EDF 3020 Module 4 Study Guide

As an art teacher, Ms. Lerner conducts a task analysis of a unit in which students will learn to work with clay. In her analysis she considers information about the coil and throwing methods of pot making and about the effects of different types of clay and firing methods. Which type of task analysis is Ms. Lerner conducting? A. Subject matter analysis B. Preliminary cognitive analysis C. Behavioral Analysis D. Information processing analysis

A. Subject matter analysis

Which one of the following best illustrates expository instruction? A. Students in Mr. Richards's science class look at handouts and computer-screen projections that depict the life cycle of the butterfly. B. Students in Ms. Verden's history class write the answers to a series of short questions and then share their responses with their classmates. C. Students in Mr. Phillips's English class discuss the themes addressed in Hamlet. D. Students in Ms. Thaller's geometry class work at their desks trying to prove the side-angle-side theorem for triangles.

A. Students in Mr. Richards's science class look at handouts and computer-screen projections that depict the life cycle of the butterfly.

Three of the characteristics listed below are frequently found in computer-based instruction. Which characteristic are we least likely to see in CBI? A. Opportunities for group discussion of the material B. Strategies for catching and keeping students' attention C. Questions that ask students to recall what they already know about a topic D. Drill-and-practice exercises that promote automaticity

A. Opportunities for group discussion of the material

Three of the following statements describe the benefits of cooperative learning activities. Which statement is least likely to be true about cooperative learning activities? A. Students consistently get positive reinforcement for their responses. B. Students in a cooperative group can provide scaffolding for one another as they attempt challenging tasks. C. Students' self-efficacy may increase when they have their classmates' assistance. D. Students can model effective thinking skills for one another.

A. Students consistently get positive reinforcement for their responses.

As a teacher, you want your students to learn basic concepts in chemistry well enough that they can use them when studying more advanced topics. Of the following choices, the best instructional approach to use for this purpose is: A. Direct instruction B. Hypermedia C. Lecture D. Inquiry learning

A. Direct instruction

Mr. Dearman prepares a class activity where students work in groups to solve a problem. He gives them paper cups, water, granular sugar and a sugar cube. The question is "which will dissolve faster in water? The granular sugar or the sugar cube?". Students make predictions, conduct the experiment, analyze results and report their findings. Which of the following instructional strategies BEST describes Mr. Dearman's activity? A. Discovery learning B. Expectancy-value theory C. Mastery Learning D. Direct instruction

A. Discovery learning

Direct instruction would be most appropriate for teaching students: A. How to swing a golf club. B. Why NATO forces attacked Kosovo in 1999. C. How to recognize and interpret symbolism in poetry. D. Rules for appropriate classroom behavior.

A. How to swing a golf club.

Ms. Wertenberger has divided her class into groups to study the industrial revolution. Each group has a student who is to become an expert on a specific aspect of the problem. These students work with various resources and the assigned experts from other groups, and then return to their main group to teach what they've learned to their peers. What type of general teaching strategy is Ms. Wertenberger using? A. Learner-directed instruction B.Mastery Learning C. Teacher-directed instruction D. Direct instruction

A. Learner-directed instruction

One strategy for maintaining a productive classroom environment is to keep students productively engaged at all times. Three of the following practices reflect this strategy. Which one does NOT? A. Ms. Cunitz takes time out from her math lesson to help Sam with a difficult concept until he thoroughly understands it B. Ms. Aguilar makes sure that all the equipment students need for their science lab is ready for them before they arrive. C. Mr. Barnard keeps his art lesson moving along at a steady pace D. Mr. Dunbar plans several simple activities for his students on their first day of kindergarten

A. Ms. Cunitz takes time out from her math lesson to help Sam with a difficult concept until he thoroughly understands it

Mr. French is planning an upcoming unit on adjectives and adverbs. He begins by determining what he ultimately wants students to know and be able to do at the end of the unit. He then creates an assignment that will effectively measure such knowledge and skills. Finally, he designs a series of lessons that will help students perform well on the assignment. Mr. French's approach can best be described as: A. A learner-directed instruction design. Correct! B. A backward design. C. A taxonomy design. D. An authentic activity design.

B. A backward design

Imagine that, as a teacher, you want your students to acquire better self-regulation skills. Which one of the following instructional strategies would best help you accomplish this goal? A. Direct instruction B. Cooperative learning C. Mastery Learning D. Lower-level teacher questions

B. Cooperative learning

When Ms. Krakowski teaches the process of long division, she describes the objective of the lesson and demonstrates the procedure on the board. Then she has students solve long-division problems at the chalkboard, where she can give them frequent guidance as they work. Later, after the students show some proficiency with long division, she has them work on additional problems at their desks. Ms. Krakowski's approach can best be classified as which of the following? A.Student-directed instruction B. Direct instruction C. Task analysis D. Promoting information literacy

B. Direct instruction

Task analysis is an important part of lesson planning. Task analysis has three important functions. Which of the following is NOT one of these functions? A. Identifies a task's specific components (behavior, concepts, cognitive) B. Focuses on sensory memory processes C. Determines cognitive load imposed by the task D. Suggests appropriate instructional strategies

B. Focuses on sensory memory processes

Which one of the following is the best illustration of the "understand" cognitive process in the revision of Bloom's taxonomy presented in the textbook? A. Jason lists the steps in the scientific method that he memorized (e.g., identify the problem, gather data). B. Georgette puts her textbook's definition of the word evasive in her own words. C. Using a principle he learned in physics, Edgar develops a new tool to lift a heavy object. D. Angela discovers fallacies in her teacher's argument regarding the value of an agricultural economy in Africa.

B. Georgette puts her textbook's definition of the word evasive in her own words.

Mr. Nolen is going to teach a unit on Shakespeare to his English literature class. He realizes that his students will need to identify themes and main ideas, elaborate on what they read, and summarize the plot of each play. Which type of task analysis is Mr. Nolen conducting? A. Subject matter analysis B. Information processing analysis C. Preliminary cognitive analysis D. Behavioral Analysis

B. Information processing analysis

Three of the characteristics listed below are frequently found in computer-based instruction. Which characteristic are we least likely to see in CBI? A. Drill-and-practice exercises that promote automaticity B. Opportunities for group discussion of the material C. Strategies for catching and keeping students' attention D. Questions that ask students to recall what they already know about a topic

B. Opportunities for group discussion of the material

Three of the following are typical elements of effective cooperative learning activities. Which one is NOT typical of such activities? A. Students are given guidelines about how to behave in their groups B. At the end of an activity, group members reflect on their effectiveness in working together C. Each group member works on a different instructional objective D. Group members depend on one another for their learning

C. Each group member works on a different instructional objective

Mr. Quinn is teaching his 6th grade class about the Northern Expansion in the 1800's. For the lesson plan, he projected a map on the screen and traced the route with a pointer, he then asks questions of the students. He then shows authentic photographs of families in their covered wagons and has the students use masking tape to mark off the actual dimensions of the covered wagon. Mr. Quinn's lesson plan reflects which teaching method? A. Direct instruction B. Cooperative learning C. Expository Instruction D. Mastery Learning

C. Expository Instruction

Which one of the following is the best example of an advance organizer? A. Ms. Lawford tells her students, "On Monday we will begin a unit on how clouds are formed. You should go out this weekend and look at clouds." B. After describing the characteristics of each of the planets in the solar system, Mr. Jeffrey gives his students a handout that shows the orbits of the planets, their distances from the sun, and their relative sizes. C. Ms. Hillman tells her students, "As we look at causes of the American Revolution, we'll find that most fall into three general categories: philosophical differences, British taxation policies, and several decrees known as the 'Intolerable Acts.' " D. Ms. Nicholas writes on the board, "Tell your parents to begin thinking about a costume they can help you make to wear for our Thanksgiving pageant in three weeks."

C. Ms. Hillman tells her students, "As we look at causes of the American Revolution, we'll find that most fall into three general categories: philosophical differences, British taxation policies, and several decrees known as the 'Intolerable Acts.' "

Which one of the following best reflects what the textbook author means in the recommendation to use technology to enhance communication and collaboration? A. Students create personal pages on Facebook in order to share their experiences and perspectives with "friends" from a variety of cultures. B. Students "meet" in Internet chat rooms during the evening hours to work on assigned homework tasks. C. Students share their work on a computer database, give one another feedback, and build on one another's ideas. D. Two classes in distant locations use telephone lines and video technology to compare their experiences growing up in distinctively different cultures.

C. Students share their work on a computer database, give one another feedback, and build on one another's ideas.

Mr. French is planning an upcoming unit on adjectives and adverbs. He begins by determining what he ultimately wants students to know and be able to do at the end of the unit. He then creates an assignment that will effectively measure such knowledge and skills. Finally, he designs a series of lessons that will help students perform well on the assignment. Mr. French's approach can best be described as: A. A learner-directed instruction design. B. A taxonomy design. C. An authentic activity design. D. A backward design.

D. A backward design.

Mr. Smith is a popular Physics teacher. His lesson plans ask the students to watch a short video at home and then use a problem-based computer application where they apply the principles they learn to a virtual model where they can adjust various parameters and explore the effects. When the students return to class, they discuss their project and ask questions. Mr. Smith is using three of the following teaching strategies that enhance effective teaching. Which strategy is NOT being used in Mr. Smith's classroom? A. Quality Homework Assignments B. Computer-based Instruction C. Authentic Learning D. Cooperative learning

D. Cooperative learning

Well-designed computer-based learning environments can be a beneficial tool for teachers to use. Three of the following are advantages of computer-based learning. Which one is NOT necessarily an advantage. A. Incorporate learning, cognitive and motivation theories B. Scaffold complex learning strategies C. Provide information about student progress and/or difficulties D. Provide a large degree of freedom

D. Provide a large degree of freedom

Three of the following are accurate statements about the benefits of cooperative learning. Which statement is NOT accurate? A. Students are more likely to develop friendships with students of diverse ethnic backgrounds. B. Students often show higher academic achievement in comparison to students instructed in more traditional ways. C. Students model effective cognitive processes for one another. D. Students are more motivated and rarely get off task during cooperative learning activities.

D. Students are more motivated and rarely get off task during cooperative learning activities.

During Mrs. Smoak's history class, she describes the major battles of the American Civil War, presents a map showing where each battle took place; and points out that some battles were fought in especially strategic locations. She is using which of the following principles to enhance cognitive processes? A. Use of a mnemonic B. Advance organizer C. Connections to prior knowledge D. Visual Aids

D. Visual Aids

As educators define the term, standards are general statements regarding: A. Why some topics should be included in the curriculum and others should not. B. Which instructional methods teachers should use. C. How classroom assessment should be conducted. D. What knowledge and skills students should acquire.

D. What knowledge and skills students should acquire.

The major advantage of using Bloom's taxonomy in developing objectives is that the taxonomy:

Encourages educators to address complex cognitive processes as well as factual knowledge.

After students analyze their data and write their results in science class, their teacher asks them to make sense of their data and results by writing a few paragraphs that discuss what their results mean. The teacher is asking students to demonstrate which type of understanding in the taxonomy found in Understanding by Design?

Interpretation