Deck 4: Improving Instructional Effectiveness

Question 1

Anticipatory set

A) is also called lesson focus.
B) determines the level of skill instruction.
C) sets the stage for lesson activities that follow.
D) monitors student progress.
E) should be general rather than specific.

Answer 1

sets the stage for lesson activities that follow.

Question 2

The student will demonstrate understanding of tee-ball rules by colouring in the foul ball area on a diagram. This objective is an example of an outcome in the _______ domain(s).

A) Affective
B) Cognitive
C) Psychomotor
D) Cognitive and affective
E) Psychomotor and cognitive

Answer 2

Cognitive

Question 3

Keywords that quickly and efficiently communicate proper technique and performance of skills and movement tasks are referred to as

A) integrated cues.
B) nonverbal cues.
C) teaching cues.
D) positive feedback.
E) model skills.

Answer 3

teaching cues.

Question 4

The recommended ratio of positive-to-corrective feedback is

A) 1:1.
B) 4:1.
C) 2:1.
D) 10:1.
E) 5:5.

Question 5

Which of the following phrases best represents a positive way to make an instructional point during a lesson?

A) "Don't land so hard.'
B) "It is totally incorrect to take all the weight on your other foot."
C) 'Keep yourself curled when you go through the forward roll sequence."
D) "Gee, what an incorrect cartwheel, try again."
E) "Remember what I told you."

Question 6

Which of the following is the best example of positive feedback with value content?

A) "Nice throw."
B) "Excellent catch. You bent your elbows while catching, which created a soft home for the ball."
C) "That's the way to tuck your head on the forward roll."
D) "Great kick."
E) "Way to hustle."

Question 7

Adding specific information or value to feedback

A) confuses the student.
B) decreases the desired student behaviour.
C) improves desired student behaviour.
D) does not affect desired student behaviour.
E) increases the likelihood repeating an attempt.

Question 8

"Lauren, that's the way to keep your head tucked," is an example of

A) positive feedback with specific content.
B) corrective feedback.
C) Neutral feedback with value content.
D) Positive feedback with corrective information.
E) Neutral feedback with limited ambiguity.

Question 9

Which of the following illustrates checking for understanding?

A) Before the demonstration you ask students to watch how your position your hands on the bat.
B) Ask questions that require individual reflection.
C) While demonstrating throwing you deliberately step off the wrong foot; you ask students what error you made.
D) before you provide instruction information you ask who has played baseball.
E) Students are practicing; you ask Sabrina to show you her throwing action.

Question 10

Giving a "thumbs up" sign is an example of

A) positive verbal feedback.
B) nonverbal feedback.
C) corrective feedback.
D) specific feedback.
E) ambiguous feedback.

Question 11

Hellison's (1995) framework adapted for cultural diversity includes all of the following:

A) awareness, acceptance, reciprocity, and action.
B) no acceptance, awareness, tolerance, involvement, valuing, and transcendence.
C) no awareness, acceptance, tolerance, involvement, understanding, valuing, and transcendence.
D) no action, tolerance, acceptance, reciprocity, and advocacy.
E) no awareness, tolerance, involvement, valuing, understanding, and transcendence.

Question 12

Teachers operating at this level of Hellison's (1995) adapted framework include games and dance activities from other countries that are not mainstream.

A) diversity
B) understanding
C) awareness
D) involvement
E) tolerance

Question 13

At this level of Hellison's (1995) adapted framework, both students and teachers come to value other cultures to be as important as their own.

A) valuing
B) diversity
C) involvement
D) understanding
E) acceptance

Question 14

"Good throw. When you look at your target, you are more accurate." is an example of

A) positive corrective feedback.
B) corrective feedback with specific information.
C) general positive feedback.
D) positive feedback with value content.
E) positive feedback with corrective content.

Question 15

The holistic learning process circle

A) is based on the three educational learning domains.
B) is grounded in whole person - body, mind, heart, and spirit.
C) is grounded in constructivist learning theory.
D) represents the concept of multiple intelligence.
E) is primarily grounded in kinesthetic learning.

Question 16

Paraphrasing

A) is directly related to positive feedback.
B) separates information from feelings.
C) is primarily a listening skill.
D) takes into account the personal needs of the student.
E) helps identify hidden messages.

Question 17

Which of the following is NOT suggested as a strategy to encourage a gender equitable class environment in PE?

A) Offer a variety of activities that allow both girls and boys to participate on an equal basis.
B) Establish rules of conduct, behaviour, and equitable language.
C) Provide leadership opportunities for both boys and girls.
D) Use "girl rules" (e.g. must pass to a girl before shooting on goal).
E) Avoid using elimination games.

Question 18

Positive, specific, and immediate refer to

A) guidelines for writing effective learning outcomes.
B) features of an accurate skill demonstration.
C) ways to bring efficient closure to your lesson.
D) features of effective feedback.
E) features of effective teaching cues.

Question 19

Which of the following is NOT a way to incorporate aspects of student choice to accommodate the range of skill in a PE class?

A) Use self-competition
B) Use of range of instructional formations in your lesson.
C) Use divergent teaching style
D) Use inclusion teaching style.
E) Offer open ended tasks.

Question 20

List four characteristics of a quality PE lesson.

Question 21

Define the term "learning outcome."

Question 22

Why should a learning outcome define observable behaviour?

Question 23

"The student will demonstrate four ways to perform a forward roll." Discuss how this statement demonstrates the necessary characteristics of an effective learning outcome.

Question 24

List four suggestions for providing meaningful skill instruction

Question 25

Define teaching cues.

Question 26

Considering the goal of using gender-inclusive language in PE, provide alternative words of phrases to replace the following: sportsmanship, tomboy, and girl's push-ups.

Question 27

Discuss the importance of being an active listener with your students.

Question 28

Design a statement that incorporates the major purposes of anticipatory set.

Question 29

Match the learning outcome with the domain it most accurately represents

-The student will identify the benefits of active living.

A) psychomotor
B) affective
C) cognitive

Question 30

Match the learning outcome with the domain it most accurately represents

-The student will stay on-task when participating in physical activity

A) psychomotor
B) affective
C) cognitive

Question 31

Match the learning outcome with the domain it most accurately represents

-The student will move safely in personal and general space

A) psychomotor
B) affective
C) cognitive

Question 32

Match the learning outcome with the domain it most accurately represents

-The student will demonstrate ways to retain possession of an object

A) psychomotor
B) affective
C) cognitive

Question 33

Match the learning outcome with the domain it most accurately represents

-The student will demonstrate three different ways to perform a roll

A) psychomotor
B) affective
C) cognitive

Question 34

Match the learning outcome with the domain it most accurately represents

-The student will demonstrate etiquette and fair play.

A) psychomotor
B) affective
C) cognitive

Question 35

Match the learning outcome with the domain it most accurately represents

-The student will demonstrate dance patterns from a variety of dance forms.

A) psychomotor
B) affective
C) cognitive

Question 36

Match the learning outcome with the domain it most accurately represents

-The student will explain basic offensive strategies used in basketball.

A) psychomotor
B) affective
C) cognitive

Question 37

Match the learning outcome with the domain it most accurately represents

-The student will identify when a corner is awarded in soccer.

A) psychomotor
B) affective
C) cognitive

Question 38

Discuss at least five different strategies a teacher can use to ensure that physical education will be a positive environment for Aboriginal students.

Question 39

Discuss a variety of instructional, curricular, and assessment strategies designed to increase gender equity in elementary physical education classes.

Question 40

Effective feedback is focused, positive, and immediate.

Question 41

Affective outcomes for physical education include knowledge and comprehension of skill performance.

Question 42

Outcomes must define observable behaviour.

Question 43

An important step in determining a proper instructional entry level is to formulate a desired outcome.

Question 44

Anticipatory set mentally warms up the students.

Question 45

Positive feedback, such as "Nice job" and "Much better," contain little value content to the student when used habitually.

Question 46

Meaningful feedback helps students learn when skills are performed correctly or need refinement.

Question 47

Between 1996 and 1998 an estimated 520,000 immigrant children arrived in Canada

Question 48

Paraphrasing promotes effective listening skills.

Question 49

Aboriginal people comprise approximately 12% of the Canadian population.

Question 50

"I'm impressed with the way you keep your arms straight" is an example of corrective feedback.

Question 51

Aboriginal people make up approximately 5% of all children under age 15 in Canada.

Question 52

Siedentop and Tannehill (1999) suggest a 3:1 ratio of positive to corrective feedback.