1) How many chunks of information can the average working memory hold at any one time?  a) Over 100 b) 5 -7 c) 7-11 d) It's unlimited e) Over one thousand 2) Mastery is achieved by the .... (tap all those you think are correct)  a) ...speeding through content to get to a test b) ... embedding of knowledge and understanding over time to build firm foundations for the next stage. c) ... regurgitating of facts that were learned by rote d) ...being able to do a COULD question e) Revisiting learning when it has been forgotten f) Applying learned concepts to a variety of different context 3) Learning is best described as occurring when...  a) ... you can do really well on a test b) ... you feel confident c) ... you can repeat what the teacher says d) ... information is processed enough in working memory so transfers permanently to long-term memory. 4) A typical learning journey for learning new information should start with...   a) A long waffly presentation  b) Pre-training and revisiting prior knowledge c) Trying the hardest task in order to assess who knows what d) Organising pupils into attainment groups 5) What is the most important thing to think about when planning a lesson a) Making it eye catching and exciting b) Using tasks that will ensure the children are kept busy c) Ensuring it keeps up with what the other classes are teaching d) Understanding what the pupils already know and planning accordingly 6) Which of these would you consider effective practices when giving an explanation about a new concept? (tap all those you think are correct)  a) Show the pupils a written explanation and read it at the same time b) Show a clear simple model and talk it through step by step c) Relate to previous experiences and learning d) Use analogies to explain that relate to personal experience e) Add lots of cartoon figures to attract attention and make it exciting. f) Sit at your desk and read from a book without looking up once 7) What are effective ways to approach improving your teaching practise? (Tick more than one) a) Just keep doing what I do. It's good enough. b) Wait to find out from an observation c) Reflect often on what it's like being a pupil my class/lesson. d) To understand my impact on pupils' learning and act accordingly e) Get more years of teaching under my belt f) Talk about my practise with colleagues often

Teaching and Learning Quiz of the Century

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