Q1. Describe formal, informal, formative, and summative assessments. Give examples of each and describe how (in what situation) they could be used in the classroom.
Q2. Explain the differences between assessment and evaluation. When to use informal and formal assessments and evaluations? Discuss.
Q3. What are some effective ways to teach academic language in history? Why is it important to teach students key vocabulary prior to studying a concept or thread?
Q4. What considerations might need to make considering computer literacy among the economically disadvantaged? Explain.
Q5. How can an educator support a classroom policy of tolerance toward all cultures in the classroom, especially when some history topics involve discrimination and oppression across cultures?
Q6. What sort of background information might an educator need to include in a lesson in order to "bridge the gap" in knowledge that may exist for some students?
Q7. How will an educator's future history instruction utilize reading, writing, listening, speaking, and the dramatic arts? Why is it important to utilize these aspects in teaching history?
Q8. What are some reasons why an educator might need to adjust their instruction while delivering it? Which modes of instruction (e.g., lecture, small groups, videos) are the easiest to adjust while delivering a lesson? Which are the most difficult? Why?
Q9. Reflect on any authentic learning experiences such as field trips, mock trials, artifacts, genealogies, or historical reenactments from history learning. Which of these were used effectively? How did these experiences better facilitate the learning?
Q10. Due to standardized testing, high school students have often been inundated with closed-ended, objective tests and outcomes in their prior years of school. How can an educator convince them that critical thinking is an integral part of learning?