1. Briefly (1 or 2 sentences for each) the seven steps of a complete lesson plan (LP). (7)

2. Steps 4, 5, and 7 of the LP share similarities. Describe at least 1 similarity and 1 difference between each. (4)

3. Ausubel's expository teaching/receptive learning model is most directly associated with which step of the LP? (1) ___________ Describe the three parts of expository teaching/receptive learning. (3)

4. Your text describes two types of Direct Instruction: Master Teacher and Systematic. Why is DISTAR associated with the systematic rather than master teacher form of direct instruction?(2)

5. List and describe the remaining two types of objectives. (4) Behavioral-statements that state exactly what students should be able to say and do after instruction.

A. Qu. # 5 represents which level of the Bloom, Engelhart, Furst, Hill, and Krathwohl (1956) taxonomy of cognitive objectives. (1) ____________________ Why? (1)

6. Describe the remaining levels of the Bloom et al. (1956) taxonomy. (8)

Knowledge-memorized content; Comprehension-content one can accurately paraphrase.

7. Describe the remaining components of a complete behavioral objective. (6) (Hint: ABCD). A-audience. The people to whom the objective applies.

On the exam, students will use complete sentences to describe one similarity and one difference between lipids and one other type of cholesterol.

8. Which level of the Bloom et al. (1956) taxonomy does the above statement represent? (2)

___________ Bonus: Which ABCD component is "missing?" (1) _____________

9. "Students should be able to discuss the various types of cholesterol."

A. Rewrite the statement as a behavioral objective. (4)

10. A task analysis breaks the complex behavior specified in a good objective into a series of simpler observable behaviors. When the student does the set of simpler behaviors in a particular order, she has "done" the complex behavior required in the objective. For example, to use a calculator to multiple two single-digit numbers one would: a. turn calculator on; b. press button corresponding to 1st #; c. press the x button; d. press the button corresponding to the second #; e. press the = button; f. (optional?) write answer. On the back of this sheet do a SIMPLE (i.e., no more than 10 steps) task analysis of writing a review of a newspaper article. (3)

11. Why should teachers in all grades and subjects use good objectives? (3)

ANSWER KEY