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

A. ORIENT STUDENTS TO LESSON BY STARTING ON TIME, PRESENTING AN AO, OBJECTIVES FOR LESSON, OR GETTING THEIR ATTENTION VIA HUMOR.

B. REVIEW PREQUISITE SKILLS NECESSARY TO MASTER THE NEW CONTENT.

C. PRESENT NEW MATERIALS. PRESENT CONTENT HIERARCHICALLY, AT THE STUDENTS' LEVEL FOCUSING ON CONCEPTS VERSUS FACTS, AND INSURING PLENTY OF DEMONSTRATIONS AND HANDS-ON ACTIVITIES WHEN POSSIBLE.

D. PROBE STUDENTS' UNDERSTANDING WHILE PRESENTING NEW MATERIAL BY ASKING APPROPRIATE QUESTIONS( REQUIRING CRITICAL THINKING) IN AN APPROPRIATE MANNER (WAIT TIME, ETC.), USING WRITTEN EXERCISES TO HELP STUDENTS LEARNING AND REFINE SKILLS, AND HAVE THEM PHYICALLY DEMONSTRATE NEW SKILLS WHEN APPROPRIATE.

E. INDEPENDENT PRACTICE IS USED AFTER MAJOR POINTS IN STEP 3 OR AFTER ALL NEW CONTENT HAS BEEN PRESENTED. IT IS A FORMAL ASSESSMENT WHERE STUDENTS DEMONSTRATE WHAT HAS BEEN LEARNED.

F. TESTS/EXAMS/QUIZZES-ANOTHER FORM OF FORMAL ASSESSMENT WHERE STUDENTS DEMONSTRATE PROFICIENCY ON ITEMS DEVELOPED FROM COVERED OBJECTIVES.

G. DISTRIBUTED PRACTICE-FORMAL ASSESSMENTS REQUIRING STUDENTS REVIEW PREVIOUSLY LEARNED CONTENT BY INTEGRATING THE NEW MATERIAL WITH IT. CAN BE HOMEWORK, PROJECTS, ETC.

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

PROBES IND. PRACTICE DISTR. PRACTICE

All three are assessments designed to give the teacher feedback about students' progress. Probes differ from the other two because they are informal. Probes and Ind. Practice are done in school while DP is usually done outside the school.

All three are designed by the teacher and should reflect objectives actually covered. Probes are used more than the other two. Not all lessons will use IP or DP. IP and DP should only be employed when the teacher is fairly certain Ss can do them; probes can be used to see IF Ss can do something, and only probes are designed to help Ss LEARN new material.

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

Present AO followed by content hierarchically organized, then make the content more meaningful to Ss by tying the new content with info. from previous lessons & real life.

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) IN DISTAR, ITS ORGANIZERS DEVELOPED OBJECTIVES FOR THE CURRICULUMS. A TASK ANALYSIS WAS THEN DONE FOR EACH OBJE. AND IT WAS FIELD TESTED TO INSURE ITS EFFECTIVENESS. A LP WAS THEN DEVELOPED THAT TEACHERS FOLLOWED TO TEACH EACH SET OF OBJECTIVES. TEACHER CHARACTERISTICS ASSOCIATED WITH EFFECTIVE INSTRUCTION (THE MASTER TEACHER APPROACH) WERE CIRCUMVENTED BY RELYING, INSTEAD, ON A SYSTEMATIC APPROACH TO ANALYZING/TEACHING THE CURRICULAR CONTENT.

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.

ED. OBJ.'S-GENERAL STATEMENTS THAT COVER LARGE QUANTITIES OF CONTENT.

INSTRUCTIONAL-GENERAL STATEMENTS THAT COVER LIMITED AMOUNT OF CONTENT.

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

Explain your answer. (2) ONE CAN EITHER DESCRIBE EACH VERBATIMLY (K) OR VIA PARAPHRASING (C)

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

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

APPL.-USING NEW INFO. SOLVE NEW PROBLEMS OR IN NEW SETTINGS; ANALYSIS-BREAKING INFO. DOWN INTO ITS COMPONENTS; SYNTHESIS-COMBINING LEARNED INFO. TO PRODUCE SOMETHING NEW; EVALUATION-JUDGING SOMETHING BY COMPARING IT TO STANDARDS OR BASED ON INTERNAL CONSISTENCY.

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

BEHAVIOR-AN OBS. ACTION THE S DOES. CONDITIONS-THE CIRCUMSTANCES UNDERWHICH THE STUDENT DOES THE ACTION; DEGREE -HOW WELL THE S MUST DO THE ACTION.

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)

ANALYSIS Bonus: Which ABCD component is "missing?" (1) Directly stated Degree

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

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

AS A HOMEWORK ASSIGNMENT (C)Students (A) will use their text and lecture notes to write (B) a short (1-3 pages) handwritten paper that describes in their own words the features of 3 types of cholesterol and lists one similarity and difference for each type (D).

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)

A. SELECT ARTICLE AND READ IT.

B. PARAPHRASE AND WRITE MAIN POINT(S) OF EACH PARAGRAPH.

C. CONVERT MAIN POINTS INTO PARAGRAPHS THAT TELL THE FIVE Ws.

D. WRITE ONE SHORT PARAGRAPH THAT CRITICISES A POINT MADE IN THE ARTICLE WHILE EXPLAINING WHY THE POINT WAS A PROBLEM.

E. WRITE ONE SHORT PARAGRAPH PRAISING (WITH EXPLANATION) AT LEAST ONE POINT IN THE ARTICLE.

F. PROOFREAD AND CORRECT ERRORS

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

TEACHERS WHO OBJECTIVELY UNDERSTAND WHAT THEY WANT STUDENTS TO BE ABLE TO SAY/DO AFTER INSTRUCTION ARE MORE LIKELY TO DEVELOP LESSONS THAT PROMOTE THE ACHIEVEMENT OF THE DESIRED SKILLS. A COMPLETE SET OF OBJ.'S ALSO INCREASES STUDENT ACHIEVEMENT BY INSURING CONGRUITY BETWEEN ASSESSMENTS AND OBJ.'S, AND SERVES AS A STUDY AID FOR MORE MATURE Ss, (ANY 3 OF THE 5 ADVANTAGES; NOT IN A LISTING)