Establishing Criteria to Teach
Questioning Techniques
Assessment Types
Re-Teaching Strategies
Providing Feedback
100
You should incorporate the goals from this guide that the district puts out.
What is the Curriculum Guide
100
The minimal number of seconds that you should wait for to request a response to a question.
What is 3 - 7 seconds.
100
This assessment gives you beginning information about what the students know.
What is pre-assessment or baseline assessment.
100
When sorting rubrics out to see who didn't get it, what should teachers look for.
What are patterns.
100
The term for the feedback that needs to be given to students that is neither positive or negative.
What is constructive feedback.
200
Something that students may have in the classroom to work from that should be incorporated in establishing criteria to teach.
What is a book or a unit within a book.
200
When planning a lesson, teachers should include a lot of this certain type of question.
What are high level questions.
200
The rubric type that is more detailed and specific.
What is an analytic rubric.
200
This should be done, prior to reteaching, if many students didn't get a particular component or many components on a rubric
What is review the rubric with the class and assure that they understand the vocabulary that was used and the expectations.
200
When providing feedback to a student, research has proven this to have a negative effect on students.
What is telling a student only if the answer is right or wrong.
300
Something official that teachers and districts should align some of their goals to.
What are Core Curriculum Content Standards or State Indicators
300
The type of setting that encourages more participation and better answers.
What is a non-threatening, comfortable setting.
300
The rubric that assesses the whole project.
What is a holistic rubric.
300
What a teacher should do if the students didn't understand a topic (and they proved that they understood the rubric).
What is use different materials or strategies, provide more thorough teaching of the topic, ask more high order questions upon reteaching, and/or use student work samples to work with.
300
When providing feedback to a student, research has proven this to have a moderate effect on students.
What is giving the student the right answer.
400
An official document for students with disabilities that include individual goals and objectives.
What is the Individualized Education Plan (IEP)
400
The time that you should create questions to be used in a lesson.
What is ahead of time, or at lesson planning time.
400
The assessment given after a unit or lesson is taught.
What is a post-assessment.
400
What a teacher should do if they are having difficulty knowing how to proceed with struggling students.
What is bring the information to your team members to review.
400
When providing feedback to a student, research has proven this to have a greater effect on students.
What is explaining what is correct and what is not correct.
500
This is what you do when a student or group of students only answer part of the question correctly.
What is elaborate or add additional information.
500
When providing feedback to a student, research has proven this to have a greatest effect on students.
What is having a student work on it independently until mastery.
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