Domain / Component Identification Quiz
In Modules 2 & 3, you became familiar with the four domains and twenty-two components of TESS. As an Educational Leader, you must be able to clearly identify which domain/component matches various events that you observe in the classroom.
To test your skill, read the ten statements below.
Match each statement with the correct domain and component (1A, 3C, etc.). Note: There is only one answer for each. This can be challenging since the more experience you have, the more likely you are to identify several factors that apply.
However, for purposes of this assignment, you must select only one.
Example: During the spring concert, two students are seen talking on their cell phones. The teacher quietly motions for the students to hand her their phones. Answer: Domain 2d: Managing Student Behavior: monitoring student behavior
Warning: a statement might be a negative example of a domain/component. If so, then you must state this in your paper.
HOW TO PROCEED:
• Take the quiz
.• Write the domain and component you believe is correct.
• Check your answer with the answer key provided.
• For any incorrect answer, review the TESS domains/components again, then write a brief statement as to why the correct answer was correct.
• Write a short, detailed paper about this experience and submit in Blackboard.
1. Desks in Mr. Turner’s second grade classroom are arranged in groups of four. A couch and a beanbag chair are provided for students in the reading corner.2. Ms. Porter begins class by asking a student to read the learning objective for the day’s lesson which is written on the board. She then explains that before the end of class, she will ask students
to reflect on how close they feel they are to having achieved the objective.
3. Ms. Charles has her class watch a film clip of Martin Luther King Jr.’s “I Have a Dream” speech using a video guide that contains several questions. The questions are factual, interpretive and analytic in nature. After the film clip, students work in groups of three to respond to the questions and generate their own questions.
4. After reviewing student responses on an American history test, Mr. Ashworth decides he needs to broaden his instruction on the 14th and 15th amendments.
5. Mr. Ellis plans to give students a website to explore as an extended learning activity for under-standing the judicial system.
6. Students in Mr. Mann’s chemistry class are given back a lab report that they had completed earlier in the week. Each report has a letter grade at the top, but no other information.
7. At the beginning of each physics unit, Mr. Deal sends parents a copy of activities to be completed at home by family members that relate to the specific topic being studied. The students are encouraged to work with their families to complete the exercise and to explain to them the concept it demonstrates.
8. Jackson, a seventh grade student, approaches Mr. Pleasant’s desk to ask a question about the homework assignment. Mr. Pleasant, who is conferencing with a student, sees Jackson and says, “Here he comes again, Clueless Jackson.”
9. Ms. Culpepper has organized the new unit of study on the water cycle around the science content standards and the scope and sequence outlined in the pacing guide.
10. After several lessons on positive and negative numbers, Mr. Johns plans to have students play a game with spinners containing negative and positive numbers. This will enable him to see what his students have learned about the topic and to shape future lessons.
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