NHC1 WGU COMBINED REVIEW 2022 WITH COMPLETE SOLUTION
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NHC1 WGU COMBINED REVIEW 2022 WITH COMPLETE SOLUTION
What is exposition with interaction?
a method of teaching in which an authority presents information and then follows up with questioning that determines whether that information has been understood.
Convergent Questions
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NHC1 WGU COMBINED REVIEW 2022 WITH
COMPLETE SOLUTION
What is exposition with interaction?
a method of teaching in which an authority presents information and then follows up
with questioning that determines whether that information has been understood.
Convergent Questions
Questions regarding concrete facts that have been learned and committed to memory.
Ex- what is 2+2? May also require students to recall and integrate info for determining
one expected correct answer. Additionally, most yes/no and t/f are convergent bc
responses are limited
Divergent Questions
Prompt students to think and should be frequently used. They are questions calling for
opinion, hypotheses, or evaluation - "why do you suppose we entered world war 2?
Mental Operative Questions
Four category system that combines cognitive and memory categories of the Guilford
model.
1. Factual questions - test the students recall or recognition learned by rote
2. Empirical questions - require that students integrate or analyze remembered or given
information and supply a single correct predictable answer.
3. Productive questions - do not have a single correct answer. They are open ended
and call for students to use their imagination and think creatively. "what are some
possible solutions to world hunger?"
4. Evaluative Questions - Require that students put a value on something and make a
judgement. Open ended but difficult to answer. Some criteria must be established for
making the judgement and the responses can be predicted or limited the the number of
choices. "Which of these two stories is the best?"
Focusing Questions
may be factual, empirical, productive, or evaluative, are used to direct student attention.
Can be used to determine what has been learned by the students, arouse student
interest, and check student understanding.
Prompting Questions
use clues that help students answer questions or correct initially inaccurate responses.
Thus, a prompting question is usually a rewording of the original question with added
clues. Use prompting questions instead of moving on to another student. The use of
prompting questions should lead to a sense of success when they finally answer
correctly.
Probing Questions
aim at correcting, improving, or expanding a student's initial response. They compel a
student to think more thoroughly about the initial response. You may want to ask a
probing questions for purpose of clarification. "What are you saying?" or "why do you
believe that?"
Redirecting
,a technique that is useful for increasing the amount of student participation. It allows
you to draw students into a discussion by asking them to respond to a question i light of
a previous response from another student.
one way listening
occurs when you listen without talking or transmitting nonverbal messages to a speaker.
One way listening gives speakers the the opportunity to develop thoughts and ideas
without being unduly influenced by the listeners. Common examples - watching tv,
taking in a lecture, or serving as a sounding board for the speaker's ideas or problems.
One way listening has limited value for teachers.
Two way listening
actively involves the listener in the exchange of information. Listeners provide feedback
to the speaker by asking for more information or paraphrasing the speakers message.
Two way listening offers some real advantages for teachers as it boosts th odds that
you will accurately and fully understand what the students are telling you. Another
advantage is that it often stimulates students to explore issues in greater depth and
learn to solve their own problems as they talk through them.
what are standards?
educational standards define the knowledge and skills students should possess at
critical points in their educational career.
what is the difference between goals, standards, and objectives?
Goals are usually broad statements used to describe the purpose of school or the
course. Objectives are narrow statements of the intended learning of a unit or specific
lesson.
What are the four components of an objective?
1. Performance - Spell out the terminal behavior , or performance that details the
actions that will be accepted as evidence that the intent has been achieved.
2. Product - specify the product, or what is to be produced by the students' actions.
3. Conditions- describe the conditions under which the student action is to be expected
4. Criteria - state the criteria of acceptable performance; you are describing how well
you want the students to perform.
What is an objective?
An objective is a statement of what our students should be able to do after instruction.
They establish a framework for instruction and prescribe exactly what skills and
knowledge the students must manifest as a result of instruction. They communicate
intent and expectations.
What are the three taxonomy domains?
Cognitive domain - knowledge based domain consisting of 6 levels.
Affective domain - attitudinal based domain consisting of 5 levels
psychomotor domain - skills based domain consisting of 6 levels
Cognitive domain
student's thinking and reasoning abilities.
Levels and verbs
1.Receiving - follow, select, rely, choose, ask hold, locate
2. responding - read, conform, help answer, practice present, report
3.valuing - Initiate, ask, invite, share, join, follow,
4.organizing-defend,alter, integrate, synthesize, listen
5.Characterization by a value or value complex - adhere, relate, act, serve, use, verify,
questions, confirm
psychomotor domain
muscular abilities that range from simple reflex movements to precision and creativity in
performing a skill. Relevant to PE, music, drama, art and vocational courses.
Levels and verbs
1.fundamental movement- track, crawl, hear, react, grasp, walk
2. generic movement- drill, construct, dismantle change hop,clean manipulate, follow,
use
3. ordinative movement - play, connect, fasten make, sketch, weigh, wrap, manipulate
4. creative movement-create, invent, construct, manipulate, play, build, perform
Norm-referenced
test interpretation made by comparing a student's score with that of a norm group to
obtain meaning. standardized testing
Criterion-referenced
interpretation is made when you compare and individuals scores against a
predetermined standard. Teacher made tests are generally criterion referenced bc the
students are compared with criteria specified by the teacher
relative grading system
student performance is assessed with respect to the performance of other students. Ex.
curve
Absolute grading sysyem
grades are assigned based on the number of items answered correctly. 100-90 As, 89-
80 Bs, etc
weight based grading
every assignment is given a letter grade and then all grades are then weighted to arrive
at a final grade
contract grading
teacher promises to award a specific grade for specified performance. EX - iif you do A,
B and C and complete 90% of the homework and complete 4 of 6 optional activites you
will receive a B.
percentage grading
relies on the calculation of the percentage correct of the responses attempted.
Metaverbal
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