Students as learners
A fifth-grade class has been learning why we need to define a system during an investigation. To reinforce the learning, the teacher asks students to imagine they are scientists getting ready to investigate something in their own lives, for example, a particular aspect of a sport, or an activity the student likes to do. After helping each student define the question they might investigate, the teacher wants the students to define the system of their investigation. Which of the following will best enable the students to successfully complete the task? a. A handout with examples, prompts, and blanks where the student can write their investigation question and define their system. b. A list of examples of defined systems, such as the solar system, biological classification systems, and the periodic table of the elements. c. Class time for the students to work on defining their system. d. A presentation from a local scientist on what they study and how they defined their system.
A
A teacher asks her students to compare and contrast a pair of thesis statements. According to Bloom's Taxonomy, what level best aligns with this task? a. analyze b. understand c. evaluate d. remember
A
A teacher plans lessons that are primarily based on Lev Vygotsky's zone of proximal development. According to this theory, which of the following strategies will best support learning for middle school students? a. having students work with a partner who is slightly more advanced in concept mastery b. providing students with manipulatives and concrete examples c. grouping students with similar abilities to work together d. having students work silently and independently
A
During a class discussion, a teacher requires students to respond to questions and to each other with complete sentences and to use at least one vocabulary word in each speaking turn. The teacher has provided sentence stems and has a word wall for reference. The greatest benefit of this practice is: a. repeated exposure to the vocabulary that helps place it in the students' schemas. b. a transfer of learning. c. improved conversational skills. d. increased engagement and participation in the discussion.
A
In March, a fifth-grade teacher is organized a gallery walk, or student rotation around the room, for students to view and comment on the class' past work that hangs on the walls and in mobiles. Which of the following would this best promote? a. students' reflection on past activities and concepts b. student comprehension and summarization of topic c. class bonding d. the students' self-esteem
A
Students in a science class make observations prior to beginning a lab. They record 2 to 3 observations and then write a hypothesis to test. Some students struggle with writing a testable hypothesis. Which stage from Piaget's theory of cognitive development best explains where these students are functioning? a. concrete operational b. formal operational c. preoperational d. sensorimotor
A
Which of the following is a description of Skinner's learning theory of operant conditioning? a. It uses positive and negative stimulus to get a particular outcome. b. Students learn by repeating a series of stimulus and response. c. Positive stimulus is paired with a neutral stimulus and repeated. Then the positive stimulus is removed and the neutral stimulus has the same effect. d. In order for a student to meet their full potential, they must meet a series of basic needs.
A
Which of the following is the explanation of learning theory? a. understanding how people learn and incorporate new information into their schema b. a method of classroom management to increase student participation c. a method of teaching reading to struggling students d. differentiating instruction to meet the needs of individual learners
A
Which of the following statements concerning development of morality presents the highest level of development? a. A person's moral values are based on what society thinks is good. B. A person's moral values are based on avoiding punishment. c. A person's moral values are based on the consequences of their actions. d. A person's moral values are based on what their peers are doing.
A
A teacher knows that activating students' prior knowledge before learning about a new topic is a great way to engage students and improve their learning experience. Which of the following activities can she use to accomplish this? Select all answers that apply. a. a concept map b. an outline c. a brainstorming session D. an anticipatory guide
A,C,D
A fourth-grade teacher is planning on giving new seat assignments to her class. She knows that some students will be disappointed that they are not seated near friends. Before telling the class their new seats, she reviews socially-appropriate responses to their placement. What skill is the teacher reinforcing for her students? a. confidence b. self-regulation c. independence d. self-advocacy
B
A preschool class has one bucket of water. After pouring the water into four smaller buckets, many students say that they now have more water. The teacher's best assessment of the incident would be: a. many of the students demonstrate early signs of a cognitive developmental delay. b. the students are not familiar with the conservation of volume. c. the students are in need of accommodated instruction. d. the teacher has not adequately provided the students with the instruction necessary to meet grade-level expectations.
B
A second grade teacher does a demonstration where she fills the same cup with water and then pours it into different-shaped containers. One container is tall and thin, while the other is short and wide. She asks students which container holds more water and some students answer correctly while others choose the taller, larger container. What concept is the teacher evaluating? a. cognitive development b. conservation of mass c. object permanence d.abstract reasoning
B
A view held by _______________ is that children do not learn language through stimulus-response connection, such as how the eye blinks when a puff of air hits it. Instead, this viewpoint would place importance on allowing for processing of language before producing it. a. behaviorist scientists. b. cognitive scientists. c. linguists. d. none of the above.
B
According to Jean Piaget's periods of cognitive development, students in upper elementary begin to apply which of the following? a. abstract ideas b. logical interpretations C. hypothetical ideas d. symbolic thinking
B
Mr. Johnson often rewards his students by giving them praise or small gifts, such as stickers. This is an example of which of the following? a. self-regulated learning b. extrinsic reinforcement c. deductive reasoning d. intrinsic motivation
B
Which of the following activities will provide students an inquiry-based activity to think critically about the role of vegetation in an ecosystem? a. research information about vegetation using the internet b. create and maintain a saltwater aquarium with fish and plants c. compare and contrast vegetation characteristics of different geographic areas d. use a picture of the rainforest to label producers and consumers
B
Which of the following behaviors is not common for a seven-year-old student? a. able to recognize left and right b. able to write paragraphs c. able to tell time d. able to understand and use multiple-meaning words
B
Which of the following demonstrates a teacher helping students to develop metacognitive skills for learning? a. arranging peer-tutoring sessions b. asking students to self-assess a project prior to turning it in c. grouping students by ability for math centers d. providing written feedback on a rough draft
B
Which of the following examples would best help students to improve their skills of metacognition? a. Have students create original creative writing pieces. b. Teach learning strategies and have students pinpoint which work best with new assignments. c. Give students the ability to choose their own assessments. d. Create lessons that relate to different learning styles.
B
Which of the following is not a method used within the constructivist learning theory? a. zone of proximal development b. social learning c. problem-based learning d. scaffolding
B
Which statement below falls within the highest category of Bloom's taxonomy? a. Identify the state capitals on a map. b. Create a commercial advertising your favorite figure of speech. c. Define the organs found in a frog diagram. d. Compare the book and film versions of Tuck Everlasting.
B
Which statement does not correctly apply to moral development? a. Moral development begins later than other areas of development. b. Young people develop moral values without the influence of family or friends. c. Morality is often based on what society thinks is good. d. Teachers must work to create a classroom where justice and empathy guide student choices.
B
According to Piaget, which of the following behaviors may a teacher first notice during a student's concrete operational stage of development? a. The student primarily relies on trial and error to learn new skills. b. The student can make hypotheses and determine whether or not their hypotheses are correct. c. The student is more aware of the world around them and engages in logical thinking. D. The student applies correct grammatical skills when speaking and has increased communication skills.
C
An English Language Arts teacher is planning a unit on literary genres. During a lesson on prose and poetry, the teacher guides students to complete a Venn diagram. This diagram enhances student learning by: a. activating prior knowledge. b. allowing students to self-assess their learning. c. clarifying complex ideas. d. providing immediate feedback on understanding.
C
Mr. Blanson is planning a unit on land formations. Which of the following would serve as an effective introduction activity to activate prior knowledge? a. Provide a list of terms and provide class time for students to look up the definitions. b. Provide the name and description of a land formation to each student and have them take turns presenting to the class. c. With students in pairs, provide a list of land formations and ask the students to sketch a picture of each from memory. D. Show students a powerpoint with images of the land formations and their names.
C
Smallville School District gives teachers the scope and sequence documents so they can create lessons that build upon the skills and knowledge that students have learned in previous years and from prior units of study. These documents are utilizing which learning theory? a. theory of transfer b. behaviorism c. constructivist theory d. social learning theory
C
Students who have mastered a set of information can apply what they've learned to a new situation. This statement is aligned with which of the following theories? a. connectivism b. behaviorism c. cognitivism d. constructivism
C
What is the highest level of Bloom's taxonomy that a teacher could use? a. analyze b. understand c. create d. evaluate
C
Which of these activities is an example of a constructivist lesson? a. timed fact family quizzes in math b. peer editing a research paper c. problem-based learning d. Cornell note-taking during lecture
C
Which theorist proposed that learning is an active process in which current knowledge is built upon to construct new ideas? a. Kohlberg b. Vygotsky c. Bruner D. Maslow
C
A fourth-grade teacher has noticed that the students are struggling with equivalent fractions. The teacher spends two days reviewing fraction concepts from second and third grade. This approach is known as what type of instruction? a. formal b. differentiated c. individualized d. scaffolded
D
Before reading a text on the food web in a 5th-grade science class, Ms. Steiger provides students with some general statements to elicit a response. She asks students to either agree or disagree with the statement and if possible, explain their reasoning. After reading the text, students return to the statements and indicate if their opinions have changed or were strengthened. The purpose of this activity is: a. to practice self-assessment. b. to help students organize information. c. to informally assess students. d. to activate students' prior knowledge.
D
Mrs. Lilly, a fifth-grade teacher, is explaining to her students how the moon influences ocean tides. She uses a visual aid of a ball and two buckets of water to highlight the differences and causes of a high and low tide. Mrs. Lilly uses the visual aid to enhance student learning because her students are probably at what stage of development in terms of Piaget's theory? a. preoperational b. sensorimotor c. formal operational d. concrete operational
D
Which of the following capabilities best describes a child's cognitive development at the beginning of the concrete operational stage? a. can self-reflect on their own thought processes b. can observe phenomena in the environment and develop their own conclusions c. can create multiple solutions to a single problem d. can logically think through a series of actions
D
Which of the following is not an example of transfer of learning? a. developing collaborative skills for the workplace by participating in a group project b. taking algebra as a prerequisite to physics c. learning French more easily because of knowing how to speak Latin or Spanish d. completing a science lab experiment to prove a hypothesis
D
Which of the following practices allows students to demonstrate learning has occurred according to the cognitive theory of learning? a. giving weekly timed tests over previously taught information b. comparing pre-unit assessments to post-unit exam scores c. allowing students to grade their own homework d. asking students to find new solutions to existing problems
D
Which of the following terms best describes a cognitive process that uses indirect and creative approaches to solve problems? a. stream of consciousness b. creative thinking c. conjecture d. lateral thinking
D
A science class has just completed an instructional unit about the immune system and how it fights off infection and disease. Which of the following student activities would demonstrate the highest level of critical thinking? a. writing a short story about the typical day of a white blood cell from the perspective of a white blood cell b. completing a multiple-choice assessment about the concepts covered during the instructional unit c. making a list of common illnesses that the students face during the school year d. drawing a picture of a white blood cell and identifying the various parts
a
A social studies teacher has students work together to create a "smart" city. As part of the assignment, students must interview someone from City Hall and the teacher helps make arrangements. This approach to learning is considered: a. discovery learning. b. cognitive learning. c. metacognition. d. social learning.
a
A teacher is planning a long-term project for the next unit of study. She would like for students to take ownership of their learning. Which of the following will best help achieve this goal? a. Allow students to choose their own topic or project. b. Provide a rubric so the students are aware of the grading standards. c. Allow students to choose to work with a partner or individually. d. Create a calendar to break the project into manageable pieces.
a
A teacher wants students to use peer assessment to improve the quality of their social studies projects. What is the first step in guiding the students? a. establishing criteria for a successful project b. determining which students will work together c. evaluating a sample project as a class d. introducing a checklist for the project
a
According to Piaget's theory on stages of cognitive development, which of the following thought processes best distinguishes a student at the formal operational stage? a. A student creates a story about how winter would be better if snow were green and not white. b. A student divides one ball of clay into three balls of clay and declares they now have more clay than before. c. The student divides a pile of toy cars into trucks, vans, and cars. d. A student's crayon is hidden from view, and the student searches until they find the crayon.
a
According to Vygotsky, teachers should plan lessons based on activities that students can complete without assistance and then build upon those skills. In order to teach the principal of camouflage as an adaptation to fourth-grade students, which activity is the best to start the lesson? a. Spread an equal number of red, blue, and green paper clips in a grassy area and have students pick up as many as they can in 20 seconds. b. Provide pictures of camouflaged animals and have students identify the hidden animal. c. Begin with a pre-unit quiz to determine what concepts they already know. d. Have students color a butterfly to camouflage in the classroom.
a
An elementary teacher uses peer editing during writing assignments. Students provide specific written feedback to each other that must include three positive comments and one comment that the student can improve or expand upon. Which of the following is the primary benefit of this practice? a. Students feel ownership and pride in their work. b. High teacher expectations can be communicated. c. Social connectedness among students improves. d. Students can determine if their writing skills are more advanced than other students.
a
Mr. Brown's economics students often reply to his questions with short answers that do not demonstrate higher-order thinking skills. In evaluating the students' responses, which of the following questions should Mr. Brown first ask himself? a. Do my questions ask for factual information that does not require the use of higher-order thinking? b. Do the students enjoy the questions and find them interesting? c. Are the students fully grasping the concepts from the instructional activities? d. Do the students understand the questions or are they difficult, and thus the students are unsure how to best respond?
a
Ms. Prabha and Mr. Tsai are teaching their students about the requirements of life. Ms. Prabha plans to give the students 10 unknown specimens and ask them to make observations and then, with a partner, classify them as living or nonliving and give reasons why. Mr. Tsai plans to ask his students to go home and write down the names of 10 living things and 10 non-living things around their house. Which teacher's plan will be more effective? a. Ms. Prabha's, because it provides an opportunity for collaborative, student-driven learning. Ms. Prabha can also catch students' misconceptions in real time and gauge student understanding. b. Mr. Tsai's, because it is inexpensive. Mr. Tsai does not have to waste class time doing an activity, and he can spend that time lecturing instead. c. Mr. Tsai's, because each student is required to complete their own assessment. Mr. Tsai will be sure he knows exactly how well each student understands the requirements of life. d. Ms. Prabha's, because the students will have more fun if they get to work with their friends. Ms. Prabha will also have an opportunity to grade papers during the activity.
a
Provided is a drawing of the zone of proximal development. What tasks should be in circle 3 (outer circle)? a. tasks a learner cannot do b. tasks a learner can do with assistance c. tasks a learner can do independently d. tasks a gifted learner can do
a
What is the primary benefit of a teacher working with a student to think about the step-by-step causes of a problem and the possible solutions? a. It sets an example for problem-solving strategies that the student can use in multiple situations. b. It provides a real-world context for classroom instruction and higher-order thinking skills. c. It demonstrates how small issues can lead to large problems and how to identify a problem's cause in order to avoid it. d. It demonstrates the use of higher-order thinking skills in identifying multiple solutions to one problem.
a
To facilitate the development of higher-order thinking skills, a teacher could: Select all answers that apply. a. teach students how to label the type of question being asked and use that information to assist in formulating a response. b. encourage students to post questions on a board to be reviewed at a later time, when class time doesn't allow for discussion. c. provide students with a printout of all the slides and a transcript of every lecture given by the teacher. d. praise students for following a set method for accomplishing a task, in addition to arriving at the correct answer.
a, b,d
A fifth grade teacher uses science labs to reinforce concepts. The teacher would like to have students use self-assessment skills as a part of the process of evaluating their lab reports. Which of the following is the most effective method of self-assessment? a. Provide students a rubric to evaluate their work. b. Use scaffolding to guide students in creating the evaluation criteria, then have students use those standards in assessing their own work. c. Require students to write an evaluation of their work based on the standards they deem most important. d. Provide students a student-created rubric from a previous year and ask them to use it to evaluate their work.
b
A school administrator observes a third-grade classroom and notices the same five students answer a majority of the questions posed by the teacher. When the administrator visits with the teacher, the teacher comments that those five students are part of the gifted and talented program. Which of the following steps should the teacher take to create a more equitable classroom environment? a. seat students in groups to debrief after lessons and then call on each group one at a time to respond to questions b. institute additional wait time after questions to give all students an opportunity to formulate a response c. encourage quiet students to participate more in class and give them additional points on assignments for responding d. put each student's name on a popsicle stick and draw a name to call on each time a question is asked
b
An English teacher is assessing the effectiveness of a class discussion on a recent reading topic. Of the following features, which should be cause for the most concern? a. Students did not wait for other students to finish their ideas. b. Students were not responding to other students' comments but rather repeating their own. c. The teacher was not involved in the discussion, as students were addressing each other directly. d. There was little agreement between the students on various topics.
b
Miss Brown knows that being organized is not necessarily one of the attributes of many sixth-grade students. She hopes to help her students become more organized than her past students were. Which of the following would be the best strategy for helping her students plan for organization this coming year? a. Send a note to parents during the first week of school requesting that they check the assignment book nightly for work to be completed and/or explanations and dates of upcoming projects. b. Plan with team members for unified instruction and the use of a rubric concerning what it means to be organized in a classroom setting. This will provide a rationale for both students and parents on the required supplies and how they will be used. c. Label a precise place where assignments are to be turned in. d. Ask parents to meet for individual conferences by the third week of school so that kudos and concerns can be discussed.
b
Mr. Cates notices that his students are timid during group problem-solving activities. He wants to encourage his students to take more risks and demonstrate more creativity. Which of the following statements could he use that would best encourage this? a. "I am looking for the best answer possible." b. "There is no single correct answer to this problem, and every group could have a different, correct answer." c. "If each group does not solve the problem entirely, every member will receive a failing grade." d. "Everybody did a great job last time we did group activities, and I want the same effort this time."
b
Mrs. Brooks notices that many of her students are not applying a recently-taught process during their homework assignments. To ensure the students understand the process, Mrs. Brooks decides to reteach the process first thing in the morning. Which of the following instructional strategies should Mrs. Brooks implement in the reteaching of the concept? a. In front of the class, work through complicated problems to demonstrate how the process is necessary at higher levels. b. Discuss and demonstrate how the process applies to the principles of the concept. c. Ask each student if they understand the process and reteach it to them if they do not. d. Use abstract terminology and examples to describe more complicated aspects of the process.
b
Mrs. Crow provides her students a self-assessment rubric to complete after a semester-long group research project. Which of the following does a self-assessment rubric best promote among students? a. understanding which students contributed the most to the group project b. understanding and taking responsibility for their learning c. contributing to their overall grade d. providing feedback on teacher performance
b
Mrs. Sims wants to teach her first-grade science class how parts work together to allow systems to work, and without all the parts, systems may not work properly. Which of the following instructional strategies is the best way to convey this concept? a. Teach the concept multiple times and adjust the vocabulary used to describe key parts. b. Use a system the students are familiar with as an example, such as demonstrating that a computer does not work without a power cord. c. Show a diagram of a basic system and how all of the parts work together to allow the system to function. d. Give students a worksheet that highlights the key terms of the instruction and have them work through the worksheet prior to the instructional activity.
b
Rather than give a unit test, Mrs. Kirby decides to assign a major project to her students. They are provided a rubric that sets the expectations and guidelines. Students will be given 2 class periods to work on it and the rest must be completed at home. Students will then present their projects in class. What is the main advantage to giving a project rather than a test? a. Parents can help their children with the project and parental involvement is key to academic success. b. Projects require higher level thinking and can demonstrate greater concept mastery than tests. c. There are usually fewer answers to grade on a project than a test so it saves time. d. It lowers students anxieties as they do not have to prepare for a test.
b
When asking a student a question, which of the following should be the primary consideration of the teacher for response time by a student? a. the number of other students who have raised their hands to answer the question b. the difficulty level of the question c. the length of the class period d. how closely the question correlates to the instructional content being taught by the teacher
b
Which of the following is a skill only possible during Piaget's formal operations phase? a. Begin to think abstractly. b. Think abstractly and use deductive logic. c. Comprehend the world through objects. d. Learn only by seeing things work to understand the process.
b
Which of the following is the correct definition of scaffolding? a. breaking words into small parts to sound it out b. building on skills that a student already has c. understanding rules that govern the construction of words into phrases or sentences d. hearing the different sounds of human speech
b
Which of the following is the primary reason for increasing the amount of time between asking a question and calling on a student to respond? a. making it easier for students to compare answers with peers before volunteering b. improving responses and increasing the number of students participating c. providing time for the teacher to give non-verbal clues as to the answer d. allowing lessons to last longer
b
Which would be the recommended sequence to follow when asking questions in the classroom? a. ask the question, then call on a specific student to answer, no wait time needed b. ask the question, wait 5-10 seconds, and then call on a specific student to answer c. call on a specific student, wait 5-10 seconds, and then ask the question d. call on a specific student, ask the question, then wait 5-10 seconds
b
he third-grade teachers at Treasure Forest Elementary School are planning a unit on Thomas Jefferson. They want to challenge their students using higher levels of Bloom's Taxonomy, so they are brainstorming ideas to replace their current activities. Which of these requires the highest level of thinking? a. Compare similarities and differences between themselves and Jefferson. b. Write an essay about the best character traits of Jefferson. c. Read a passage and answer comprehension questions about Jefferson. d. Write a list of questions to ask Jefferson in an interview.
b
A fifth-grade science teacher has students read several articles about renewable and non-renewable resources. After reading, the students create a Venn diagram to compare and contrast the energy sources. This follow-up activity is likely to be most effective in helping students: a. comprehend nonfiction text. b. determine the best energy source. c. analyze information from the articles. d.identify facts and opinions in the articles.
c
A language arts teacher has asked students to evaluate an example of a persuasive text by critiquing or defending the piece in a small group discussion. Which activity should the teacher plan to include a task that increases the rigor of the assignment based on Bloom's Taxonomy? a. Ask students to compare the claims in two different persuasive texts. b. Ask students to list the characteristics of persuasive writing. c. Ask students to write their own persuasive text. D. Assess whether students are able to recognize persuasive writing in the real world.
c
A math teacher prefers to use cognitivist learning methods. She gives students highly-challenging problems after teaching algorithms because they can follow the steps sequentially. They will access their schema through mapping. What is this method called? a. reflection b. conditioning c. information processing d. differentiation
c
A student asks his teacher to help him become better organized. After discussing the situation with the student and offering strategies to improve the student's organization, the teacher offers to meet with him once a week for a few weeks. This is most likely to benefit the student in which way? a. by fostering his ability to adapt his lifestyle to accommodate various lifestyle changes or needs b. by fostering a positive attitude toward school and authority figures c. by helping him understand and be able to monitor his progress in implementing the new organizational strategies d. by encouraging him to use higher-order thinking skills to solve problems in the future
c
A teacher has introduced a research project. One resource the teacher will require the students to use is a website. Which of the following activities would best help students differentiate between relevant and irrelevant information? a. highlighting the first and last paragraph of each section and assessing the highlighted sentences to see if they contain information related to the research topic b. teaching the students how to read and assess titles of articles to see if they contain relevant information c. reading, identifying, and highlighting information in articles that contain pertinent information to the subject being researched d.discussing how best to use a search engine to find relevant articles
c
According to research, why is increased wait time after a teacher asks a question an effective instructional tool? a. It decreases the length of student responses. b. It decreases off-task behaviors. c. It improves student responses and questions. d. It increases student understanding.
c
An art teacher shows her class a video of an artist creating pointillism. Students then create an original piece of art based on the technique shown in the video. Which of the following educational theories is this method based on? a. cognitivism b. behaviorism c. social learning theory d. connectivism
c
At which of the following phases do children begin to think logically? a. preoperational b. sensorimotor c. concrete operations d. formal operations
c
Kohlberg focused on stages of moral development that are aligned to Piaget's theory on human development. Which of these stages is based on society's view of the issue? a. pre-conventional b. post-conventional c. conventional d. both conventional and post-conventional
c
Mr. Omar wants to create a research project for his third-grade class about the school's water usage and how the school can better conserve its resources. As he discusses the project, the students become excited about being able to research various aspects of the school. Mr. Omar decides to split the class into small groups, with each group coming up with ideas to implement the research. One of the groups would like to write the principal and superintendent, detailing their findings and offering a recommendation to conserve resources. Writing a letter to school officials is most likely a way to promote the development of the students by: a. allowing them to experience hierarchical structures often found throughout society. b. helping them reflect and self-monitor through instructional activities. c. creating and promoting a responsibility and commitment to their community. d. encouraging their creative writing and persuasion skills.
c
Mrs. Langston is an English teacher and requires her students to keep a portfolio of their writing assignments, which includes drafts and final copies. The greatest benefit to the portfolios is that: a. the portfolios can serve as a predictor of future performance for students. b. Mrs. Langston can quickly retrieve past assignments. c. students can view how their writing has improved over time. d. parents are able to view their children's work.
c
Provided is a drawing of the zone of proximal development. What tasks should be in circle 1? ( Inner most circle) a. tasks a learner cannot do b. tasks a learner can do with assistance c. tasks a learner can do independently d. tasks a gifted learner can do
c
Students who are taught to tie their own shoes can then tie any pair of shoes without being retaught. This cognitive ability is known as: a. scaffolding. b. patterning. c. transfer. d. reasoning.
c
What learning theory is based upon the idea that a person does not have to experience something in order to learn from it? a. social development theory b. conditioning c. social learning theory d. situated learning
c
Which of the following is the highest level of thinking according to the modern Bloom's Taxonomy? a. evaluation: the ability to judge the quality and value of ideas b. evaluation: the ability to build and recognize patterns c. create: the ability to produce original thoughts or ideas d. create: the ability to troubleshoot or solve a problem
c
Which of the following social studies activities would require higher-order thinking skills? a. finding names of elected officials in each of the three branches of government b. responding to comprehension questions after reading an article about how a bill can be vetoed c. analyzing the checks and balances system in the three branches of government d. making a list of the steps involved in proposing and enacting a law
c
Which of the following would most help students develop time-management skills while working on a multi-step project that extends across many weeks? a. Require students to journal their progress and describe their next steps at the end of each class period. b. Ask the librarian to demonstrate to students how best to maintain research notes through a research project. c. Provide calendars to the students with the project due date marked, then ask them to create a plan for when each part of the project should be completed along the way. d. Allow students to create and have access to a computer folder to store and maintain their research notes and outlines.
c
Which of the following would most help students maintain organization through a long research project? a. Ask the librarian to demonstrate to students how best to maintain research notes throughout a research project. b. Require students to journal their progress and write helpful website addresses in their journal. c. Allow students to create and have access to a computer folder to store and maintain their research notes and outlines. d. Allow students to use search engines.
c
A preschooler has two breakable graham crackers. The child states that when he breaks the two into four separate but equal crackers, he now has more graham crackers. The best assessment of this child's thinking is: a. that the child needs to be taught through a hands-on modality. b. that he appears to be immature and presumably has a developmental delay problem. c. that he has not grasped the concept of a whole and its parts. d. that he does not understand how to count.
d
Having students submit individual self-assessments regarding their participation in group projects can be most helpful to the teacher in: a. helping the teacher calculate the appropriate grade for group members. b. evaluating the retention and mastery of the instructional objectives of the project. c. identifying students who work in a productive, responsible manner and contribute to the group. d. identifying areas where the student's perception of group participation does not align with the teacher's observations.
d
In explaining a group problem-solving task, the teacher should always be sure to motivate and encourage students to be risk takers and use their creative thinking abilities. Which of the following lesson elements would be the most effective in achieving this goal? a. Students are expected to complete a provided rubric to self-evaluate and defend their work as a group before the teacher provides the grade. b. Expectations are stated by confirming that the class will hopefully perform to a high standard due to their past performances in problem-solving. c. After stating and referring to the written assignment on the board, assigned teams will be expected to have solved the problem in a provided scenario when the set timer goes off after sixteen minutes. d. The teacher states that in this scenario, there may be many good answers. There would not be one specific correct answer, but each group's creative response to the scenario must be grounded in facts as well as evaluated with the rubric by the whole team.
d
Jack watches his older sister sing a song and their parents clap loudly and compliment her performance. Because of this, Jack will likely also want to sing a song for his parents. This is an example of what learning theory? a. constructivist theory b. Pavlovian learning c. cognitivist theory d. social learning theory
d
Mr. Arden would like to use the idea of the zone of proximal development in his class of fourth-grade students who have a wide variety of understanding of the current science unit. Which activity would best represent this theory? a. Mr. Arden allows students to bring in seeds and they plant them in a clear container. Each day they measure and observe the changes in their seedlings and are able to compare to other students. b. Mr. Arden allows students to choose how they will be assessed on this unit in science. They can create a presentation, write a paper, or complete a test. c. Mr. Arden gives the students a survey on what aspects of biology they find the most interesting. Then, the students are grouped with others who have the same interests, and they work together to create an activity for the class. d. Mr. Arden shows students a video about the organs inside a frog. Then, students are given a diagram of a frog with some of the areas labeled and others not. This diagram also has a word bank, and students work in homogeneous groups. Next, students who are still struggling are paired with a student who understands the organs to practice matching the diagram to the name. Finally, students are able to identify the parts of the frog independently.
d
Mr. Graham is introducing a lesson about the US Constitution to his students. He periodically calls upon students to assess their knowledge as he lectures. When a student cannot answer a question after an appropriate amount of time, what strategy should Mr. Graham use to best support the student's learning? a. Ask the student a separate, easier question. b. Ask another student to provide an answer. c. Continue to wait until the student is able to provide an answer. d. Provide the student a brief prompt to help them remember the correct answer.
d
Mr. Hampton, a sixth-grade science teacher, is beginning an instructional unit and has planned the following instructional activities: two slideshow presentations followed by a group discussion and a worksheet, a classroom discussion, two experiments, and one field trip. The wide variety of instructional activities best demonstrates Mr. Hampton's understanding of which of the following principles? a. Students learn best by concrete examples and discussion. b. Students respond best to group-oriented instructional activity. c. Multiple instructional activities are required to meet requirements set forth in the state standards. d. A sixth-grade class represents a wide range of cognitive developmental levels.
d
Mr. Luther plans a field trip to the local park for his science class. During the morning, they will observe various animals and plants and record their observations. At lunch, Mr. Luther will gather the class to discuss their observations using predetermined questions. Which of the following instructional activities would most benefit the students and increase the chance for success of the field trip? a. Require that students answer the questions at the beginning of their observations. b. Allow only the students with the best observations to participate in the question discussion. c. Wait until the following day and provide the questions for the students to complete independently. d. Review the questions before allowing the students to begin their observations.
d
Ms. Likos is teaching solfege to her sixth-grade choir classes. The first two days, she introduced the names of notes and corresponding hand signs to the class with direct instruction and practice. A few students were still struggling to understand the concept, so she had the class break into small groups for two additional days until the students could all say the names and use the hand signs independently. Which of the following learning theories does this best represent? a. self-efficacy b. transfer c. information processing d. zone of proximal development
d
Providing students with the same content at varying levels of difficulty is one of the important elements of: a. scaffolding. b. modeling. c. indirect instruction. d. differentiated instruction.
d
Review the following interaction: Student: John was mean to me when we were working on the lab. Teacher: Did you disagree with John about something? Student: Yes, and he won't let me help with the lab. I don't like him anymore. Teacher: You sound frustrated. Have you tried talking to him? Which of the following best describes the communication strategy used by the teacher above? a. diffusion b. debriefing c. coaching d. active listening
d
The purpose of a learning log is: a. to connect previous learning to current concepts. b. to maintain a continuous record of personal knowledge. c. to allow students to evaluate their individual learning style. d. all of the above
d
When a teacher asks students to analyze the author's point of view and motivation for writing a piece, they are developing: a. independent inquiry skills. b. opinion writing skills. c. expository writing skills. d. higher order thinking skills.
d
Which of the following activities requires students to use reasoning skills and higher-level thinking? a. essay writing b. concept mapping c. web-based activities d. inquiry-based activities
d
Which of the following classroom tools best reflects the cognitive theory? a. skeleton notes b. lab demonstration c. video clips d. concept map
d
Which of the following is NOT a reasonable use of peer-assessment? a. It provides immediate feedback on an in-class activity. b. It provides opportunity for small group discussion and clarification of new information. c. It provides immediate feedback to a student on a formative, informal assessment, which would then be turned in to the teacher for use in planning further instruction. d. It decreases the amount of time students must wait to find out their grade on a summative assessment.
d
Which of the following scenarios best represents an operant conditioning response by students? a. feeling anxiety when taking an exam b. returning to seats when the lights are twice flashed off and on c. turning attention to the teacher when a rhythmic clap is heard d. turning in homework to receive a good grade
d
