The behavior most closely associated with lesson pacing is
a. momentum.
b. withitness.
c. overlapping.
d. high expectations.
Ques. 2Mr. Marquez seems morose at lunch. When you ask him why he's so down, he says, Because after lunch, I have to teach about fractions, and I just hate teaching about fractions They have to be the most boring subject ever invented.. Mr. Marquez would benefit from
a. maintaining a public face of enthusiasm and engagement, no matter the material, because a teacher is always supposed to be a cheerleader.
b. being careful that his own lack of enthusiasm for fractions doesn't spill over onto his students, or keep him from teaching the material thoroughly.
c. making sure the principal doesn't hear him, because this kind of comment is unprofessional and inappropriate.
d. relaxing, because fractions are really groovy and fun.
Ques. 3You've given a spelling test, and students have checked each other's papers. Now, you should
a. take up the papers and give a grade for accuracy in checking
b. take up the papers and review them for accurate checking and to note progress and problems.
c. have students return the papers to their owners and then go down your class roster, asking each student to call out his or her grade so you can record it in your gradebook.
d. have the students put their papers in the folder that goes home weekly for their parents to review.
Ques. 4Students who are slower to respond when called on to answer a question may benefit from
a. being called on when they're not paying attention, as this will motivate them to engage in the lesson more.
b. being asked simple questions instead of more complex ones.
c. increased time between the moment the teacher asks the question and the time that he/she calls on someone to answer it.
d. not being called on unless they volunteer so they don't feel bad about themselves.
Ques. 5When a lesson is complex, the authors recommend that teachers
a. let students absorb the information in whatever way works best for them.
b. try to boil the complicated topics down to their essence.
c. give students a copy of all their own notes on the subject.
d. provide students with an outline of the content to be covered.
Ques. 6Ms. Fox wants to introduce a new concept to her students. After she introduces it, she will divide students into groups and send them to centers to practice the new content. When she introduces the content, the most efficient way for her to do it would be
a. in small teacher-led groups.
b. in a whole-class lesson.
c. in cooperative groups.
d. in individualized meetings with the students.
Ques. 7Mr. Wilcox has just finished a mini-lesson on making predictions. While his other students work on a prediction activity independently at their seats, Mr. Wilcox will work with several small groups in turn. According to the recommendations made in the textbook, Mr. Wilcox should now
a. have his first group move to the group table, and give directions to the students who remain in their seats.
b. go over the instructions for the prediction activity with the whole class, and get them started on it before calling his first group.
c. move to the group table, get those students started with their activity, then get back up, give directions to the remaining students, and circulate among them to see if they have questions.
d. have all students get up and take a break before moving into the next activity.
Ques. 8The textbook describes two models of instructional activity, one with four steps and one with six. The main benefit of the one with six steps is
a. content development can be split into two pieces so student attention is maintained more easily.
b. recitation is eliminated, which is good because it serves a very limited purpose.
c. the teacher can dispense with whole-class examples and practice, which erode student engagement.
d. the teacher has fewer transition points to manage.
Ques. 9Ms. Flitter wants her students to memorize their multiplication tables. The most efficient activities to help them reach this goal include
a. problem solving and reflective thinking.
b. discussion and sharing.
c. demonstrations.
d. practice and skill-building activities.
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