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Engage in Reverse Jeopardy: Test Your Knowledge on Education Strategies and Student Learning

Dive into an interactive game of Reverse Jeopardy, where you can choose categories related to student learning, teaching strategies, and assessment practices. Answer intriguing questions like the optimal strand for high, medium, and low students, effective communication with parents, and illustrating changes in student performance. Compete for points in a fun and educational format, engaging with concepts such as collaboration and learning targets. Put your knowledge to the test and see how well you understand the dynamics of student learning!

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Engage in Reverse Jeopardy: Test Your Knowledge on Education Strategies and Student Learning

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  1. Reverse Jeopardy Choose a category. You will be given the question. You must give the correct answer. Click to begin.

  2. Choose a point value. Choose a point value. Click here for Final Jeopardy

  3. Strand Strength Chromosomes (X & Y) Izzit or Iddinit? General Info, Sir! Do’s and DETAI’s Body Shop 10 Point 10 Point 10 Point 10 Point 10 Point 10 Point 20 Points 20 Points 20 Points 20 Points 20 Points 20 Points 30 Points 30 Points 30 Points 30 Points 30 Points 30 Points 40 Points 40 Points 40 Points 40 Points 40 Points 40 Points 50 Points 50 Points 50 Points 50 Points 50 Points 50 Points

  4. The strand that covers the longest time span is:

  5. The strand that asks you to choose high, medium, and low students is:

  6. The lesson study is in Strand

  7. The word limit on narrative on Student X & Y is

  8. The present or future verb tense is REALLY a no-no in Strand

  9. You MUST choose two very opposite students in Strand B

  10. Students X & Y should have the same learning targets

  11. You should choose your high, medium, and low students before the lesson in A

  12. In Strand A, you must limit discussion of h-m-l to the work you show

  13. Conferencing with the X/Y student is crucial

  14. An illustration of change in C SHOULD affect student learning

  15. A degree plan would be a good illustration of change in C

  16. You should avoid using terms like, “the high-achieving student” in A

  17. Using minutes from a meeting would not work for evidence of collaboration

  18. A teacher-made checklist could be an example of work in A

  19. The word count is a suggestion and is not stringent

  20. Which would be a better resource for B?A. A line graph of progressB. A book the student read

  21. Which activity would be better for A?A. 55 minuteB. 30 minute

  22. The more standards you cover in A, the better it looks

  23. When you explain communication with parents (A), it means ONLY for this lesson

  24. DO compare students X & Y

  25. DETAI Use more than one assessment forma in Strand A

  26. DO Use a lesson for A that you are trying for the first time

  27. DETAI If you are a PDD reviewer, do not share inside tips with participants

  28. Having specific grading criteria for student work in A is VERY important

  29. Used for illustration of change: Book

  30. Math competencies for A: 1B,C,E; 2A,C; 5A, B,D

  31. Student X is gifted; Student Y is serviced by special services

  32. My low-achieving student missed 5 of 7 questions

  33. The results of our collaboration will be gathered next year

  34. Final Jeopardy Make your wager

  35. Strand C (change and collaboration) MUST have one end in mind: • Your knowledge • Student performance • Staying highly qualified

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