Coun 307 Midterm2

Mr. Darnell walks around the classroom monitoring students as they work on the new skill of adding fractions. He stops at Ada's desk and praises her effort and persistence. Ada has been struggling to understand fractions, but is using the manipulatives to try to get the right answers. Her answer is wrong, but her explanation of her process is on target. Why does Mr. Darnell praise Ada even though her answer is wrong? He views intelligence as stable. He exhibits a fixed mindset. He exhibits a growth mindset. He believes the ability to learn is innate.

He exhibits a growth mindset. (Holding a growth mindset is associated with greater motivation and learning. Believing that you can improve your ability helps you focus on the processes of problem solving and applying good strategies, instead of on the products of test scores and grades. Mr. Darnell believes students can improve their learning, and he reinforces progress.)

Carson's achievement in fifth grade has been remarkable. Last year in fourth grade, he had occasional problems with distractions and difficulty understanding what was expected, but this year he has no such problems. Based on studies of factors related to student achievement, which of the following factors most likely makes the largest impact on Carson's success? His teacher's knowledge and skill in classroom management His increased interest in school His teacher's content knowledge in fifth grade subjects His increased ability to follow rules and procedures

His teacher's knowledge and skill in classroom management (In study after study, classroom management stands out as the variable with the largest impact on student achievement. Knowledge of and skill in classroom management are marks of expertise in teaching. Connor's fifth grade teacher most likely has more knowledge and skill in classroom management than his fourth-grade teacher.)

Ms. Strauss made the decision to delay the class field trip. Students verbalized their frustration and disappointment. Which teacher response supports student self-determination and autonomy? I am the teacher, and it is my responsibility to make decisions that are best for our class. Delaying the field trip is a big decision and, as such, needs to be made by the teacher. I recognize your frustration with my decision to delay the field trip. You are allowed to make a lot of decisions, but this comes down to a teacher decision.

I recognize your frustration with my decision to delay the field trip. (Acknowledging students' negative emotions in reaction to teacher control is a good way to support self-determination and autonomy. Such negative feelings are valid reactions to teacher control.)

Erika is doing her homework for her middle school classes. In which assignment is she using procedural knowledge? For algebra, I have already worked the even-numbered problems that were assigned and attempted the brainteaser for extra credit. In my summary of the science reading, I've written my topic sentence, listed the big ideas, and included the main supporting information for each big idea. For band, if I practice playing the new piece four times, I will not only get credit for practicing, but I'll also earn a star on the chart for this week. In my literature assignment, I need to read the next two chapters in the fiction book we're studying and then answer the questions.

In my summary of the science reading, I've written my topic sentence, listed the big ideas, and included the main supporting information for each big idea. (Learning strategies are a special kind of procedural knowledge-knowing how to do something. Erika describes procedural knowledge when she explains the use of the learning strategy of summarizing her science reading.)

In Maslow's hierarchy, what are the deficiency needs? Survival, cognitive, belonging Belonging, survival, self-esteem, self-actualization Belonging, cognitive, safety Survival, safety, belonging, self-esteem

Survival, safety, belonging, self-esteem (Maslow (1968) called the four lower-level needs—for survival, then safety, followed by belonging, and then self-esteem— deficiency needs.)

Charlie accidentally knocked Stephanie's book off her desk as he rushed to his reading group. Stephanie reacted by getting up and shoving Charlie into the table. What teacher action or approach is most likely to help aggressive students change this type of bullying behavior? Taking equally aggressive action to remove the student from the classroom Teaching students how to read others' intentions Ignoring bullying when there is a precipitating factor Launching an anti-bullying school program

Teaching students how to read others' intentions (When bullies feel annoyed and lash out as Stephanie did, teachers help by teaching students how to read the intentions of others more accurately. Role-plays, readings, and drama help students "walk in someone else's shoes.")

Damien is often described as a hotheaded high school student. In general, he does not respect women, and acts out particularly in Ms. Monroe's class. Today he came into class arguing with Samantha, one of the other students. She wasn't intimidated by his threat, so he grabbed her book bag off her shoulder and shoved her toward the wall. Another student retrieved the book bag and ordered Damien to grow up. Damien pushed that student also. Ms. Monroe called Damien by name. According to recommended guidelines, what should she do as she continues to deal with this situation? Threaten to send for the principal Suspend him from school immediately Point to Damien and reprimand him in front of others to show her authority Tell him to meet her in the hallway

Tell him to meet her in the hallway (In dealing with potentially explosive situations, teachers are advised to be respectful and brief, to avoid power struggles, threats, and arguments. If possible, deal with the student privately.)

Mr. Evans is a new teacher who wants to avoid the negative effects of teacher expectations. If he follows the guidelines of expert educators, he will do all of the following EXCEPT: call on low achievers as often as high achievers. be flexible in grouping students for academic tasks. provide prompts for low-achieving students during class discussions. provide support without challenging students.

provide support without challenging students. (Teachers should provide both support and challenge. "Holding high standards without providing a warm environment is merely harsh. A warm environment without high standards lacks backbone.")

Mr. Reese conducted a concept lesson in math and assigned a challenging task. He expected some of his students to grasp the concept and complete the task with moderate effort, but he knew other students would not. He monitored their progress, stopping to prompt with questions or drop hints to help students connect prior learning with this new concept. Mr. Reese was providing: cognitive constructivism. scaffolding. spiral curriculum. social negotiation.

scaffolding. (Scaffolding is a powerful conception of teaching and learning in which teachers and students make meaningful connections between teachers' cultural knowledge and the everyday experience and knowledge of the student.)

In which situation does the teacher use an assertive discipline approach to address student behavior? The teacher and student agree to disagree about the appropriateness or inappropriateness of the behavior. The teacher asserts her authority to ensure that the student knows who is in charge in the classroom. The teacher communicates that she cares too much about the students and their learning to allow inappropriate behavior. The teacher gives the student a chance to blow off steam and then reminds the student of the rule being broken.

The teacher communicates that she cares too much about the students and their learning to allow inappropriate behavior. (Assertive discipline is neither hostile nor passive. It involves clearly stating what you expect.)

In the following classrooms, which teacher's plan illustrates assumptions behind the design of powerful learning environments? The teacher opens the lesson with a KWL activity to see what students already know about the topic of the upcoming unit. The teacher opens the lesson by having students take turns reading aloud through the new chapter in their history text. The teacher opens the lesson with a lecture over a complex concept in the new unit of study. The teacher opens the lesson with a series of factual questions over the chapter students should have read in preparation for class.

The teacher opens the lesson with a KWL activity to see what students already know about the topic of the upcoming unit. (One of the basic assumptions to guide the design of powerful learning environments is that prior knowledge and beliefs are key. Beginning with a KWL to discover what students already know about the topic is one way of following this assumption about designing powerful learning environments.)

Which teacher is helping third grade students to develop metacognitive skills in writing? "Ask yourself what helped you remember the boy's appearance, and use that knowledge to come up with descriptive words." "After you choose your topic, come up with three points you want to communicate about the topic." "You should choose a topic that is very familiar to you. Then you will be able to write about it in a way that holds your reader's interest." "Write a topic sentence first. Your topic sentence should introduce your reader to the topic and capture the reader's attention."

"Ask yourself what helped you remember the boy's appearance, and use that knowledge to come up with descriptive words." (This teacher is helping students think about their thinking. Using a question to prompt them to recall their thinking helps them create a mental picture.)

Which of the following posters is most likely to promote cognitive behavior modification? "Does this make sense?" "Respect others." "Why study history?" "Together we are strong."

"Does this make sense?" (Cognitive behavior modification involves both behavioral and cognitive learning principles for changing your own behavior by using self-talk and self-instruction. Cognitive self-instruction can help students learn important skills such as listening, planning, working, and checking in school. Using a poster that reminds students to ask, "Does this make sense?" is a good way to prompt students to use cognitive self-instruction to develop these skills and improve their learning.)

The following students are engaged in learning. Which student's processing is metacognitive? "I believe the second question on the review sheet is going to be on the test tomorrow. We spent a lot of class time on that topic." "I think I need to focus my attention on the overarching point about the cause of the conflict rather than being distracted by unrelated events." "The main character in the story is the man who led the group of civilians out of the country, and his actions are highlighted as the story unfolds." "The teacher assigned roles for our group work. My role is to make sure everyone in the group participates. Who read the chapter?"

"I think I need to focus my attention on the overarching point about the cause of the conflict rather than being distracted by unrelated events." (Metacognitive processing is thinking about thinking. The student who is thinking about where to focus his or her attention is thinking about thinking.)

Students are working in groups. In one group, students make the following comments. Which student uses episodic memory in a comment? "This is like the time we came up with a skit for Mr. Meeks in speech class and we all missed the point." "We remember the facts the teacher wrote on the board. We can use that information." "Remember the information from chapter 7. Try to use that information to answer the question." "Look in the glossary to find the definition. I'll check the index for the reference I saw when I was reading."

"This is like the time we came up with a skit for Mr. Meeks in speech class and we all missed the point." (Episodic memory is long-term memory for information tied to a particular time and place, especially memory of the events in a person's life.)

Blake complains to Mrs. Parks, "We shouldn't have to do these brutal word problems for homework. They don't help me understand geometry at all." Which of the following responses demonstrates empathetic listening? "Why do you say they're brutal? We did examples like these problems during class yesterday." "We'll go over the problems in class. Maybe you'll learn something then." "Let me help you. Maybe you're missing something." "You don't like doing these word problems. You think they're really hard."

"You don't like doing these word problems. You think they're really hard." (Empathetic listening means hearing the intent and emotions behind what another says and reflecting them back by paraphrasing.)

In her seventh-grade pre-algebra class, Ms. Cornelius administered a standardized exam prepared by the district math department. She was pleased with the scores of her students. The highest score was 96; the lowest score was 70; the average score was 86; and the mode was 88. What is the mean score? 88 80 86 90

86 (The mean score is the arithmetical average of a group of scores.)

Jimar is a six-year-old African American boy who wants to learn how to dribble a basketball and do it so well that his eight-year-old brother can't steal the ball from him when he runs up the driveway to shoot a basket. Observational learning is a good way for him to begin to reach his goal. Which of the following people is probably the best model for him? An attractive African American middle school girl who plays basketball better than most of the other girls in the neighborhood An African American high school boy who plays basketball better than other kids in the neighborhood An African American boy his age who plays basketball but struggles to beat Jimar An Asian boy about his age who plays basketball better than any of the other kids his age

An African American high school boy who plays basketball better than other kids in the neighborhood (Older siblings and athletes seen as prestigious and powerful are likely to inspire younger children)

Which student's behavior appears to be motivated by internal locus of causality? Karla spends extra time in the lab in order to gain the attention of the lab assistant. Dylan completes his homework as soon as he gets home from school in order to get privileges from his parents. Evan practices at the batting cage every day with the goal of being named most valuable player. Annie wants to play the piece flawlessly and enjoy the sound she creates with the piano.

Annie wants to play the piece flawlessly and enjoy the sound she creates with the piano. (The locus of causality for behavior is the location of the cause—internal or external. Annie's behavior appears to be motivated by internal causes.)

In the geography unit about the continents, Mr. Reyna asked students several discussion questions. Which of his questions requires students to think critically? What are the names and locations of the continents? Compare the continents. Which one has the most countries, and which one has the largest land mass? Based on information from your text, what events took place that likely brought about the formation of the continents we have today? Based on your knowledge of the geography and culture of Greenland, explain why you would or would not place it in the North American continent?

Based on your knowledge of the geography and culture of Greenland, explain why you would or would not place it in the North American continent? (Students must use information (data, facts, experiences, etc.) to make inferences and judgments based on key concepts or ideas, all leading to their answers from their points of view.)

Matthew is a brilliant student who seems rather arrogant about his intelligence and academic success. He corrected a comment made by his English teacher in class yesterday. The teacher complimented him for his analytical thinking and provided information to support her comment. After class, Matthew told his buddy that the teacher was wrong. His buddy said, "Well she gave you the source of her information. I don't think you have a leg to stand on." What specific problem-solving attribute is Matthew demonstrating? Belief perseverance Functional fixedness Availability heuristic Representativeness heuristic

Belief perseverance (Belief perseverance is the tendency to hold to beliefs, even in the face of contradictory evidence.)

Ms. Van Dale is trying to read Joe's essay, but the handwriting is really small and letters are crunched together. She can make out the pattern of some of Joe's letters, and is guessing at the others. What type of processing is Ms. Van Dale using? Phonological loop Episodic buffer Top-down processing Bottom-up processing

Bottom-up processing (Bottom-up processing is perceiving based on noticing separate defining features and assembling them into a recognizable pattern.)

Which of the following procedures is most closely associated with cognitive behavior modification? Change of behavior through peer reminders Teacher rewards for appropriate student behavior Teacher punishment for negative changes in behavior Change of behavior through self-talk

Change of behavior through self-talk (Cognitive behavior modification is defined as procedures based on both behavioral and cognitive learning principles for changing your own behavior by using self-talk and self-instruction.)

To encourage students to use learning strategies effectively, teachers must design learning tasks that are appropriate rather than tasks that require memorization. Which of the following tasks is appropriate for practicing complex learning strategies? Compare the settings and characters of the two stories. Tell what the author said about the main character's motives. List the names of the states and capitals in this region of the country. Recall the day and year of these main events in history.

Compare the settings and characters of the two stories. (Complex learning strategies are not needed when tasks require memorizing, listing, and recalling information. Tasks that require understanding and higher-order thinking are more appropriate for using complex learning strategies.)

Morris is a high school student preparing for the SAT. As he studies vocabulary for the test, he knows that he needs to stay focused rather than multitasking. He knows he will take longer and spend more time revisiting the words if he texts friends and checks email. What kind of metacognitive knowledge does Morris demonstrate about himself as a learner? vocabulary knowledge Declarative knowledge Self-evaluating knowledge Motivational knowledge

Declarative knowledge (Declarative knowledge about yourself as a learner includes the factors that influence your learning and memory, and the skills, strategies, and resources needed to perform a task—knowing what to do.Morris demonstrates declarative knowledge about himself as a learner. One fact he knows about his learning is that texting and emailing distract him and slow him down.)

Griffin has been cast as the lead character in the school play. He has a lot of lines to memorize and about three weeks before rehearsals begin. He plans to memorize about five pages per night, making sure he has memorized Act I by the end of the first week. What method of memorization is Griffin using? Massed practice Serial effect Loci method Distributed practice

Distributed practice (Griffin is using the distributed practice method of memorization. He is spreading out the learning over a period of three weeks rather than trying to memorize all at once.)

Marla's only reason for mowing the lawn was to get paid. What level of extrinsic behavior is Marla exhibiting? External regulation Integrated regulation Identified regulation Introjected regulation

External regulation (Marla's behavior is completely controlled by outside consequences, the highest level of extrinsic motivation.)

Traditional testing can be used effectively and efficiently to assess which of the following? Problem-based learning Exhibits Presentations Facts and concepts

Facts and concepts (Even though schooling is about learning to think and solve problems, it is also about knowledge. Students must have something to think about-facts, ideas, concepts, principles, theories, explanations, arguments, images, opinions. Well-designed traditional tests can evaluate students' knowledge effectively and efficiently.)

Eight years ago, when Lucas was in the third grade, he and a friend tried to light a cigarette in Lucas's tree house. They started a fire that burned down the tree house, but his mom and the neighbors were able to extinguish the fire quickly. Lucas, now a junior in high school, recalls the event and still remembers every detail as though it happened yesterday. What kind of memory is Lucas recalling? Flashbulb Procedural Semantic Implicit

Flashbulb (Memories for dramatic or emotional moments in your life are called flashbulb memories. These episodic memories are vivid and complete, as if your brain demanded that you "record this moment.")

There are different kinds of knowledge in the cognitive perspective. For example, Marcelo is using knowledge that reminds him to focus his attention, block out distractions, and think about what he is reading if he wants to understand any of his high school subjects. What kind of knowledge is Marcelo using? Abstract knowledge General knowledge Reinforcement Domain-specific knowledge

General knowledge (General knowledge is information that is useful in many different kinds of tasks; information that applies to many situations. Marcelo's general knowledge reminds him to focus his attention, block out distractions, and think about what he is reading.)

Which type of goals is most likely to enhance motivation and persistence? Goals that can be reached fairly soon Goals that are easy to reach Goals that are vague and easily altered Goals that are difficult to reach

Goals that can be reached fairly soon (The types of goals we set influence the amount of motivation we have to reach them. Goals that are specific, elaborated, moderately difficult, and proximal ( likely to be reached in the near future) tend to enhance motivation and persistence.)

During the social studies unit about poverty in the United States, Mr. Lambert presents facts and asks students to read two non-fiction articles on the topic. After students read the articles, Mr. Lambert wants to hear what they have to say about the issues surrounding people in poverty and the plight of children growing up in poverty. What teaching approach is most appropriate for his purpose? Direct instruction Homework Group discussion Seatwork

Group discussion (Mr. Lambert wants to know what students think following his presentation of facts and the students' reading. He needs to use a group discussion approach that encourages all students to participate, an approach in which he does not have the dominant role.)

During the standardized test, which student demonstrates implicit long-term memory? Shaylee begins the second section of the test and suddenly remembers that she forgot to text her mom and tell her what time to pick her up. Haley's hands shake as she begins the test, just like her hands shook when she took the SAT. Dan ponders questions four and five. He is trying to remember how to do the analysis required in the questions. Jeremy reads the first few questions and is able to answer them quickly with confidence that they are right.

Haley's hands shake as she begins the test, just like her hands shook when she took the SAT. (Implicit memories are unconscious memories, including classical conditioning effects. Haley's implicit memory of anxiety about standardized tests (a classical conditioning effect) causes her hands to shake.)

In science class, the teacher posed the question, "Can photosynthetic plants live without sunlight?" Students planted seeds, provided water and sunlight, and watched them grow. Now they are formulating hypotheses about the teacher's question, denying sunlight to their plants and collecting data day by day. At this point they are ready to discuss their evidence and draw conclusions. What teaching approach is being used in this classroom? Vicarious learning Direct teaching Unassisted discovery Inquiry learning

Inquiry learning (Inquiry learning is an approach in which the teacher presents a puzzling situation and students solve the problem by gathering data and testing their conclusions. Inquiry is often used with science curriculum.)

The preschool children in Ms. Anderson's class love to use technology—everything from computers to smartphones and tablets. Parents of several children talk with pride about their child's techno-savvy ways. Based on your knowledge of studies about the use of technology with young children, which parents are boasting about technology use that is NOT good for the child? Jazz's parents talk about the way she can sit for an hour by herself and do the drill-and-practice program about numbers. Devan's parents talk about his skill in learning to turn gadgets on and off and listen to voicemail messages. Larena's parents talk about her following simple spoken instructions that lead her through games of rhyming words. Paul's parents talk about his skill in using the iPad's camera to capture plants and animals that interest him.

Jazz's parents talk about the way she can sit for an hour by herself and do the drill-and-practice program about numbers. (Computers should not be used to do solitary drill-and-practice activities. Developmentally appropriate ways to use computers with 3- and 4-year-olds are different from the ways we use computers in kindergarten and the primary grades. With developmentally appropriate computer activities, young children can benefit cognitively without sustaining losses in creativity.)

Mr. Zimmer wants to discourage Mario's disruptive behavior. Mario often drums his pencil on his desk while Mr. Zimmer is reading aloud to the class. Other students are distracted by Mario's behavior as Mr. Zimmer reads a chapter from a fiction book each day after lunch. Based on social cognitive theory, which of the following is most likely to help Mr. Zimmer reach his goal? Ignore Mario's behavior and read loudly to keep the other students' attention on the reading rather than on Mario. Dismiss Mario to the hallway whenever Mr. Zimmer reads a book aloud to the class. Let Mario see Mr. Zimmer punish Mario's friend Carlos when Carlos makes disruptive noises. Allow students to take turns reading aloud to the class.

Let Mario see Mr. Zimmer punish Mario's friend Carlos when Carlos makes disruptive noises. (Social learning theory emphasizes learning through observation of others. By observing the consequences of his friend's disruptive behavior, Mario may learn not to engage in similar behavior.)

In her second-grade classroom, Ms. Camp tried subtle approaches and then more intrusive approaches to get Brad to stay in his seat during group work and independent seatwork. He typically obeys when reminded, but today he acted defiant. Ms. Camp decided to impose a penalty for his misbehavior. She may effectively use any of the following methods of imposing a penalty EXCEPT: Deny Brad free time to take his turn playing a computer game. Offer him a choice to apologize for talking back and stop the disruptive behavior or sit apart from the group. Lower Brad's grade on the spelling assignment the class is doing. Impose the penalty privately.

Lower Brad's grade on the spelling assignment the class is doing. (Never use lower achievement status (moving to a lower reading group, giving a lower grade, giving excess homework) as a punishment for breaking class rules.)

Ms. Dominguez is a middle school science teacher who consistently gets high student reviews. Her students claim they learn more in her class than in any other class. Based on research about teacher effectiveness, Ms. Dominguez most likely does all of the following EXCEPT: Show enthusiasm for the subject Make clear presentations with explanations and examples Maintain distant, reserved relationships with students Develop reflective practices to improve teaching

Maintain distant, reserved relationships with students (In studies of the emotional climate of the classroom, researchers consistently find that students learn more in classes where teacher-student relationships are warm, caring, nurturing, and congenial; the teacher takes student needs and perspectives into account; and teachers are not harsh or sarcastic.)

Which of the following situations illustrates sustaining expectation effect? Megan usually makes low grades in math, but she actually understands fractions. On the fractions unit, she made one of the highest scores, but the teacher thought it was a fluke and wondered whether Megan cheated. Megan didn't try very hard on the next unit. Carmen's third grade teacher made science exciting and fun. Carmen expected to keep loving science and said she wanted to be a scientist, but her fourth grade teacher made science seem boring. Carmen's expectations changed. Ross made good grades in math and rarely struggled with math concepts until he got into calculus. He expected to continue making top scores without studying. Mrs. Gromberg has been teaching for seven years. Her students always do well on the state tests, and she expects them to make the highest scores in the district. This year her students met her expectations.

Megan usually makes low grades in math, but she actually understands fractions. On the fractions unit, she made one of the highest scores, but the teacher thought it was a fluke and wondered whether Megan cheated. Megan didn't try very hard on the next unit. (Sustaining expectation effect occurs when student performance is maintained at a certain level because teachers don't recognize improvements. Megan's teacher didn't recognize her improvement. Consequently, Megan sustained the lower performance level.)

Celeste is trying to learn the series of steps involved in a lengthy procedure she needs to use in chemistry class. She takes the first letter of a keyword in each step and puts the combination of letters together to form a contrived word she can remember. What process is Celeste using to remember the steps? Keyword method Chain mnemonics Mnemonic technique using the loci method Mnemonic technique of creating an acronym

Mnemonic technique of creating an acronym (An acronym is a technique for remembering by using the first letter of each word to form a new, memorable word. It is a form of abbreviation. Celeste can remember the word she contrived and recall the step that goes with each letter of the word.)

Mr. Soria wants to teach his students new strategies that will improve their metacognitive knowledge and skills. Based on guidelines for teaching such strategies to students, which of the following approaches should Mr. Soria use? Encourage students to disregard strategies they have used in the past. Allow students to figure out where and when to use the strategies. Emphasize the importance of speed rather than reflection. Model, explain, and re-explain the strategies.

Model, explain, and re-explain the strategies. (Teachers should use direct teaching and model strategies. They should explain and re-explain using different words. Strategies can be confusing to students until they practice and develop understanding of the strategy.)

Which of the following teachers uses a constructivist approach in instructional planning? Mr. Anthony and his students discussed their unit about crustaceans and decided to create centers that integrated science knowledge, writing skills, and vocabulary. Mr. Hargrove reviewed several resources identified in his teacher's manual and developed a lesson about the first walk on the moon. Ms. Levi combined suggested activities from her teacher's manual with activities suggested by peer teachers as the basis for her lesson about the different types of erosion in her state. Mrs. Akita gave a pretest to determine the amount of background knowledge she needed to incorporate in her unit about two-step equations.

Mr. Anthony and his students discussed their unit about crustaceans and decided to create centers that integrated science knowledge, writing skills, and vocabulary. (In constructivist approaches, planning is shared and negotiated. The teacher and students together make decisions about content, activities, and approaches.)

Which of the following scenarios provides evidence that the teacher uses backward design? Mr. Rankin is a new teacher. He asks a senior teacher to lend him her teaching plan for the upcoming unit on persuasive writing. He alters the plan to fit his teaching style and make learning fun. Mrs. Hebert is beginning a new unit in French. She presents several ideas to students and allows them to vote on their favorite approach to the unit about the geography of France. She chooses activities that fit the students' preference. Mr. Browning begins to develop his math unit by looking at the state standards and aligning key elements of the lesson with the standards. He thinks about the important end results students need to achieve in the unit. Ms. Rollins wants to use cooperative groups in her upcoming unit. She chooses activities her students will enjoy and develops the curriculum around them.

Mr. Browning begins to develop his math unit by looking at the state standards and aligning key elements of the lesson with the standards. He thinks about the important end results students need to achieve in the unit. (When teachers use backward design, they first identify the important end results for students-the key understandings and big ideas that are the goals of instruction. They often begin with state standards and align the curriculum with the standards to make sure students achieve the essential knowledge and skills. Next the teacher identifies what evidence would demonstrate deep understanding (performance tasks, quizzes, informal assessments?). Then and only then do the teachers design the learning plan—the instruction—they design backwards from the end results to the teaching plan.)

Which teacher is most likely to INCREASE anxiety for students who experience academic anxiety? Mrs. Cole gives clear written and oral instructions to make sure students do not face uncertainty about expectations. Mr. Carlisle often uses competition and encourages students to see who can complete the most problems correctly in the shortest amount of time. Ms. Germaine often uses group learning activities and asks students to report their findings within their groups. Mrs. Shebester develops different types of assessments in addition to written and oral tests.

Mr. Carlisle often uses competition and encourages students to see who can complete the most problems correctly in the shortest amount of time. (Teachers help students cope with anxiety by using competition carefully. Mr. Carlisle increases anxiety by asking students to compete against one another and work under time pressure.)

Which of the following is most likely to be identified as an authentic assessment? Mrs. Adams's students are answering essay questions about the key factors that contributed to the Great Recession. Mr. Kuhar's students are developing solutions to the problem of industrial toxins being dumped into their community's drinking water source. Ms. Dumas's students are working in groups to find information in their science text about environmental dangers to desert wildlife. Mr. Britt's students are working in pairs to solve problems that require operations with integers, fractions, and irrational numbers.

Mr. Kuhar's students are developing solutions to the problem of industrial toxins being dumped into their community's drinking water source. (Authentic assessments test skills and abilities as they would be applied in real-life situations. Mr. Kuhar's students are solving a real-world problem. There may be many correct answers or viable solutions.)

Which of the following teachers is using direct instruction? Mrs. Wiggins uses centers with one unit to integrate writing, science, and math. Mrs. Gomez divides students into groups to work on a complex task. Mr. O'Malley presents a mini-lecture about a new concept in science. Ms. Canfield puts words on a word wall to help students use them in their writing.

Mr. O'Malley presents a mini-lecture about a new concept in science. (Direct instruction involves presenting new material by teaching in small steps.)

Nika is a failure-avoiding student. Her teachers have different ways of dealing with her. Which one of her teachers does NOT encourage self-worth? Mr. Simmons tells Nika how he failed math one grading period and then learned new strategies that helped him succeed. Mrs. Rollins helps Nika set performance goals to make a passing grade in health class. Ms. Carmike coaches Nika to ask specific questions about the aspects of science she doesn't understand. Mr. Levitz says failure is diagnostic and tells Nika what she needs to do to improve.

Mrs. Rollins helps Nika set performance goals to make a passing grade in health class. (An emphasis on performance goals does not encourage self-worth. Teachers who help Nika realize that she can learn and can find new strategies are the teachers who encourage self-worth.)

The following teachers are using various types of assessments. Which one is most likely used for formative purposes? Mr. McLaren's groups are creating skits to show what they learned in their advertising unit. Mrs. Goodeau uses students' portfolios to determine their final grades in her design class. Ms. Allen is giving a pretest before she begins instruction on a new unit in geometry. Mr. DeVall gives students a rubric that will be used in grading their oral presentations in his speech class.

Ms. Allen is giving a pretest before she begins instruction on a new unit in geometry. (Formative assessment is ungraded testing used before or during instruction to aid in planning and diagnosis. Students often take a formative assessment before instruction, a pretest that helps the teacher determine what students already know.)

The following teachers all assigned essay writing in their middle school English classes. Today they returned students' papers. Based on the following information, which of these teachers is most likely to have students who are motivated to set and pursue learning goals in the classroom? Mr. Lindsey returned students' essays and said they lacked interest. He reminded students of the standard and said the essays fell short of his expectations. Ms. Compton returned the essays and asked students to compare this draft with their first draft to see how much progress they had made. Mr. Angelo returned the papers and complimented students on their essays. He said the class as a whole is submitting good work. Mrs. Dominguez returned the essays and told the class they needed to write another draft. She said she knew they could do better work.

Ms. Compton returned the essays and asked students to compare this draft with their first draft to see how much progress they had made. (One of the factors that makes goal setting in the classroom effective is feedback. In order to be motivated by a discrepancy between "where you are" and "where you want to be," you must have an accurate sense of both your current status and how far you have to go. There is evidence that feedback emphasizing progress is the most effective. Ms. Compton emphasized progress by asking students to compare their first and second drafts.)

Which teacher is using seatwork most appropriately? Mr. Ward gives students an independent assignment in their science workbooks. It asks questions about the material he will lecture on tomorrow. Mrs. Wiggins gives students a worksheet to complete independently. It introduces the new concept for their work at centers. Ms. Cranfield gives students a word puzzle to complete at their seats. They just finished reviewing the vocabulary words for the integrated reading and writing unit. Mrs. Gomez precedes group work with a worksheet for students to do at their seats. It explains how to approach a new kind of math problem.

Ms. Cranfield gives students a word puzzle to complete at their seats. They just finished reviewing the vocabulary words for the integrated reading and writing unit. (Seatwork should follow a lesson as supervised practice, not to introduce new lessons.)

Which of the following students is probably most efficient in his multitasking? Kobe is listening to his favorite country songs and memorizing the conversation he needs to recite in Spanish class. Darren is driving to football practice and conversing with his dad about the budget for his birthday party. Owen is listening to Mozart and reading his literature assignment. Rashawn is texting his girlfriend and driving to work after school.

Owen is listening to Mozart and reading his literature assignment. (Complex tasks, such as driving and talking on the phone (or discussing budget or texting) require some of the same cognitive resources — paying attention to traffic and paying attention to what the caller is saying. In complicated situations, the brain prioritizes and focuses on one thing. You may be able to listen to quiet instrumental music in the background while you study, but favorite songs with words will steal your attention away and it will take time to get back to what you were doing.)

Ms. Simone teaches high school freshmen who often enter the high school scene feeling disconnected and overwhelmed. She wants to create a caring community and help these freshmen feel a sense of belonging. Which of the following actions is most likely to help her achieve her goal appropriately? Ms. Simone might connect with her students on social media to encourage connections outside the classroom. Ms. Simone should get student feedback about topics of study but not about her teaching or classroom management practices. Ms. Simone might conduct weekly academic skill contests that involve individual competition for the top rank in the class. Ms. Simone should get to know the students as individuals and learn about their academic and nonacademic interests.

Ms. Simone should get to know the students as individuals and learn about their academic and nonacademic interests. (By getting to know her students as individuals and learning about their interests, she creates appropriate caring relationships and helps her students feel connected. She might even help students with similar interests make connections related to their interests or hobbies.)

Which of the following assessments is most likely to be viewed as an objective test of students' skills and knowledge? Exhibition Essay test Portfolio assessment Multiple-choice test

Multiple-choice test (Multiple-choice questions, matching exercises, true/false statements, and short-answer or fill-in items are all types of objective testing. The word objective in relation to testing means "not open to many interpretations," or "not subjective.")

The following situations exhibit different aspects of social and emotional skills that contribute to an individual's emotional self-regulation. Which of these students most closely demonstrates social awareness? Dylan and his friend got into an argument. Dylan went home, reflected on his reason for getting angry, and admitted that his motives were selfish. Nikki read about a family who lost everything in a fire, and she told her parents she wanted to get a new backpack for the little girl in that family. Mira usually makes the top grade in her math class. After she helped her friend Alex with his homework, he made the top grade. She had to set aside her immediate feelings of jealousy and congratulate him. Stephano felt stressed about his upcoming physics exam, but managed to schedule study time each day for the three days leading up to the exam and feel confident on test day.

Nikki read about a family who lost everything in a fire, and she told her parents she wanted to get a new backpack for the little girl in that family. (Social awareness involves taking the perspective of and empathizing with others; recognizing and appreciating individual and group similarities and differences; recognizing and using family, school, and community resources. Nikki demonstrated social awareness by taking the perspective of the girl who lost everything in the fire and empathizing by using her resources to meet a need.)

Students are faced with a new type of problem in a specific domain or area of learning. Which student approaches the problem with expert domain-specific knowledge? One student applies general strategies for reading and organizing information before representing the problem. One student focuses on underlying principles and long-term memory of critical details. One student focuses on surface details to narrow the possible solutions. One student applies problem-solving steps that worked on the previous problem they tackled in a different class.

One student focuses on underlying principles and long-term memory of critical details. (Novices focus on surface features, whereas experts focus on the structure and larger concepts underlying the problem. Experts can recall from their long-term memory many important details about the problem domain. The flexible, deep, connected, coherent knowledge of experts gives them abundant useful knowledge to transfer to new situations and problems.)

The principal at Bragg Elementary School held a meeting in which he reminded teachers to create learning environments that represent constructivist perspectives. Which of the following environments is LEAST likely to meet the principal's expectations? One teacher puts his notes on PowerPoint and lectures from them to help students take precise notes that capture the content without misunderstandings. One teacher sets aside a time every day for students to suggest ways they might take something they learned at school and use it away from school. One teacher created a simulation in which students carry out tasks that would be performed on a space station. One teacher provides a checklist format for students to keep track of their progress and take responsibility for turning in assignments on time.

One teacher puts his notes on PowerPoint and lectures from them to help students take precise notes that capture the content without misunderstandings. (This teacher uses traditional methods of teaching. They are not student-centered. Students are not actively involved in constructing their learning.)

In Zimmerman's three-phase model of self-regulated learning, the first phase, forethought, involves task analysis, motivation, planning and goal setting. What occurs in the second phase? Attributions of success or failure Revision of strategies and beliefs Performance Reflection

Performance (After thinking about the task at hand, self-regulating learners flow into the second phase-performance phase. This phase involves the use of strategies, self-talk, and self-monitoring.)

Six-year-old Ana saw her big brother take cookies from the cookie jar without permission. He didn't get caught or scolded. Ana decided she wanted cookies too and copied her brother's behavior. The children's mother has told them to ask before getting cookies, but they took cookies without asking. Based on triadic reciprocal causality, what three kinds of influences are working together to explain Ana's behavior? Personal, environmental, and behavioral Ana's own beliefs, expectations, and attitudes Consequences of actions, models, and resources Beliefs, cognitive abilities, and knowledge

Personal, environmental, and behavioral (Triadic reciprocal causality is the dynamic interplay among three kinds of influences: personal, environmental, and behavioral. It is an explanation of behavior that emphasizes the mutual effects of the individual and the environment on each other.)

Marla took a standardized test and answered 87 of the 100 questions correctly. She took the same test a week later without extra preparation and answered 88 of the 100 questions correctly. This consistency in test scores is indicative of what test characteristic? Absence of bias Formative assessment Validity Reliability

Reliability (Scores are reliable if a test gives a consistent and stable "reading" of a person's ability from one occasion to the next, assuming the person's ability remains the same.)

During history class, one of the students rolled a baseball on the floor toward the front of the classroom. Ms. Durango saw the rolling ball as she turned from the front marker board. She saw the direction from which the ball rolled, determined that she needed to identify the disruptive student immediately, and quickly called the name of the only boy sitting on that row. Her identification was not correct. What probably hindered her from solving the problem of identifying the disruptive student? Functional fixedness Analysis paralysis Response set Representativeness heuristic

Representativeness heuristic (Representativeness heuristic is judging the likelihood of an event based on how well the events match your prototypes-what you think is representative of the category. To Ms. Durango, boys represent baseball more than girls, and boys represent this type of disruptive behavior more than girls. She automatically applied a heuristic based on her stereotypes. In this problem-solving setting, her heuristic failed her.)

Mrs. Carmike's students are creating individual science projects that will be graded in class and also entered into the schoolwide science fair. Which of the following methods is Mrs. Carmike most likely to use to assess each student's project and assign grades? Rubric Self-assessments Check-mark for completing the task Parent assessments

Rubric (Performances-such as creating individual science projects-are criterion-referenced. Rubrics, rating scales, and checklists are helpful in assessing performances. They are used to determine the quality of a student performance.)

Mr. Anthony has set up the lab many times for the experiment with acids and bases using litmus paper. In fact, he says he can practically do it with his eyes closed. He follows the same steps in the same order every time. What kind of memory is Mr. Anthony using to set up the lab for this experiment? Priming Explicit Script Production

Script (A script is a schema, or expected plan, for the sequence of steps in a common event such as buying groceries or ordering pizza. Mr. Anthony is using procedural knowledge represented as a script to set up the lab.)

Which of the following learning targets involves metacognitive knowledge in the cognitive domain? Summarize events following the Civil War, including post-war social issues. Select a strategy that helps you remember which formula to use in solving comparable problems. Describe the composition styles of Bach and Handel during the Baroque era in Europe. Identify the main idea of a brief passage in a non-fiction text such as science or social studies.

Select a strategy that helps you remember which formula to use in solving comparable problems. (Metacognitive knowledge in the cognitive domain involves thinking about one's thinking. When students think about the strategies that help them remember which formula to use when, they are using metacognitive knowledge (thinking about their thinking) and reaching metacognitive targets.)

A few days ago, Mr. McKay worked with students to develop a rubric for assessing their projects in the historical fiction unit. The class has worked on the unit for more than a week, and students know the expectations for their projects. Today Mr. McKay paired students to work together and review their work using the rubric as a guide. Students are engaged in which of the following? Co-regulation Modeling Shared regulation Self-instruction

Shared regulation (Shared regulation happens when students work together to regulate each other through reminders, prompts, and other guidance.)

Mrs. Martinez is a new third grade teacher who knows her subject very well. Before school started, she reviewed the math content and planned her approach for the year. After school started, she began moving methodically from lesson to lesson. This week, she began teaching the lesson for week nine. She presented the new concept. Students seemed to be confused. Even after Mrs. M. repeated the lesson, many students were unable to complete the practice problems. What is most likely the problem with Mrs. Martinez's lesson? She most likely over planned the lesson for week nine. She seems to lack understanding of instructional objectives. She most likely failed to plan sufficiently at the weekly and daily levels. She seems to lack the ability to organize the classroom for learning math.

She most likely failed to plan sufficiently at the weekly and daily levels. (In order for a year's plan to be successful, it needs to be broken down by units, weeks, and days.)

Various perspectives on learning are represented in the diverse views and theories that form the four pillars for teaching: behavioral, cognitive, constructivist, and social cognitive. Which perspective views the teacher's role as one of model, motivator, and facilitator of learning as well as model of self-regulated learning? Behavioral Constructivist Cognitive Social cognitive

Social cognitive (Social cognitive theory illustrates the powerful learning opportunities afforded through modeling and observational learning and highlights the important role of agency and self-direction. The teacher's role is to model, motivate, and facilitate learning in addition to modeling self-regulated learning.)

In the following situations, students experienced different consequences in response to their negative behavior. Three of the students experienced natural or logical consequences. Which student experienced negative consequences or penalties? The teacher required Jackie to write a reflective journal entry about what she did and how her behavior affected others. Cayson's teacher told him to reassemble his classmate's Lego tower that he destroyed. Margo had to apologize to Evan to make things right after she insulted him. The teacher told Adam to redo the assignment after he turned in a half-hearted and incomplete product.

The teacher required Jackie to write a reflective journal entry about what she did and how her behavior affected others. (Requiring students to do written reflections on the problem is one of the categories of negative consequences. The other students experienced natural consequences. Instead of punishing them, those teachers asked students to redo, repair, or in some way face the consequences that naturally flow from their actions.)

What is a common criticism of traditional testing? Traditional tests usually lack validity and/or reliability. Traditional tests cannot be designed to measure students' knowledge. Traditional tests do not test knowledge as it is applied in real-world situations. Traditional tests typically provide subjective measures of knowledge.

Traditional tests do not test knowledge as it is applied in real-world situations. (Experts argue for assessments that make sense and test knowledge in ways that it is used in real-world situations.)

Ms. Angelo provided support students needed to get started on a multifaceted assignment. She circulated, answering questions, making suggestions, and encouraging students to review the instructions. On the second day, she monitored students as they continued to work on the project. Now she is certain that everyone is on the right track. Students' understanding has deepened and they have very few questions. On day three of this assignment, what level of scaffolding is appropriate? Differentiation Contingency support Transfer of responsibility to students Fading support

Transfer of responsibility to students (At this point students are ready to assume more and more responsibility for their learning and completing the project. The teacher began by providing contingency support and differentiating as needed. Then she gradually faded or withdrew support. Now she can allow students to assume more responsibility.)

Mrs. Wade wants to use the computers in her classroom to help her second-grade students improve their math scores on achievement tests. Based on reviews about technology and learning, which of the following plans is most likely to help Mrs. Wade meet her goal? Simulation of a classroom activity that involves using math in a fun way Animated characters talking about math with sound effects and music Examples of story problems read and worked by an expert Tutorial requiring active engagement and frequent interaction with feedback

Tutorial requiring active engagement and frequent interaction with feedback (Using computer tutorial programs appears to improve achievement test scores for K-12 students, but simulations and enrichment programs had few effects. This seems to be another example that when you teach and test specific skills, children learn the skills. The programs need to support basic processes such as active engagement, frequent interaction with feedback, authenticity and real-world connection.)

Mr. Hester uses cooperative group activities every week in his middle school language arts classes. He believes that the social interactions involved in such activities shape students' learning. Which of the following theorists most likely influenced Mr. Hester's thinking? Information processing theorists Piaget Vygotsky Bruner

Vygotsky (Vygotsky emphasized Central Idea 2, that social interaction, cultural tools, and activity shape individual development and learning. Mr. Hester's belief about social interactions and cooperative groups may have been influenced by Vygotsky's views.)

When is Evan MOST likely to experience academic anxiety in the classroom? When he attributes successes and failures to things he can control When he sets performance goals When he uses self-regulation strategies to complete an academic task When he recognizes the source of his anxious feelings and accurately interprets them

When he sets performance goals (Students are more likely to be anxious when they set performance goals. They need to set mastery goals and focus on improving.)

Which of the following fill-in items follows guidelines for preparing test items? ________ invented the telephone. The ________ expedition took place before the telephone was invented. Who invented the telephone? ________ ________ and ________ led an expedition west from St. Louis.

Who invented the telephone? ________ (Guidelines for fill-in items specify asking a question (rather than making a statement with a blank) and placing the blank toward the end.)

Mrs. Franks is explaining a new concept in her algebra class. Some of the students are paying attention and trying to grasp the new concept, but two students flip small paper wads to each other every time Mrs. Franks turns toward the white board. Another tosses a big wad into the air as a distraction. Which classroom management skill does Mrs. Franks need to demonstrate in this situation? Overlapping Movement management Group focus Withitness

Withitness (Withitness means awareness of everything that is happening in the classroom. "With-it" teachers seem to have eyes in the back of their heads. These teachers are always scanning the room, making eye contact with individual students, so the students know they are being monitored.)

Tye got behind in physics after his basketball injury. He talked to his physics teacher and worked out a plan to get tutoring from the lab assistant. The tutor helped Tye catch up on understanding of concepts and also guided him through the experiments in the lab. Tye's approach to learning in this situation is an example of: problem-based learning. a cognitive apprenticeship. reciprocal teaching. inquiry learning.

a cognitive apprenticeship. (A cognitive apprenticeship is a relationship in which a less experienced learner acquires knowledge and skills under the guidance of an expert. In this case, the lab assistant is the expert providing guidance for Tye, the less experienced learner.)

As a seven-year-old boy, Dean likes to catch butterflies and moths. He is fascinated by the colors and patterns on their wings. Today he saw several monarchs and caught one in his net. In his mental representations of butterflies and moths, the monarch he caught today is: a concept. an attribute. a prototype. an exemplar.

an exemplar. (An exemplar is an actual memory of a specific object. The monarch he caught is an exemplar of the prototype of the monarch butterfly.)

Ian is a student in Mr. Dumas's ninth grade class. When Mr. Dumas announces that there will be a science test on Friday, Ian begins to dread Friday. He wonders whether he will be able to pass the science test. He didn't do well on the previous test, and he struggled with the concepts in this chapter about natural selection. Ian's doubt about his ability to do well on the science test is representative of his: low self-esteem. anxiety disorder. lack of self-regulation. low self-efficacy.

low self-efficacy. (Ian has low self-efficacy for doing well on the science test over a unit he does not understand. Self-efficacy is a person's sense of being able to deal effectively with a particular task.)

Mr. Tolosa uses a variety of types of assessment in his fifth-grade class in order to get a true picture of students' knowledge and skills. He avoids grading on the curve. His approach suggests that he wants assessments to support parent/guardian expectations. norm-referenced grading. motivation to learn. motivation to make good grades.

motivation to learn. (Assessments should support students' motivation to learn. Teachers should distinguish between motivation to learn and motivation to make good grades. Learning is the goal. Variety in testing can lower students' anxiety because the entire grade does not depend on one type of question that a particular student may find difficult. Grading on the curve diminishes motivation for most students.)

The students in Ms. Lemley's class are working on a project in which their collaborative groups take different positions on an issue related to the world economy. They conduct research and discuss ideas that support their positions. After each group presents its position and defense, the entire class discusses pros and cons of proposed positions. Students learn to respect different perspectives. These students are involved in: scaffolding. social negotiation. Piaget's idea of assimilation. a community of practice.

social negotiation. (Social negotiation is an aspect of the learning process that relies on collaboration with others and respect for different perspectives. Students talk and listen and work together to negotiate or co-construct meaning.)

Sadie and Emma got into a conflict over a singing competition. Emma won the last spot in the school's singing group, and Sadie felt jealous and angry. The anger continued to build for almost a week. Then Sadie got on her cell phone and called friends to spread lies about Emma. Sadie dishonestly claimed that Emma cheats on everything, always copies Sadie's homework, and lies to teachers. This is an example of: identity bullying. verbal abuse. cyberbullying. social/relational bullying.

social/relational bullying. (Social/relational bullying is intentional manipulation of people's social lives, friendships, or reputation. Sadie is damaging friendships and trying to destroy Emma's reputation.)