PTK Exam Questions and Answers
Effective techniques during cooperative learning. - Answer -1. Grade students
individually but also evaluate group process.
2. Each member has a specific task and the group has a clearly defined objective.
3. If students are working in groups as an end result (i.e. creating a class newspaper)
testing their solo performance is unhelpful.
Open-Ended Questions - Answer -"Why" questions tend to be the most open-ended.
Most effective group discussions questions to allow for students to explore a range of
possible answers.
Promote student achievement and expansion.
Require critical thinking, not just info recall
Closed-ended questions - Answer -Good for factal recall.
Have a clear and correct answer.
Do not promote studetn achievement and expansion.
ex. ask a ? to determing if child has completed a reading assignment.
Active lessons - Answer -Students learn best when they are actively involved.
Students engaged in active participation ar more likely to learn and understand complex
interconnections.
Learning stations are good tool
Promoting effective transfer of knowledge. - Answer -1. Topics need to be organized
and connected.
2. A large number of topics covered too quickly will hinder student transfer because they
will have too little time to connect and organize info.
3. Most people do not transfer what they learned unless they are encouraged or
required to do so.
4. Designing a lesson that is cross-curricular promotes the opportunity for transfer.
5. Relating a lesson to real life promotes understanding and retention and allows
student to transfer to highter level thinking
Organizational structures - Answer -1. Help students to connect and remember
information. (ex: make a chart of the important topics with the notes on subtopics below
each in preparation for a test)
2. Students need specific information about a topic before they can organize, make
sense of, and remember information. Don't introduce an organizational structure too
early.
, Procedures - Answer -Best taught through demonstration. Teachers need to specify the
important elements when demonstrating.
Convergence vs. Divergence - Answer -Convergence: We locate the problem at the
center of our focus, gather resources, and bear down on the problem. ex: Multiple
choice test. Test take draws on gathered knowledge, brings it to the test to converge on
the problem.
Divergence: Assess the problem and then "branch off" in search of new ideas. Instead
of a single idea there may be a host of possibilities.
critical thinking - Answer -refers to higher order thinking that questions assumptions.
Beginning a class period. - Answer -1. Warm-up activity is effective to maximize
instruction time and control behavior. Should be available the minute they walk into
class.
2. Begin the lesson by telling students what will be covered in class that day.
3. If necessary, follow with a review of the previous lesson or tie prior knowledge to
new.
Norm-Referenced - Answer -Percentile score, may compare kids to a larger group.
50th percentile is average
Discriminates between higher and lower achievers.
not used to determing advanced placement
NCLB has caused many to move away from these
Criterion-Referenced - Answer -Tests whether or not students have mastered specific
skills.
Does NOT compare students against a sample group.
Content questions based on predetermined standards.
Pre-test fits in this category
Working towards mastery, not against each other
Performance Assessment - Answer -usually involves an activity or application of hands-
on skill. students must be able to actively demonstrate the skills they have learned
Portfolio - Answer -Contains a representation of work in different areas.
shows progress over time
Inductive / Induction - Answer -Making a general conclusion based on several
examples.
Generalized based on specific rules or examples
Process of building a general model
Specific to Genaral
Effective techniques during cooperative learning. - Answer -1. Grade students
individually but also evaluate group process.
2. Each member has a specific task and the group has a clearly defined objective.
3. If students are working in groups as an end result (i.e. creating a class newspaper)
testing their solo performance is unhelpful.
Open-Ended Questions - Answer -"Why" questions tend to be the most open-ended.
Most effective group discussions questions to allow for students to explore a range of
possible answers.
Promote student achievement and expansion.
Require critical thinking, not just info recall
Closed-ended questions - Answer -Good for factal recall.
Have a clear and correct answer.
Do not promote studetn achievement and expansion.
ex. ask a ? to determing if child has completed a reading assignment.
Active lessons - Answer -Students learn best when they are actively involved.
Students engaged in active participation ar more likely to learn and understand complex
interconnections.
Learning stations are good tool
Promoting effective transfer of knowledge. - Answer -1. Topics need to be organized
and connected.
2. A large number of topics covered too quickly will hinder student transfer because they
will have too little time to connect and organize info.
3. Most people do not transfer what they learned unless they are encouraged or
required to do so.
4. Designing a lesson that is cross-curricular promotes the opportunity for transfer.
5. Relating a lesson to real life promotes understanding and retention and allows
student to transfer to highter level thinking
Organizational structures - Answer -1. Help students to connect and remember
information. (ex: make a chart of the important topics with the notes on subtopics below
each in preparation for a test)
2. Students need specific information about a topic before they can organize, make
sense of, and remember information. Don't introduce an organizational structure too
early.
, Procedures - Answer -Best taught through demonstration. Teachers need to specify the
important elements when demonstrating.
Convergence vs. Divergence - Answer -Convergence: We locate the problem at the
center of our focus, gather resources, and bear down on the problem. ex: Multiple
choice test. Test take draws on gathered knowledge, brings it to the test to converge on
the problem.
Divergence: Assess the problem and then "branch off" in search of new ideas. Instead
of a single idea there may be a host of possibilities.
critical thinking - Answer -refers to higher order thinking that questions assumptions.
Beginning a class period. - Answer -1. Warm-up activity is effective to maximize
instruction time and control behavior. Should be available the minute they walk into
class.
2. Begin the lesson by telling students what will be covered in class that day.
3. If necessary, follow with a review of the previous lesson or tie prior knowledge to
new.
Norm-Referenced - Answer -Percentile score, may compare kids to a larger group.
50th percentile is average
Discriminates between higher and lower achievers.
not used to determing advanced placement
NCLB has caused many to move away from these
Criterion-Referenced - Answer -Tests whether or not students have mastered specific
skills.
Does NOT compare students against a sample group.
Content questions based on predetermined standards.
Pre-test fits in this category
Working towards mastery, not against each other
Performance Assessment - Answer -usually involves an activity or application of hands-
on skill. students must be able to actively demonstrate the skills they have learned
Portfolio - Answer -Contains a representation of work in different areas.
shows progress over time
Inductive / Induction - Answer -Making a general conclusion based on several
examples.
Generalized based on specific rules or examples
Process of building a general model
Specific to Genaral
