Twyman & Heward Quiz – Cohort 78

On page two, Tyman and Heward write that the teaching practices that consistently yield measurably superior student learning outcomes

Sound instructional design
High rates of relevant learner responses with contingent feedback
Zero tolerance for student misbehaviour
Ongoing instructional decision-making based on direct and frequent measures of student performance
Ensuring students have a growth mindset
Effective use of technology

They then describe three research-based tactics that can improve teacher efficacy at meeting those five challenges. What are the three tactics they describe?

Choral response
Response cards
Cooperative learning
Homework
Guided notes
Brain training games

Tywman and Heward suggest that Choral Response can be used effectively with any curriculum that meets three criteria:

Each question, problem or item presented has only one correct answer
Each question can be answered with a brief oral response of verbal chain (e.g. counting by 5)
The material can be presented at a lively pace.

Which of these questions meet the criteria above?

Which ocean is the deepest?
Why do you think dogs make better pets than cats?
The square root of 144 is…?
What are two examples of personal protective equipment?
What part of an insect’s body are the legs attached to?

Select all the circumstances where Twyman and Heward suggest Choral Response is well suited:

Improving transitions from one classroom activity or location while providing practice on academic and social skills
Lessons including a sequence of steps to solve high-level problems (e.g. maths word problems)
Interspersed in brief doses throughout a lesson
For priming students’ background knowledge when introducing new content
Having students justify their answers in their own words
Lessons on basic academic tools, skills, subject matter content
Providing a brief end-of-lesson review

Which of these statements are correct?

Student whiteboards could be considered a type of response card
It’s important to have clear cues so that students know when to hold up and put down their response card
Response cards should be used sparingly
Choral response is a better tactic than response cards

On page two, Twyman & Heward describe five simultaneous challenges of group instruction. Which is NOT one of those challenges?

Maintaining students’ attention
Catering to a diverse range of learning styles
Preventing and dealing with disruptive behaviour
Providing individualised feedback for students’ responses
Monitoring each students’ learning
Giving each student sufficient opportunities to respond

There are the six guidelines and suggestions listed in Figure 2 to implement choral responding well. Which of these options are NOT one of the six guidelines?

Give clear directions and model the activity
Ensure student respond as loud as possible
Provide thinking time no greater than 4 or 5 seconds
Use a clear and consistent signal that tells students when to respond
Never use choral response more than 12 times in a lesson
Provide feedback
Every now and then, call on individual students instead of using choral response
Keep a brisk pace

Guided notes serve two functions. They are…

A process function where the note taker interacts with the curriculum content during the lecture by listening, looking, thinking, and writing
A management function where the note taker can be kept busy instead of misbehaving
A memory function where the note taker remembers what is taught through writing
A product function where the note taker produces a summary or outline of key points for later study

In providing evidence for the use of Response Cards, Tywman & Heward note a study of inner-city fifth graders, where the following was found (fill in the blanks):

First, with Response Cards, each student responded to teacher-posed questions an average of ______ times per 30 min lesson, compared to a mean of ________ academic responses when the teacher called on individual students. The higher participation rate takes on major significance when its cumulative effects are calculated over the course of a 180-day school year.

A teacher using Respond Cards instead of HR (hand-raising) for just 30 min per day, would enable each student in his or her class to make more than 5000 additional academic responses during the school year.

Second, all 22 students scored higher on next day quizzes and 2-week review tests that followed lessons with RCs than they did on quizzes and tests that follow lessons with HR. Third, all but one student preferred RCs over hand-raising.

21.8, 7.5
15.5, 7.5
21.8, 1.5
15.5, 1.5

Twyman & Heward Quiz – Cohort 78

Twyman & Heward Quiz – Cohort 78

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