one to one basis.
D. a waste of time the school counselor should be spending working with students.
Q. 3Receiving, responding, valuing, organizing, and internalizing are all levels of
A. cognitive learning.
B. behavioral learning.
C. affective learning.
D. None of the above.
Q. 4Differentiated instruction is defined as a
A. one size fits all method of instruction.
B. teacher reacting responsively to a learner's needs.
C. lesson containing an introduction, the developmental activities of the lesson, and the conclusion.
D. All of the above.
Q. 5When introducing a lesson to students, a school counselor will want to communicate to students
A. the data used to determine why the lesson topic was chosen.
B. how to complete the homework assignment.
C. the lesson objective and a general knowledge of what students already understand about the topic.
D. All of the above.
Q. 6__________ intelligence is defined as having an understanding of oneself (i.e., knowing what one can and cannot do and when to ask for help).
A. Interpersonal
B. Intrapersonal
C. Naturalist
D. Bodily-kinesthetic
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