CITW 1-6

Set learning objectives that are

• begin with knowing the specific standards

• written at a general level

• specific not restrictive

• serve as the focus for instructional design

You can communicate learning objectives to students by

• stating them verbally

• displaying them in writing

• calling attention to them throughout a lesson or unit

• all the above

Providing feedback that addresses what is correct and elaborates what students need to do next

• is one of the four recommendations with regard to providing feedback

• provides students the key to focus

• provides students ways to engage

• provides students with learning objectives

Asking students to help keep track of their effort

• will have a positive influence on their thinking behavior and beliefs

• provides opportunities over their own learning

• is a reinforcing effort practice

• exposes students to information related effort

When students know what they need to do to succeed because the learning environment is predictable

• symbols of recognition

• a mastery goal orientation

• provide recognition

• praise that is specific

Stickers, coupons, awards, treats, etc that are used with routine tasks or require rote learning are

• specific with performance and behaviors

• provide recognition

• teach students about effort and achievment

• concrete symbols of recognition

There are _____ elements to define cooperative learning

• 7

• 5

• 3

• 4

Teachers set the stage for students to be responsible for their own learning and the learning of those in their group

• cooperative learning

• keep group size small

• collaboration and cooperation

• positive interdependence and individual accountability

Teachers need to balance the use of cooperative learning with opportunities for students to practice skills and processes independently means

• use cooperative learning consistently and systematically

• cooperative learning is a process

• vary the type of cooperative learning

• practice to enhance interactions with peers

Using ____ at the beginning of a lesson or unit focuses learning on the content to come

• cues

• questions

• advance organizers

• all of the above