Teaching at its Best

Name the Learning Outcome (Chapter 2)

100

Appropriate, productive interaction and behavior with other people

Social

200

Demonstration of appropriate emotions and affect

Affective

300

Thinking about facts, terms, concepts, principles, ideas, relationships, patterns, and conclusions

Cognitive

400

Decision making that takes into account the moral implications and repercussions of each reasonable option

Ethical

500

Physical performance; may involve eye-hand coordination

Psychomotor

Name the Social Icebreaker (Chapter 7)

100

Asking the class to raise their hands in response to some general questions; then venturing questions into more opinionated questions; finally focusing in on course specific material for questions

Class survey

200

Giving the class a list of specific requirements and tell them to move about the room seeking fellow student s who meet each one; one student for each 'requirement'

Scavenger Hunt

300

Have students share the same type of self-introductions with a neighbor; then the second part of the task is where each partner introduces his/her partner with the class

Three-step interviews

400

Make a four by four table with different requirements in each box and give one copy of the table to each student; each student needs to fill in the box with the correct requirement; first to BINGO wins

Human bingo

500

Give each student a sheet of paper with 6 circles ranging from small to large; students write their names in the center and the names of groups in which they identify the most strongly with (e.g., hobbies, location); students work around the classroom to identify most/least similarities

"The Circles of ___"

Name the Student-Active Break (Chapter 12)

100

Students pair off with their neighbor and compare lecture notes

Pair and compare

200

Students solve a clinical situation or issue based on your minilecture; information can be presented on board and give the students 1-3 minutes to find the solution

Solve a problem

300

Provide a pop-question with various answers via white board or tangible copy; allow students to work in groups or individually

Multiple-choice item

400

Provide students a short excerpt to review; allow to work in pairs to apply the minilecture content into a realistic, problematic situation  

Quick case study

500

Play music and have the students get out of their seats and stretch

Seventh-inning stretch

Name the Multimodal Learning Mode (Chapter 22)

100

Examples of this mode include silent reading or quiet reflection

Reading mode

200

Enhance attention through active listening through use of effective self-regulated learning activities

Listening mode

300

Allowing students to speak when given the change during lectures; speaking enhancing overall active listening skills

Speaking mode

400

Types of this mode include free-writing, journals, dialectical notes, and one-sentence summaries

Writing mode

500

Ensuring pairing material with visuals whenever possible to facilitate learning, memory, and retrieval

Visual mode

Name the Objective Test Item (Chapter 26)

100

Measuring memory based on fact retrieval via terms and symbols; can have a word bank

Completion (fill in the blank)

200

Can utilize multiple choice answers; matching items via columns

Matching

300

This type of test measure avoids diverting knowledgeable students away from the correct response and cluing a poorly prepared student toward the correct response

Multiple choice

400

This type of test is the least used, least known, and yet statistically strongest object test

True/false

500

This typically tests recall using open-ended responses

Short answer