EDP 202: Exam 7 (Ch. 13, 14, & 15)
47. Which of the following are considered to be personal qualities of effective teachers? 1. Teachers' personal teaching efficacy 2. Teachers' modeling and enthusiasm 3. Teachers' expectations for students 4. Teachers' investment in the protection and development of young people a. 1, 2, 3, 4 b. 1, 3, 4 c. 1, 2, 4 d. 2, 3, 4
a. 1, 2, 3, 4 1. Teachers' personal teaching efficacy 2. Teachers' modeling and enthusiasm 3. Teachers' expectations for students 4. Teachers' investment in the protection and development of young people
85. Sofia Rodriguez, an American history teacher, notices Mary being inattentive in a class discussion on the factors leading up to the American Revolutionary War. Based on research examining expert teaching behaviors, of the following, which is Sofia's best action? a. Ask, "What is one of the things the British did that angered the colonists? Mary?" b. Ignore the inattention. c. Say, "Mary, please pay attention to this topic. Information from this discussion will be on the next test." d. Say, "Mary, please pay attention to what we're doing here. This information is important."
a. Ask, "What is one of the things the British did that angered the colonists? Mary?"
67. Which of the following is best illustrated by Marta's belief, "I know I can get him to learn. They can all learn. I wonder what I should try next. I think I'll call his parents and ask for their help? a. Her high teaching efficacy. b. Her modeling and vicarious learning. c. Her effective organizational skills. d. Her professional knowledge.
a. Her high teaching efficacy.
58. Which is not an essential characteristic of effective feedback? a. It is general. b. It is immediate. c. It provides corrective feedback. d.It has a positive emotional tone.
a. It is general.
99. Which of the following is a disadvantage of lectures? a. Lectures can overload learners' working memories. b. Lectures allow teachers to organize information in understandable ways. c. Lectures are efficient, since the teacher needs to focus primarily on the content. d. Lectures are flexible; they work in a variety of content areas.
a. Lectures can overload learners' working memories.
72. After school the day before she was going to have the class do an experiment, Natasha Kimble, a science teacher, checks to see if she has the worksheets for the students and the test tubes and other equipment she needs for the experiment. This best illustrates which of the following essential teaching skills? a. Organization b. Connected discourse c. Withitness d. Focus
a. Organization
69. Rick Reynolds calls on all his students as equally as possible. Of the following, his practice most closely relates to which essential teaching skill? a. Teacher expectations b. Teacher modeling c. Teacher caring d. Teacher efficacy
a. Teacher expectations
38. Into which cell of the cognitive taxonomy table would the objective "Students will know their times tables from 1 through 12" be best classified? a. The cell where factual knowledge intersects with remember b. The cell where factual knowledge intersects with understand c. The cell where conceptual knowledge intersects with remember d. The cell where procedural knowledge intersects with understand
a. The cell where factual knowledge intersects with remember
13. The learning domain that focuses on mental processes involved in learning different forms of knowledge best describes which of the following? a. The cognitive domain b. The metacognitive domain c. The affective domain d. The psychomotor domain
a. The cognitive domain
55. Which of the following characteristics of effective communication refers to verbal statements indicating that one idea is ending and another is beginning? a. Transition signals b. Connected discourse c. Emphasis d. Precise language
a. Transition signals
74. Your educational psychology instructor comments, "We have been talking about Piaget's theory of cognitive development. We are going to shift now to Vygotsky's views of cognitive development, which are somewhat different from Piaget's." The statement best illustrates which of the following aspects of effective communication? a. Transitional signals b. Emphasis c. Connected discourse d. Focus
a. Transitional signals
73. Compare the following two examples of teacher statements to students. The first is: "Sometimes we don't make a literal statement. This is hyperbole, like when you say, 'I never worked so hard in my life.' This probably isn't true, so you grossly overstate the point." The second is: "Grossly overexaggerated statements, such as 'I've never worked so hard in my life,' are a form of figurative language called hyperbole." Of the following essential teaching skills, the second, in contrast with the first, best illustrates: a. effective communication. b. clear closure. c. appropriate emphasis. d. effective feedback.
a. effective communication.
76. Jackie Thornton says to her students, "Let's do this once more so everyone understands. What did Timmy just say about the setting of the story?" This question is most closely related to: a. emphasis. b. enthusiasm. c. closure. d. feedback.
a. emphasis.
77. Ken Barnhart is teaching his students about main idea. He displays a paragraph on the document camera with a summary sentence below it that states the main idea. His display on the document camera would be best described as: a. focus. b. organization. c. review. d. connected discourse.
a. focus.
103. The phase in the guided discovery model of instruction during which teachers activate student prior knowledge is: a. introduction and review. b. the convergent phase. c. the open-ended phase. d. closure.
a. introduction and review.
93. Prescriptive approaches to teaching designed to help students acquire a deep understanding of specific forms of knowledge is referred to as: a. models of instruction. b. essential teaching skills. c. sensory focus. d. instructional alignment.
a. models of instruction.
16. Of the following, the cell in the cognitive taxonomy table that receives the most focus in teachers' instruction is likely to be: a. the cell where factual knowledge intersects with remember. b. the cell where factual knowledge intersects with understand. c. the cell where conceptual knowledge intersects with remember. d. the cell where procedural knowledge intersects with understand.
a. the cell where factual knowledge intersects with remember.
21. Instructional alignment refers to: a. the match between learning objectives, learning activities, and assessments. b. the correspondence between classroom activities and standardized assessments. c. the relationship between teacher-made assessments and standardized tests. d. the tie between learning objectives and state standards.
a. the match between learning objectives, learning activities, and assessments.
6. When planning using backward design as a guide, teachers must first determine: a. what students should know or be able to do. b. what strategies to use. c. what assessments to incorporate. d. what examples are needed.
a. what students should know or be able to do.
41. Brenda Ruiz, a science teacher, wants her students to understand the makeup of atoms and molecules. She plans to begin with protons, neutrons, and electrons, and use models to identify the protons and neutrons in the nucleus. She then plans to display several models, beginning with simple elements, such as hydrogen and helium, and gradually progress to elements with larger numbers of protons, neutrons, and electrons. Finally, she plans to have the students identify elements on the periodic table. Brenda's thinking in this example best illustrates which of the following? a. Knowledge of learners and learning b. A task analysis c. Teaching to a standard d. Instructional alignment
b. A task analysis
Because he tends to drift off in learning activities, she makes it a point to frequently call on him in learning activities to help maintain his attention. 66. Which of the following is best illustrated by Marta making it a point to frequently call on him in learning activities to help maintain his attention? a. A prerequisite of effective teachers b. An essential teaching skill c. A personal quality of effective teachers d. An example of effective planning
b. An essential teaching skill
3. A systematic approach to instructional planning that identifies learning objectives, assessments, and learning experiences, in that order, during the planning process best describes which of the following? b. Effective teaching b. Backward design c. Systematic planning d. Task analysis
b. Backward design
5. A systematic approach to instructional planning that identifies learning objectives, assessments, and learning experiences, in that order, during the planning process best describes which of the following? b. Effective teaching b. Backward design c. Systematic planning d. Task analysis
b. Backward design
34. You have displayed pictures of a gerbil, butterfly, cockroach, shrimp, clam, robin, beetle, spider, ant, and scorpion and you want them to identify the animals that are insects. This objective would be best classified at which level of Bloom's taxonomy? a. Knowledge b. Comprehension c. Application d. Analysis
b. Comprehension
18. The process of breaking content down into component parts and making decisions about sequencing the parts refers to which part of the instructional process? a. Writing learning objectives b. Conducting a task analysis c. Sequencing examples d. Instructional planning
b. Conducting a task analysis
104. A set of instructional strategies in which students work in mixed-ability groups to reach specific cognitive and social development objectives best describes which of the following? a. Guided discovery b. Cooperative learning c. Differentiated instruction d. Flipped instruction
b. Cooperative learning
78. Robin Anderson uses colored wooden rods to help her students understand equivalent fractions and guides her students through four examples with them using the rods in each case. Of the following, which is best illustrated by Robin's actions? a. Organization b. Focus c. Closure d. Review
b. Focus
12. You are using backward design as a guide for your planning, and you have identified your learning objectives. You will now make decisions about which of the following? a. What kinds of examples you'll use to help students reach your objectives b. How you will determine the extent to which objectives have been met c. What kind of learning activity you'll use to involve your students d. What kind of task analysis you'll conduct to analyze your objectives
b. How you will determine the extent to which objectives have been met
29. You now bring in the hamster, pictures, and video clip. You have the students feel and pet the hamster, make observations of the pictures, and watch the video clip, guiding them with questions to notice that the hamster is warm and furry. As you continue, you help them identify the characteristics of mammals. Your actions best illustrate which phase of expert teaching? a. Planning b. Implementing c. Assessing d. Diagnosing
b. Implementing
35. The cognitive objective "Students will use the rules for forming plural nouns in their own writing" is best classified in the taxonomy table in: a. the cell where factual knowledge intersects with apply. b. the cell where procedural knowledge intersects with apply. c. the cell where conceptual knowledge intersects with remember. d. the cell where procedural knowledge intersects with understand.
b. the cell where procedural knowledge intersects with apply.
79. Min Su is teaching an English-as-a-second-language course. She provides a take-home assignment for her class that requires the students to ask for directions to a known location. She wants to be sure her students have practice communicating everyday information. She collects the assignments and gives the students a model answer, which serves as a lesson launching point to help them refine their communication skills. The use of the model answer in this case is an example of which essential teaching skill? a. Teacher beliefs and behaviors b. Organization c. Connected discourse d. Focus
d. Focus
71. Roger is a world history teacher, and during his lessons he asks his students a great many questions. If his behavior is consistent with patterns identified by research, which of the following students is Roger most likely to call on? a. Pete, a low achiever. b. Jon, a passive student who rarely participates in class. c. Burton, who tends to be disruptive. d. Fritz, a high-achieving student.
d. Fritz, a high-achieving student.
95. Developing automaticity with a skill occurs during which phase of the direct instruction model? a. Introduction and review b. Developing understanding c. Guided practice d. Independent practice
d. Independent practice
52. Developing routines that are essentially automatic best illustrates which of the following essential teaching skills? a. Teacher beliefs and behaviors b. Feedback c. Questioning d. Organization
d. Organization
32. You decide that you will give your students a worksheet with a series of numbers on it, such as 11, 21, 32, and 6, and ask them to identify the number of 10s and 1s on the worksheet. Which of the following planning decisions does your thinking best illustrate? a. Identifying topics b. Specifying learning objectives c. Preparing and organizing learning activities d. Planning for assessment
d. Planning for assessment
59. Of the following, which is the most accurate statement regarding praise? a. Praise is used frequently during most classes. b. Praise is more often given to low-achieving students than high-achieving students. c. Teachers praise creative answers more than accurate answers. d. Praise for good behavior is rare in most classrooms.
d. Praise for good behavior is rare in most classrooms.
54. Which of the following characteristics of effective communication refers to the teacher talk that eliminates vague terms from explanations and responses to students' questions? a. Transition signals b. Connected discourse c. Emphasis d. Precise language
d. Precise language
1. Of the following, which is the best definition of effective teaching? a. Teaching that puts students into groups b. Teaching that builds students' self-esteem c. Teaching that maximizes student participation d. Teaching that maximizes student learning
d. Teaching that maximizes student learning
37. Into which cell of the cognitive taxonomy table would the objective, "Students will look for and identify bias in newspaper editorials" be best classified? a. The cell where factual knowledge intersects with apply b. The cell where conceptual knowledge intersects with understand c. The cell where procedural knowledge intersects with apply d. The cell where metacognitive knowledge intersects with understand
d. The cell where metacognitive knowledge intersects with understand
49. Which of the following is not an essential teaching skill? a. Organization b. Questioning c. Focus d. Training
d. Training
87. A teacher says, "Okay, summarize in your own words what we have learned in today's discussion, . . . Carol." Of the following, this statement best illustrates: a. prompting. b. rehearsal. c. connected discourse. d. closure.
d. closure.
57. Information about current behavior that can be used to improve future performance is called: a. review. b. closure. c. monitoring. d. feedback.
d. feedback.
83. Sue Phillips has heard that posing questions to her students while teaching a topic will make her presentations better. So, she has been making an effort to ask more questions. However, she has found not many students are trying to answer, and most often those that do tend to be the higher achievers. Sue's struggles with questioning are most likely related to: a. asking too many questions. b. not asking enough questions. c. not providing enough wait time. d. not practicing equitable distribution.
d. not practicing equitable distribution.
20. The final step in a task analysis is to: a. identify component parts. b. sequence the components. c. prepare examples. d. order examples.
d. order examples.
23. Statements that are generated at the state or national level and that describe what students should know or be able to do at the end of a prescribed period of study are best labeled: a. task analyses. b. domains. c. taxonomies. d. standards.
d. standards.
36. The cognitive objective "Students will learn to state the rule for forming plural nouns in their own words" is best classified in the taxonomy table as: a. the cell where factual knowledge intersects with understand. b. the cell where procedural knowledge intersects with apply. c. the cell where conceptual knowledge intersects with remember. d. the cell where conceptual knowledge intersects with understand.
d. the cell where conceptual knowledge intersects with understand.
28. In deciding to bring in a pet hamster to class, together with pictures of a cow nursing a calf, a dog nursing puppies, and a video clip of a chick breaking out of an egg as a non-example, you are making decisions about which of the following as you plan? a. A task analyses b. Your learning objectives c. What you will use as acceptable evidence d.Your learning activity
d.Your learning activity
81. Rhonda Jackson is working with her students on basic shapes, and she is now having them identify triangles, squares, and circles. When called on, Mary identifies a triangle as a square. Based on research examining feedback, of the following responses to Mary, the most effective is: a. "No, Mary. See the triangle has three sides and the square has four sides." b. "No, Mary. Not quite. George, can you help her out?" c. "No, Mary. This one is the square." (Points to the square) d. "No, Mary. Arminta, identify the square for us."
a. "No, Mary. See the triangle has three sides and the square has four sides."
61. According to research, teacher wait-times often tend to be about how long? a. 1 second b. 3 seconds c. 5 seconds d. 10 seconds
a. 1 second
40. You remember that your students have trouble differentiating metaphors from similes, so you first plan to define figurative language. You then plan to provide several examples of metaphors and several other examples of similes. You than plan to have your students compare the characteristics of each. Your thoughts and actions best illustrate: a. knowledge of content. b. task analysis. c. authentic tasks. d. pedagogical content knowledge.
b. task analysis.
86. Carol then asks, "How do you know 'quite' is an adverb, Tony?" Which of the following is the best assessment of Carol's question, "How do you know 'quite' is an adverb?" a. It was effective because she directed the question to a student other than Karen. b. It was effective because it asked the students to provide evidence for the conclusion that quite was an adverb in the sentence. c. It was ineffective because Carol didn't pause long enough before calling on Tony. d. It was ineffective because Carol should have directed the question back to Karen.
b. It was effective because it asked the students to provide evidence for the conclusion that quite was an adverb in the sentence.
98. Which of the following instructional models is best suited to help learners acquire organized bodies of knowledge? a. Direct instruction b. Lecture-discussion c. Guided discovery d. Cooperative learning
b. Lecture-discussion
50. High expectations are an example of which of the following? a. Prerequisites of effective teachers b. Personal qualities of effective teachers c. Professional skills of effective teachers d.Basic attributes of effective teachers.
b. Personal qualities of effective teachers
107. Instruction in which the pace of learning and the instructional approach in which learning objectives, instructional approaches, and instructional content may all vary based on learner needs best describes which of the following? a. Cooperative learning b. Personalized learning c. Differentiated learning d. Flipped learning
b. Personalized learning
31. You decide that you first want your students to be able to correctly identify the number of 10s and 1s in a series of numbers, such as 8, 13, 23, and 31. Which of the following planning decisions does your thinking best illustrate? a. Identifying topics b. Specifying learning objectives c. Preparing and organizing learning activities d. Planning for assessment
b. Specifying learning objectives
64. Which of the following is most closely related to clear teacher communication during learning activities? a. Clearly stated learning standards b. Teacher knowledge of content c. Teacher caring d. Teacher expectations
b. Teacher knowledge of content
63. Of the following which is the most important indicator of teaching expertise? a. Teachers' expectations for students b. Teachers' questioning skills c. Teachers' abilities to deliver clear lectures d. Teachers' enthusiasm for the topics they teach
b. Teachers' questioning skills
26. Of the following, which best illustrates the second step in your planning when using backward design as your planning guide? a. You want your students to understand that mammals are warm, have hair, and nurse their young. b. You decide to give your students a series of pictures such as a crab, a mouse, a spider, a bird, a dog, and a frog, and put an X by the ones that are mammals. c. You decide to bring in a pet hamster to class, together with the pictures of the cow and dog nursing, and the video clip of the chick. d. You actually bring in the hamster, pictures, and video clip. You have the students feel and pet the hamster, make observations of the pictures, and watch the video clip.
b. You decide to give your students a series of pictures such as a crab, a mouse, a spider, a bird, a dog, and a frog, and put an X by the ones that are mammals.
You are planning for a unit on mammals with your first graders, using backward design as the guide for your planning. 25. Of the following, which best illustrates the first step in your planning when using backward design as your planning guide? a. You are planning a unit on mammals. b. You want your students to understand that mammals are warm, have hair, and nurse their young. c. You decide to give your students a series of pictures such as a crab, a mouse, a spider, a bird, a dog, and a frog, and put an X by the ones that are mammals. d. You decide to bring in a pet hamster to class, together with the pictures of the cow and dog nursing, and the video clip of the chick.
b. You want your students to understand that mammals are warm, have hair, and nurse their young.
82. At the end of the class Suzy stopped by Mr. Barber's desk and commented, "Mr. Barber, you called on everybody else, but you didn't call on me even once, today." Suzy's comment most closely relates to the concept of: a. teacher caring. b. equitable distribution. c. prompting. d. teacher organization.
b. equitable distribution.
101. A teacher arranges data and examples so that patterns can be found and then questions the students in leading them to a description of the patterns. Of the following, the teacher's approach could best be described as: a. direct instruction. b. guided discovery. c. lecture-discussion. d. cooperative learning.
b. guided discovery.
62. According to research examining teacher questioning, of the following, the most significant result of teacher questioning is: a. a greater difference between the achievement of faster compared to slower learners. b. higher levels of involvement from all students. c. a tendency for high achievers to process information more efficiently. d. greater recall from working memory for lower achievers.
b. higher levels of involvement from all students.
17. The first step in preparing and organizing learning activities is: a. sequencing the components of the topic. b. identifying the components of the topic. c. preparing examples for students' use. d. ordering the examples with the most concrete first.
b. identifying the components of the topic.
7. What teachers want students to know or be able to do with respect to a topic is best described as a: a. learning activity. b. learning objective. c. learning process. d. learning task.
b. learning objective.
51. When a teacher believes he or she can positively affect student learning, that teacher is said to possess: a. effective attitudes. b. personal teaching efficacy. c. empathetic effectiveness. d. proactive attitudes.
b. personal teaching efficacy.
100. The phase of the lecture-discussion model during which students acquire knowledge of the topic is: a. introduction and review. b. presenting information. c. comprehension monitoring. d. integration.
b. presenting information.
60. A teacher calls on a student, and the student fails to respond. The teacher then asks another question designed to illicit a response. This process is best described as: a. equitable distribution. b. prompting. c. repetition. d. review.
b. prompting.
80. Phil Johnson is working on finding percents of numbers and displays the problem 20% of 45 = ? He asks, "What's the answer to this problem, Jack?" After thinking a few seconds, Jack responds, "900." Based on research examining teacher feedback, of the following, what is Phil's best response? a. "Not quite, Jack. Can someone help Jack out on this one?" b. "Not quite, Jack. It's point two zero times 45." c. "Not quite, Jack. Remember, the first thing we must do is change the percent to a decimal. What is the decimal equivalent of 20%?" d. "Not quite, Jack. The answer is 9. Now, think about that one for a minute while the rest of us look at another problem."
c. "Not quite, Jack. Remember, the first thing we must do is change the percent to a decimal. What is the decimal equivalent of 20%?"
39. You want your students to understand the rules for punctuating singular and plural possessive nouns and how to differentiate them from punctuating contractions. You display a paragraph with sentences in it, such as: All the boys' and girls' parents were invited to the school's open house. One boy's parents couldn't make it, so his grandparents came instead. A women's club provided refreshment, and one woman's comment, "I can't tell you how much I enjoy this kind of thing," was significant. You have your students study the paragraph and use questioning to guide them to an understanding of the differences in the use of the apostrophes. Your actions—displaying the paragraph and using questioning to help your students understand the rules—best illustrate which of the following? a. A standard b. A learning objective c. A learning activity d. A task analysis
c. A learning activity
14. A statement that describes the knowledge students are expected to construct and the mental process that describes what they will be able to do with that knowledge best describes which of the following? a. An objective in the affective domain b. An objective in the psychomotor domain c. An objective in the cognitive domain d. An objective in the psychosocial domain
c. An objective in the cognitive domain
33. You want your students to be able to be able to solve problems, such as the following: Damien's cell phone plan allows him 500 free minutes a month for a rate of $90 per month, and he pays a rate of 40 cents a minute for all calls exceeding the 500 minutes. His phone bill for last month was $105. How many minutes did he use for the month? Of the following, this objective would best be classified at what level of Bloom's taxonomy? a. Knowledge b. Comprehension c. Application d. Evaluation
c. Application
30. In giving your students a paper with the pictures of the crab, mouse, spider, dog, bird, and frog, and telling them to put an X by the ones that are mammals, you are conducting which phase of expert instruction. a. Planning b. Implementing c. Assessing d. Diagnosing
c. Assessing
10. The process of gathering information—evidence—and making decisions about students' learning progress best describes which of the following? a. Learning activities b. Backward design c. Assessment d. Effective teaching
c. Assessment
4. Which of the following best explains how backward design is different from traditional planning? a. Planning for assessment is the most important part of backward design, whereas assessment isn't a part of traditional planning. b. Learning activities are an essential aspect of traditional planning, whereas learning activities are relatively unimportant when backward design is used. c. Backward design focuses specifically on what students should know or be able to do, whereas traditional planning often focuses on activities or coverage of content. d. Backward design is learner-centered, whereas traditional planning is typically teacher centered.
c. Backward design focuses specifically on what students should know or be able to do, whereas traditional planning often focuses on activities or coverage of content.
15. One way of classifying objectives and assessment items uses a matrix as its classification system. This matrix is a revision of the famous original taxonomy developed by: a. Mager and his colleagues. b. Tyler and his colleagues. c. Bloom and his colleagues. d. Gronlund and his colleagues.
c. Bloom and his colleagues.
70. Gamal is a second-year teacher in a large urban district. He is concerned for one of his learners, Hasani, as he does not seem to understand the content in his geometry class. Gamal has tried several different ways to teach the content, to no avail. So, he asks Hasani to come to his classroom a half hour before school is scheduled to start, and he works with Hasani one on one for several days. Gamal's actions best reflect which of the following essential teaching skills? a. Organization b. Focus c. Caring d. Communication
c. Caring
56. A summary that pulls different aspects of the topic together, helps students construct meaningful schemas, and signals the end of the lesson best describes which of the following? a. Focus b. Organization c. Closure d. Feedback
c. Closure
106. The process of adapting learning experiences to meet the needs of students who vary in background knowledge, skills, needs, and motivations best describes which of the following? a. Effective teaching b. Flipped instruction c. Differentiated instruction d. Personalized learning
c. Differentiated instruction
108. You want your students to be able to quickly and accurately identify subject-verb agreement in sentences. To reach your goal, which of the following instructional models would be most efficient and effective? a. Cooperative learning b. Lecture-discussion c. Direct instruction d. Guided discovery
c. Direct instruction
53. Which of the following characteristics of effective communication refers to the cues that alert students to important information in a lesson? a. Transition signals b. Connected discourse c. Emphasis d. Precise language
c. Emphasis
75. Karen O'Brian is teaching a unit on health and nutrition with her middle school class. In referring to the national exercise recommendations for children, she repeats the amount of activity time recommended for children three times and pauses so her students can write it down in their notebooks. In so doing, Karen is best illustrating which aspect of effective communication: a. Transition signals b. Connected discourse c. Emphasis d. Feedback.
c. Emphasis
22. Learning activities that focus on objectives, and assessments that measure the extent to which the objective have been met, best describe which of the following? a. A task analysis b. Knowledge of learners and learning c. Instructional alignment d. The cognitive domain
c. Instructional alignment
Marta Reyon is reflecting on the problem of Luiz. He's in her third-period English class and failing. She has tried gentle reminders to him to complete his work and makes sure she recognizes him when he does so. 65. Which of the following best illustrate what researchers call prerequisites of effective teachers? a. Reminding him to do his work and recognizing him when he does so b. Making it a point to call on him because he tends to drift off c. Liberally praising him to increase his motivation when he demonstrates deep understanding d. Believing she can get him to learn
c. Liberally praising him to increase his motivation when he demonstrates deep understanding
11. Which of the following parts of the planning process answers the question, "How can I determine if my students have reached the learning objectives?" a. Preparing learning objectives b. Organizing learning activities c. Planning for assessment d. Ensuring instructional alignment
c. Planning for assessment
2. Instruction is typically described as existing in three phases. Which of the following is not one of those phases? a. Planning for instruction b. Implementing instruction c. Preparing the physical environment d. Assessing student learning
c. Preparing the physical environment
84. Based on research examining teacher questioning, which of the following teachers is most likely to use prompting? a. Anne, because she asks a large number of fact-level questions during her class. b. Gayle, because she has a large number of high-achieving learners. c. Sam, because he asks a number of higher-order questions during his class. d. Dan, because he teaches a small class of learning-disabled students in math.
c. Sam, because he asks a number of higher-order questions during his class.
109. Which of the following topics is best suited for direct instruction? a. Studying To Kill a Mockingbird in literature b. To examine factors leading to World War I in world history c. To solve simple equations in pre-algebra d. To examine the characteristics of different kinds of worms in biology
c. To solve simple equations in pre-algebra
68. Tony Martin's students are convinced that he loves teaching English. Of the following, their beliefs are most likely related to: a. Tony's personal teaching efficacy. b. Tony's expectations. c. Tony's modeling. d. Tony's organization.
c. Tony's modeling.
27. Of the following, which best illustrates the third step in your planning when using backward design as your planning guide? a. You want your students to understand that mammals are warm, have hair, and nurse their young. b. You decide to give your students a series of pictures such as a crab, a mouse, a spider, a bird, a dog, and a frog, and put an X by the ones that are mammals. c. You decide to bring in a pet hamster to class, together with the pictures of the cow and dog nursing, and the video clip of the chick. d. You actually bring in the hamster, pictures, and video clip. You have the students feel and pet the hamster, make observations of the pictures, and watch the video clip.
c. You decide to bring in a pet hamster to class, together with the pictures of the cow and dog nursing, and the video clip of the chick.
48. Basic abilities that all teachers, including those in their first year of teaching, should have to maximize student learning are best described as: a. task analyses. b. instructional alignments. c. essential teaching skills. d. models of teaching.
c. essential teaching skills.
96. The phase of the direct instruction model that accesses prior knowledge from long-term memory is: a. developing understanding. b. guided practice. c. introduction and review. d. independent practice.
c. introduction and review.
8. Other than selecting topics, all of teachers' planning decisions are guided by: a. assessments. b. students' interests. c. learning objectives. d. learning activities.
c. learning objectives.
19. After one has identified the component parts of content, the next step in a task analysis is to: a. assess learners. b. prepare examples. c. order examples. d. align instruction.
c. order examples.
102. The second phase of guided discovery is: a. introduction and review. b. the convergent phase. c. the open-ended phase. d. closure.
c. the open-ended phase.
97. A benefit of direct instruction is that it: a. works well for higher-level objectives. b. is based upon a social constructivist model of instruction. c. works well with both high- and low-ability students. d. is suited for social science and literature classes.
c. works well with both high- and low-ability students.
46. Which of the following are considered to be what researchers call prerequisites of effective teachers? 1. Teachers' professional appearance 2. Teachers' verbal ability 3. Teachers' knowledge of content 4. Teachers' professional knowledge and dedication a. 1, 2, 3, 4 b. 1, 3, 4 c. 3, 4 d. 2, 3, 4
d. 2, 3, 4 2. Teachers' verbal ability 3. Teachers' knowledge of content 4. Teachers' professional knowledge and dedication
9. All the actions teachers take to help students reach their learning objectives best describe which of the following? a. A task analysis b. A standard c. An assessment d. A learning activity
d. A learning activity
24. Although you will apply aspects of a number of theories when you plan and implement your instruction, on which of the following will you primarily ground your efforts? a. Behaviorism, with particular emphasis on operant conditioning b. Self-determination motivation theory c. Goal theory of motivation and learning d. Cognitive learning theory
d. Cognitive learning theory
94. Guided practice is an important element in which of the following models of instruction? a. Guided discovery b. Discovery c. Cooperative learning d. Direct instruction
d. Direct instruction
105. An approach to teaching that has students study new content online by watching video lectures home computers smart phones or tablets and then, apply the content in class by solving problems and doing exercises under the guidance of their instructor best describes which of the following? a. Personalized learning b. Differentiated instruction. c. Guided discovery d. Flipped instruction
d. Flipped instruction
