BEP 305 Quiz 2

Three of the following are characteristics of self-regulated learning. Which one is not necessarily a characteristic associated with self-regulated learning? A. Trying to keep one's attention on the task at hand B. Figuring out how best to use the time available to accomplish a particular learning task C. Deciding what one wants to learn while studying assigned reading materials D. Following directions to achieve the teacher's instructional objectives

D. Following directions to achieve the teacher's instructional objectives

Many children lack metacognitive knowledge. This is reflected in the fact that they: A. Don't know very much about how to learn B. Have difficulty with such mathematical concepts as proportions and negative numbers C. Are easily distracted by other children playing outside the classroom window D. Don't perform very well on intelligence test items requiring abstract thinking

A. Don't know very much about how to learn

Which of the following best describes the structure of activities in a knowledge-centered environment? A. Activities should be structured so that students learn as many facts as possible about a topic B. Activities should be structured so that students are able to explore, explain, extend, and evaluate their progress. C. Activities should be structured so that they don't overlap with things that students learned in a previous unit D. Activities should be structured so that teachers will have an easier time evaluating students' performance

B. Activities should be structured so that students are able to explore, explain, extend, and evaluate their progress.

The necessary characteristics of effective learning environments, including how instructional materials are prepared and taught, are reflected in which of the following? A. The Principles of Learning B. The Principles of Design C. The Principles of Research D. The Principles of Educational Psychology

B. The Principles of Design

Critical thinking can best be described as involving: A. Knowing the best course of action to take in complex situations B. Using heuristics to solve problems C. Keeping an open mind D. Judging the credibility of information or arguments

D. Judging the credibility of information or arguments

Three of the following strategies are consistent with the textbook's recommendations for helping students learn to engage in self-evaluation. Which strategy, although possibly beneficial for other reasons, is least likely to promote self-evaluation? A. Give students detailed feedback about their biology lab reports. B. Have students reflect on the strengths and weakness of their performance in a daily journal. C. Have students compile portfolios of their best work. D. Give students a checklist to things to look for as they read the first draft of their research papers.

A. Give students detailed feedback about their biology lab reports.

Creativity often involves divergent thinking. Which one of the following is the best example of divergent thinking? A. Lacking any wooden blocks to build an arch for his toy soldiers to march under, Thomas builds an arch using upside-down paper cups. B. Frank solves several multiplication problems using a general trick he has learned for solving "9's" problems. C. Marsha builds a bookcase by following directions she has found in a hobby magazine. D. After reading in a library book about what hamsters like to eat, Jennifer gives the class hamster a diet of vegetables, fruit, and hamster pellets to help him grow faster.

A. Lacking any wooden blocks to build an arch for his toy soldiers to march under, Thomas builds an arch using upside-down paper cups.

Three of the following are aspects of self-regulation as psychologists define the term. Which one is not necessarily an aspect of self-regulation? A. Reading an assigned textbook chapter B. Embellishing on a boring task to make it more enjoyable C. Deciding whether one's own behavior is within an acceptable range D. Reinforcing oneself for successful performance

A. Reading an assigned textbook chapter

Considering the textbook's views on general transfer, which one of the following is most likely to transfer across very different situations? A. The ability to remember complex ideas B. The ability to take good notes on a lecture C. The ability to memorize a poem D. The ability to be creative

B. The ability to take good notes on a lecture

Which one of the following teacher questions or statements asks students to engage in a complex cognitive process? A. "Can you remember the three categories of rocks that we studied last week?" B. "Here are the same rocks that we studied yesterday. Try to sort them into three piles-sedimentary, igneous, and metamorphic-the same way we did yesterday?" C. "Can you use what you've learned about snakes and what you know about climate in North America to guess where this snake might live?" D. "Now that I've shown you how to do forward and backward rolls on the floor mat, work with two of your classmates to practice them."

C. "Can you use what you've learned about snakes and what you know about climate in North America to guess where this snake might live?"

Which one of the following is the best example of problem-based learning? A. Learning the logic behind certain problem-solving algorithms in math B. Learning history by reading detective novels set in certain historical eras C. Devising a way to move a large, heavy object using principles of physics D. Solving a series of mathematical word problems that gradually progress in difficulty

C. Devising a way to move a large, heavy object using principles of physics

Which one of the following statements best reflects the textbook's recommendation regarding the assessment of complex cognitive processes? A. Assign tasks that require complex cognitive processes only in the upper high school grades. B. Include tasks that require complex cognitive processes only in cooperative group activities, never in individual assignments. C. Often include complex cognitive processes in assessment tasks to communicate the message that such processes are important. D. Don't include complex cognitive processes in tests or quizzes because such processes are almost impossible to evaluate objectively.

C. Often include complex cognitive processes in assessment tasks to communicate the message that such processes are important.

Weston is working on a science project and wants to make his papier-mâché volcano "erupt." He remembers that when his mother combined vinegar and baking soda while following a recipe, the batter foamed up as she added the vinegar. So he tries mixing vinegar and baking soda in his volcano, and the mixture bubbles. Weston is showing: A. General transfer B. Intuitive transfer C. Specific transfer D. Negative transfer

C. Specific transfer

Why is it of great importance for teachers to know how to apply the principles for designing effective learning environments? A. Because instructional practices need to be the same across disciplines B. Because students need environments that match their individual learning styles C. Because teachers are accountable to school systems that require them to know this information D. Because an existing curriculum may lack or leave out crucial information necessary to promote understanding rather than mere memorization

D. Because an existing curriculum may lack or leave out crucial information necessary to promote understanding rather than mere memorization

Three of the following strategies illustrate the use of metacognitive processes in problem solving. Which strategy is least metacognitive in nature? A. Breaking a complex problem into smaller, easier subproblems B. Continually monitoring progress toward problem solution C. Identifying a logical approach to solving a problem D. Looking up the correct answer at the back of the textbook

D. Looking up the correct answer at the back of the textbook

Which one of the four teachers below is most likely to facilitate problem solving and creativity in the classroom? A. Ms. Axelrod wants her students to develop a single "best" strategy for encoding problems. B. Ms. Blakely wants her students to learn why heuristics are almost always better than algorithms for solving problems. C. Ms. Corning wants her students to learn why algorithms are almost always better than heuristics for solving problems. D. Ms. Darwin wants her students to have an in-depth knowledge of the topics they study.

D. Ms. Darwin wants her students to have an in-depth knowledge of the topics they study.

Three of the following teachers should help their students solve problems and think creatively about classroom topics. Which teacher probably will not? A. Mr. Azari asks questions that get students thinking about classroom material in a different way than they might otherwise. B. Mr. Bennington reminds students that occasional failures are an inevitable part of the creative process. C. Ms. Costas has students work on difficult problems in small, cooperative groups. D. Ms. Driver teaches students abstract principles of logic (e.g., "If all As are Bs and all Bs are Cs, then all As must be Cs").

D. Ms. Driver teaches students abstract principles of logic (e.g., "If all As are Bs and all Bs are Cs, then all As must be Cs").

Adolescents who learn a second language often apply patterns of speech production used in their native tongue and therefore speak the second language with an accent. This phenomenon is an example of: A. General transfer B. Situated cognition C. Positive transfer D. Negative transfer

D. Negative transfer

Several students in Mr. Samber's class have trouble keeping themselves on task during independent seatwork assignments. Mr. Samber gives each of these students a sheet of paper on which they are to make a check mark every time they find themselves doing something other than their assignment during seatwork time. Mr. Samber is applying which one of the following concepts? A. A contingency contract B. Reinforcement of an incompatible behavior C. Epistemic belief D. Self-monitoring

D. Self-monitoring

Which of the following is a major benefit of working collaboratively in groups? A. This approach will better prepare students for their summative assessments B. This approach is actually easier to organize than individual assignments C. This approach can significantly reduce the amount of time teachers need to spend grading papers D. This approach can increase the quality of the feedback available to students

D. This approach can increase the quality of the feedback available to students