Which of the following are considered to part of planning for lecture-discussions?
1. Identifying topics
2. Specifying learning objectives
3. Structuring content
4. Preparing lesson introductions
a. 1, 2, 3, 4 b. 1, 2, 3 c. 1, 2, 4 1, 3, 4
Question 2...A recurrent sequence of presenting information, monitoring comprehension, and integration, best describes which of the following?
a. A body of knowledge
b. A procedural skill
c. A complex advance organizer
d. A lecture-discussion cycle
Question 3...Her question, So, what are some of the sources of the economy in Costa Rica? best illustrates which phase of lecture-discussion?
A teacher has her students involved in a lesson on the relationship between the economy and geography of different countries in Central America. She presents information abut Costa Rica, it's agriculture, timber industry, and ecotourism, each as contributors to its economy.
She then stops and asks, So, what are some of the sources of the economy in Costa Rica?
She continues by presenting information about the economy in Panama, and discusses the impact of the Panama canal on Panama's economy.
She then stops and asks, Can someone explain why the economies of Costa Rica and Panama are quite different?
a. Introduction
b. Presentation
c. Comprehension monitoring
d. Integration
Question 4...The second phase of guided discovery is:
a. introduction and review.
b. the convergent phase.
c. the open-ended phase.
d. closure.
Question 5...A teacher arranges data and examples so that patterns can be found and then questions the students in leading them to a description of the patterns. Of the following, the teacher's approach could best be described as:
a. direct instruction.
b. guided discovery.
c. lecture-discussion.
d. cooperative learning.
Question 6...Melinda wants to help her students understand the concept of velocity. She provides a large number of Hot Wheel cars and small ramps and scales, stopwatches and rulers for her students so that they can work to find patterns. Melinda then questions the students as a group and they come to a description of the patterns that emerged. Of the following, the Melinda's approach could best be described as:
a. direct instruction.
b. cooperative learning.
c. guided discovery.
d. lecture-discussion.
Question 7...Of the following, the characteristic most consistent with learning activities based on constructivist views of learning is:
a. having learners build understanding on what they already know.
b. having teachers provide clear and conceptually sound explanations.
c. having learners work with concrete materials.
d. having teachers help students learn to think in the abstract.
Question 8...With respect to lecture-discussions, which of the following is the most important aspect of learner diversity?
a. The extent to which diverse learners value the content of the body of knowledge
b. The background knowledge that learners bring to the learning activity
c. Differences in learners' ability to maintain their attention during a lecture
d. Differences in language ability of learners with different backgrounds
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