CHAPTER 14 REVIEW AND ASSESS 334 Unit 4 The Teacher Copyright Goodheart-Willcox Co., Inc. Critical Thinking 16. Analyze roles. Analyze the teacher’s role in helping students develop complex thinking skills from the early grades through high school. Use the text and other reliable authoritative resources to cite evidence supporting your analysis. 17. Draw conclusions. Some students purposely ask off-track questions to disrupt the flow of lessons. Draw conclusions about how teachers can handle these situations most effectively. Cite the text and other reliable resources to support your conclusions. Post your responses to a school-approved class discussion board. How do your conclusions vary from your classmates’? 18. Analyze variables. Analyze the characteristics of the various teaching strategies described in this chapter and identify three that might pose particular pacing problems for teachers. What variables influence pacing for these strategies? Discuss your analysis with the class. 19. Outline examples. If you were teaching a second grade class about cause and effect, outline an appropriate example that you might use to clarify the concept. 20. Analyze criteria. Why is individual accountability a concern with cooperative and collaborative learning activities? Analyze criteria for two ways to accomplish accountability. Cite the text and other reliable resources as evidence to support your criteria. Core Skills 21. Writing. Choose a topic that you are studying in one of your classes. Write one original critical-thinking question, based on your topic, for each of the upper levels of Revised Bloom’s Taxonomy—Analyze, Evaluate, and Create. 22. Speaking and listening. In small teams, discuss why closure is important to learning and achievement. Identify three ways a teacher might handle closure. Discuss your ideas with the class. 23. Writing. Based on your experiences with taking part in discussions, develop a list of guidelines to use as a teacher to ensure students feel comfortable participating. Are your guidelines for elementary, middle, or high school students? Cite text or other reliable resources that support your guidelines. 24. Research, writing, and presentation. Choose three or more of the following basic teaching strategies and develop a lesson using each. Use the text and other reliable resources to learn more about implementing various strategies. Identify your target student audience, the subject matter or topic, and any special situations that impact teaching. Write your learning objective(s) or outcomes for each and use questioning to check for comprehension and encourage participation. Utilize a differentiated instructional method with each strategy. Determine a method for closure. Then, present your lessons and strategies to your classmates, requesting their feedback on your execution. ■ Lecture ■ Discussion ■ Demonstration ■ Simulation ■ Skit or role-play ■ Case study ■ Lab ■ Game ■ Cooperative learning ■ Collaborative learning ■ Interdisciplinary learning ■ Project- or problem-based learning ■ Differentiated learning