Psychology for Educators C913 WGU- Chapter 13

When properly used, technology is an acceptable tool to both cognitive constructivists and social constructivists. a. True b. False

True

Why did Norman Gronlund develop a procedure for writing instructional objectives after Mager? a.) Mager's recommendations were old and out of date. b.) Specific objectives work better for factual information. c.) Criteria for acceptable performance must be quantifiable. d.) General objectives are needed for complex learning tasks.

General objectives are needed for complex learning tasks.

Why should teachers use taxonomies to formulate goals for learning? a.) Students will be better prepared for standardized tests. b.) Lessons and assessments will include only measurable skills. c.) Each student will receive individual attention and direct instruction. d.) Higher cognitive, affective, and psychomotor objectives will be reached.

Higher cognitive, affective, and psychomotor objectives will be reached.

What rationale do constructivist teachers use for cooperative learning? a.) Brighter students can show slower students how to answer questions. b.) Knowledge comes from consensus of different views of a phenomenon. c.) The teacher leads students to the right way to do something. d.) Teachers don't have to prepare as many lectures.

Knowledge comes from consensus of different views of a phenomenon.

In discussing instruction, why do the authors use the term "approaches"? a.) Less successful teachers use different theories to inform their teaching. b.) No one theory or approach can be used for all instructional purposes. c.) One theory may suffice to create all instructional approaches. d.) A general approach to teaching is better than a specific one.

No one theory or approach can be used for all instructional purposes.

What makes the information-processing/social cognitive approach unique as an instructional approach? a.) Students have choices about what they learn and when they participate. b.) Students are made aware of how they learn and how they can improve. c.) Students are introduced to a new topic only after showing prior learning. d.) Lessons are broken into manageable parts to be learned sequentially.

Students are made aware of how they learn and how they can improve.

Children's academic and personal growth is enhanced when teachers create a classroom environment that satisfies students' social and emotional needs. a. True b. False

True

Humanistically oriented teachers create an environment in which students believe that the teacher understands their needs and wants to help them learn. a. True b. False

True

Why are affective domain objectives difficult to define, evaluate, or encourage? a.) Affective learning is demonstrated in subtle or indirect ways. b.) Affective outcomes cannot be separated from cognitive outcomes. c.) Parents are opposed to measuring affective outcomes. d.) Affective outcomes are not always observable in the classroom. e.) Affective outcomes cannot be arranged in an orderly taxonomy.

a)Affective learning is demonstrated in subtle or indirect ways. c.) Parents are opposed to measuring affective outcomes. d.) Affective outcomes are not always observable in the classroom.

How does Web 3.0 technology support instruction? a. Analytic searches provide quick access to personalized information. b. It encourages students to use the library more often. c. Social networks provide the means for students to engage others. d. Personalized searches use analytics to suggest results. e. Quality of information found in searches is guaranteed correct

a. Analytic searches provide quick access to personalized information. c. Social networks provide the means for students to engage others. d. Personalized searches use analytics to suggest results.

What are the main characteristics of direct instruction? a. Basic academic knowledge and skills are the focus of instruction. b. Affective objectives such as improved self-esteem are emphasized. c. Teachers make all instructional decisions in teacher-led lessons. d. Students are kept on-task with positive reinforcement. e. Lessons include demonstration, practice, and corrective feedback.

a. Basic academic knowledge and skills are the focus of instruction. c. Teachers make all instructional decisions in teacher-led lessons. d. Students are kept on-task with positive reinforcement. e. Lessons include demonstration, practice, and corrective feedback.

Under what conditions do instructional objectives help students learn best? a. Students are aware of objectives. b. Objectives are clearly written. c. Information is intentionally learned. d. Information is incidentally learned. e. The learning task is neither too difficult nor too easy.

a. Students are aware of objectives. b. Objectives are clearly written. c. Information is intentionally learned. e. The learning task is neither too difficult nor too easy.

A constructivist approach to teaching: a. avoids the use of direct instruction. b. does not satisfy state learning standards. c. emphasizes the role of physical and social activity in learning. d. emphasizes the importance of multiple viewpoints. e. avoids rigorous assessment practices.

a. avoids the use of direct instruction. c. emphasizes the role of physical and social activity in learning. d. emphasizes the importance of multiple viewpoints.

What school-related outcomes are associated with satisfying students' need to belong? a. increased intrinsic motivation to learn b. willingness to follow classroom rules and norms c. greater interest in socializing than learning d. higher expectations of success and achievement e. positive attitudes toward school, teachers, and classwork

a. increased intrinsic motivation to learn b. willingness to follow classroom rules and norms d. higher expectations of success and achievement e. positive attitudes toward school, teachers, and classwork

What outcomes may result from cooperative classroom goal structures? a. obtaining rewards by meeting shared group goals b. believing that what is beneficial for the group is good for the individual c. positive interdependence in which students obtain rewards for group effort d. viewing classmates' shortcomings as personally advantageous e. focusing on effort and cooperation as the primary basis of motivation

a. obtaining rewards by meeting shared group goals b. believing that what is beneficial for the group is good for the individual c. positive interdependence in which students obtain rewards for group effort e. focusing on effort and cooperation as the primary basis of motivation

What are key elements of approaches to cooperative learning? a. promotive interaction with opportunities for team success b. individual accountability for contributions to group success c. negative interdependence of goals and rewards d. team competition to encourage students toward greater effort e. interpersonal skills of communication, trust, and conflict management

a. promotive interaction with opportunities for team success b. individual accountability for contributions to group success d. team competition to encourage students toward greater effort e. interpersonal skills of communication, trust, and conflict management

What does technology contribute to students' thinking and sharing? a. quick access to information b. guaranteed quality of information c. convenience of sharing d. learning without teacher mediation e. social networks appropriate to children

a. quick access to information c. convenience of sharing e. social networks appropriate to children

What are Robert Mager's recommendations for preparing specific instructional objectives? a.) Describe how learners will demonstrate achievement. b.) Name the behavioral act that indicates achievement. c.) Group learning performances together for simplicity. d.) Define the conditions under which behavior will occur. e.) State criteria for acceptable performance of the behavior.

a.) Describe how learners will demonstrate achievement. b.) Name the behavioral act that indicates achievement. d.) Define the conditions under which behavior will occur. e.) State criteria for acceptable performance of the behavior.

What general components of direct instruction are identified by Joyce and Weil? a.) orientation b.) inquiry c.) structured practice d.) guided practice e.) presentation

a.) orientation c.) structured practice d.) guided practice e.) presentation

What level of Bloom's taxonomy for the cognitive domain has been met if students are able to detect logical fallacies in an argument? a.) knowledge b.) comprehension c.) application d.) analysis

analysis

What level of Bloom's taxonomy for the cognitive domain has been met when a student uses physics principles to calculate the load capacity of a bridge? a.) knowledge b.) comprehension c.) application d.) evaluation

application

What consequences are associated with competitive classroom goal structures? a. seeking challenging subjects and persisting on difficult tasks b. expecting grades to be allocated on a curve c. believing that ability is the reason for success or failure d. students trying to outdo each other e. helping struggling classmates better understand lessons

b. expecting grades to be allocated on a curve c. believing that ability is the reason for success or failure d. students trying to outdo each other

What level of Bloom's taxonomy for the cognitive domain has been met if students are able to restate in their own words facts and terms that appear in the textbook? a.) synthesis b.) comprehension c.) application d.) analysis

comprehension

When a student is able to repeat facts and terms that appear in the textbook, what level of Bloom's taxonomy for the cognitive domain has been met? a.) knowledge b.) synthesis c.) application d.) analysis

knowledge

Ms. Smith uses direct instruction to teach subtraction to second grade students. She provides an overview of the lesson relating subtraction to their lives and demonstrates subtraction using pictures and numbers. Students then answer questions that indicate understanding. What is the next instructional phase? a.) orientation b.) presentation c.) practice d.) evaluation

practice