Professional Knowledge: Elementary

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A level of development attained when children engage in social behavior. Full development of the this depends upon full social interaction. The range of skill that can be developed with adult guidance or peer collaboration exceeds what can be attained alone. a. zone of proximal development (ZPD) b. scaffolding

Although Mr. Flores has taught fifth grade for five years, he is asked to teach second grade for the upcoming school year. He begins preparing units for the upcoming school year and realizes that he is not familiar with the second grade curriculum. Which of the following would probably be the best way to quickly acquaint himself with the curriculum and materials used in his school? a. He should ask the other second grade teachers in his school for assistance. b. He should study the textbooks used in second grade. c. He should order new textbooks that align well with his own personal style of teaching. d. He consults with the principal and asks for advice.

At Valley Elementary School, the teachers are departmentalized in the fifth and sixth grades. Mr. Jones teaches math to fifth and sixth graders. He sets up his lessons everyday to consistently follow the same format. First, the students go over homework from the night before. Next, Mr. Jones presents the new material. He then allows students to have independent practice with the new material. During this time, he allows students to ask each other for help if needed. Mr. Jones' goal is to have his students experience success with the new material during the independent practice time. Considering student success during independent practice reflects Mr. Jones' understanding that a. a student's academic success influences overall achievements and contributes to positive self-esteem. b. students will ask less questions, thus giving the teacher more time to plan future lessons. c. parents are happier when their children receive better grades. d. students will have fewer behavior problems if they feel like they are being successful.

Birth to age 2. Infants and toddlers acquire knowledge through sensory experiences and manipulating objects. At this point in development, a child's intelligence consists of their basic motor and sensory explorations of the world. Piaget believed that developing is known as object permanence or object constancy, the understanding that objects continue to exist even when they cannot be seen, was an important element at this point of development. By learning that objects are separate and distinct entities and that they have an existence of their own outside of individual perception, children are then able to begin to attach names and words to objects. a. Piaget's sensorimotor stage b. Piaget's preoperational stage c. Piaget's concrete operations d. Piaget's formal operations

Bloom's Affective domain, ____ is awareness, willingness to hear, selected attention. a. receiving phenomena b. responds to phenomena c. valuing d. organization e. internalize value (characterization)

Bloom's cognitive domain, ___ is recall or retrieve previously learned information. a. remember/knowledge b. understand/comprehend c. apply/application

Bloom's cognitive domain, ___ separates material or concepts into component parts so that its organizational structure may be understood. Distinguishes between facts and inferences. a. analyze/analysis b. evaluation/evaluating c. create/synthesis

Bloom's psychomotor domain, ___ is the ability to use sensory cues to guide motor activity. This ranges from sensory stimulation, through cue selection, to translation. a. perception (awareness) b. set c. guided response d. mechanism (basic proficiency)

Bloom's psychomotor domain, ___ is the skillful performance of motor acts that involve complex movement patterns. Proficiency is indicated by a quick, accurate, and highly coordinated performance, requiring a minimum of energy. This category includes performing without hesitation, and automatic performance. For example, players are often utter sounds of satisfaction or expletives as soon as they hit a tennis ball or throw a football, because they can tell by the feel of the act what the result will produce. a. complex overt response b. adaptation c. origination

During a science lesson, a fifth grade teacher allows students to form their own questions about what is happening, rather than the teacher telling the students what they will investigate. Of the following choices, what is the most important benefit of allowing the students to select their own question to investigate, rather than having the teacher assign them a topic? a. Students become self-directed problem-solvers who can structure their own learning experiences. b. Each student will complete a different experiment. c. the teacher can assess the students' interests. d. Students will be able to compare their experiments and results with each other.

During a unit on Native American Cultures, a field trip is planned for all of the sixth grade students. The students were allowed to choose between visiting Wupatki, Montezuma Castle, or Hopi Mesa. Whatever the choice, the students would be responsible for taking notes about their experience and sharing those notes with the class the following day. The field trip a. allowed students to make a connection between their current skills and new experiences. b allowed the teachers to obtain a summative assessment on how much the students learned during the unit. c. allowed students to be part of a learning community. d. allowed the students to take responsibility for their own learning a. a, c, and d only. b. c only. c. d only. d. c and d only. hi

In Mr. Mackey's class the students are allowed to complete any of the available learning centers each week. The learning centers incorporate different learning styles and different ability levels. Students choose the center they think they can be successful at. The multiple resources planned for by Mr. Mackey provided for a. enhancing student achievement. b. requiring higher-order thinking skills. c. engaging the students in inquiry learning. d. promoting problem solving.

In Mr. Ruiz's class, his students were completing their final projects for the Arizona Constitution unit. Students were given the opportunity to choose which project they wanted to do. Some students wrote a skit that would be performed for class, some students created an informative poster, and other students made a fictional news program that highlighted a recent government issue. Multiple strategies and techniques were used for a. motivation of the group and its effects on individual behavior and learning. b. allowing each student regardless of ability to participate in the project. c. integrating the project with other subjects. d. developing a foundation for teaching Arizona history. a. a, b, and c. b. a and b only. c. c only. d. d only.

In Mrs. Apple's second grade class, one of her students becomes very upset because another student will not share the microscope during centers. What would be Mrs. Apple's best response? a. Ask both students to discuss their feelings and suggest possible solutions b. Ask the students to move to another center c. Set a timer and allow the students to switch places at the end of the allotted time d. Reminding students to be considerate of one another

It is Mr. Trey's first year of teaching. He obtains a teaching job in a fourth grade class at Mountain Elementary. He is selecting books for the classroom library. In addition to student interest, which of the following would be the most important considerations? a. The books should have a reading level that matches the students' independent reading ability. b. The books should include vocabulary that is important for fourth-graders to learn. c. The books should be of a reading level that will challenge the students. d. A classroom library of books is not necessary outside of the assigned grade-level text books.

Janice Riggs is a fourth-grade teacher who has structured her class so that students can spend time everyday, after recess, in sustained, silent reading activities with books and reading materials of their own choosing. In order to order to maximize the reading experience and recognize differences among learners, Ms. Riggs a. allows students to choose to stay at their desks or sit on the floor with cushions b. opens the windows to allow the sounds of nature sooth the students and increase reading comprehension c. circulates to be sure all students have chosen appropriate reading materials da. turns on soft music to enhance student learning

Kat Marquez teaches sixth grade science at Valley Elementary School. Every time she begins a new unit she demonstrates an experiment for her students. Then, she explains the experiment to her students. Before students begin the experiment she allows time for questions. If a student's question requires more than two or three minutes to answer, then Ms. Marquez knows that a. her first explanation was incomplete. b. the students were misbehaving c. the students need to work on listening skills d. the students have a poor background in science.

Mary Clume's Communications class is beginning a study of creative expression and design in advertising. Ms. Clume's evaluator has come to visit the class. In her later conference with Ms. Clume about the class visited, she discusses the following notations about Ms. Clume's lesson: Ms. Clume used slides of various newspaper advertisements. Among the samples of individual advertisement methods she brought in for student analysis were three-dimensional magazine ads, endorsement ads using well-known people, and product sample packaging. Which of the following comments will the supervisor most likely make in evaluating Ms. Clume's teaching of the class? a. Ms. Clume's understanding of the importance of using multiple resources is clearly evident. b. Ms. Clume should allow the students to contribute materials that can be used in the lesson. c. The variety of materials used may cause the students to become confused and lose the focus of the lesson. d. The supervisor discusses the varied materials with Ms. Clume since she is interested in advertising techniques herself.

Miss. Drake is having her first grade students write a short story about their summer vacations. After the students write the story, they will share it with the class. What is most likely the instructional reason that Miss. Drake is having the children write a story with the intent of telling it to the class as opposed to merely writing a story? a. Presentation allows students to feel ownership of their work. b. Being able to speak in public is a crucial skill for students to learn. c. The students will learn to critique their own work. d. Students' prior exposure to stories is important to their ability to write a story.

Miss. Jacobs teaches first grade at an inner-city elementary school. One of her goals for the year is to promote acceptance of diversity among the students. As the school year progresses, Miss. Jacobs includes discussions of holidays of many cultures. She introduces the holiday prior to the actual day of celebration. The children prepare decorations, learn songs, and read stories about children in the countries where the holiday is celebrated. Which of the following best describes the most likely purpose of this activity? a. Celebrating holidays of many cultures is one way to teach appreciation of human diversity. b. Celebrating holidays of many cultures is one way to satisfy the demands of political action groups. c. Celebrating holidays is one way to encourage students to read aloud to one another. d. Celebrating holidays is one way to encourage students to participate in class activities.

Miss. Little teaches kindergarten at Arroyo Elementary. Her class is mostly hispanic. For a large portion of her students, English is a second language. Miss. Little wants to boost her students' confidence and encourage them to be successful readers and writers. Which of the following instructional strategies would be least effective in accomplishing this goal? a. Requiring students to copy the alphabet in both lower-case and upper-case letters at least once a day. b. Reading at least two books aloud each day and discussing the story with the students. c. Allowing students to use invented spellings for work turned in. d. Creating a reading center in which students can relax and choose a book to read.

Miss. Summers is approached by one of her students, Jesse, after class one day. Jesse's dad is a Park ranger and Jesse suggests that his dad could contribute to the environmental responsibility unit the class is currently investigating. Miss. Summers allows Jesse to invite his dad to visit the classroom. In agreeing to allow Jesse to invite his father, Miss. Summers demonstrates a. taking advantage of community resources. b. being accepting of diversity. c. an understanding of the importance of prior learning. d. stimulating curiosity in students.

Mr. Gordon's fifth-graders are working on a unit for Native American culture. Mr. Gordon is hoping to improve his students' ability to work independently and hopes to use different kinds of media resources during this unit. Mr. Gordon begins the unit by asking students to think about the kinds of questions they might ask to start their research about Native Americans. Mr. Gordon is considering taking his students on a field trip to Montezuma Castle; which of the following should most influence his decision? a. The relevance of the monument to the topics his students have researched. b. The issue of supervision, the cost of the trip, and the availability of transportation. c. The difficulty in obtaining permission forms from each student. d. The loss of class time in other subject areas.

Mr. Hanley teaches sixth grade at an inner-city elementary school. Many of his students are English Language Learners and need extra support. One of Mr. Hanley's curriculum goals is to provide activities that accommodate a variety of different learning styles. Which of the following best describes the way to identify the student's learning styles? a. Mr. Hanley should record his observations of individual student's behaviors over a period of several weeks. b. Mr. Hanley should have an interview with each of the students in his class. c. Mr. Hanley should ask the school psychologist to test each of the students. d. Mr. Hanley should review each student's testing files.

Mr. Hendrix teaches sixth grade at Verde Elementary School. The principal asks Mr. Hendrix and Ms. Gomez, another sixth-grade teacher in the school, to visit the middle school that most of the students at Verde will attend. By asking Mr. Hendrix and Ms. Gomez to visit the middle school, the principal is most likely encouraging a. Collaboration among the teachers at Verde Elementary School and the middle school. b. Mr. Hendrix should apply for a job at the middle school. c. Teachers at Verde use the teaching techniques that the middle school teachers use. d. Mr. Hendrix should use the middle school curriculum in his own lessons in order to challenge the students.

Mr. Jones wants his sixth-grade students to serve as tutors for the first-graders who are learning addition and subtraction. The main advantage for the sixth graders who participate is a. they will gain self-esteem in addition to proficiency b. they might discover they enjoy teaching. c. they will learn important tutoring techniques. d. they will feel a sense of school community.

Mr. Kent works as a fourth grade teacher on a military base. Most of his students have already lived in several different countries. Whenever a new student arrives, Mr. Kent asks the students to make a list of all the places he or she has been. When Jane arrives, she lists Israel as being a place she has lived. Mr. Kent asks Jane's mother to come to class and talk about living in Israel and bring a food dish that is eaten there. What benefit will this activity have on Jane? a. Having her mother become more involved with her school b. Learning more about Israel c. Appreciating the strength of her own diversity d. Promoting her own growth

Mr. Lowell wants to begin the school year by assessing the learning styles of his students. He also wants to make science an important part of his curriculum because he believes science teaches valuable problem-solving skills. In general, how can Mr. Lowell best address the learning styles of his students in science activities? a. Observe students in cooperative, noncompetitive teaching strategies that utilize many experiences with hands-on activities. b. Observe the students working independently. c. Observe the students doing hands-on activities. d. Employ teaching strategies utilizing computer-assisted programmed instruction.

Mr. Mann's fifth-grade class is studying a unit entitled "Music of the Ages" in social studies. Mr. Mann has prepared four learning centers for the class. In Learning Center #1 students use information from their social studies textbooks and information provided by the school's music teacher to prepare a timeline of important events in music from the 1900's to present day. In Learning Center #2 students use a prepared list to choose a particular band or performer to compile information for the rest of the class. In Learning Center #3 students "play" various instruments and record their observations. In Learning Center #4 students listen to recordings provided and determine which era these performers are from. As the students work in the learning centers, Mr. Mann walks from group to group asking questions and commenting on each student's progress. Mr. Mann views his role as a (an) a. Facilitator b. Supervisor c. Classroom manager d. Evaluator

Mr. Mead decides to focus on character development with his fifth graders. One of his goals is to instill leadership values within his students. Most of his students are Hispanic and he notices that there are very few Hispanic political leaders in his community. As he begins a new unit, and because his hidden curriculum is to help students prepare for positions of leadership in the community, what would be the best classroom organization for the day's activity? a. Cooperative activities b. Competitive activities c. Independent activities d. Whole group activities

Mr. Sanders decided to create a unit in which students would be required to reference several different resources in order to learn about the topic. The topic for the unit was to be the American Industrial Revolution. The students were assigned to create a newspaper that may have been printed during this time. The students must include statistics and data, descriptions of society at the time, accounts of any scientific findings that were going on during the time period, and real-life accounts from teenagers who were living during the Industrial Revolution. In order to complete these items, the students must get help from their other content area teachers. By creating this unit, Mr. Sanders a. developed an interdisciplinary activity for the class. b. designed the instruction taking into account the learners' backgrounds and abilities. c. almost achieved his goals for the class. d. helped the students understand the role of technology as a learning tool.

Mr. Tanner reads Nancy Atwell's book In The Middle and decides he wants to use the writing workshop method that is discussed in the book with his seventh- grade language arts students. By selecting a current best-seller as a reference, Mr. Tanner is a. Making an effort to locate contemporary and relevant sources of information to enrich his instruction. b. making his students purchase an additional book for his class. c. demonstrating to his principal that he is knowledgeable about current research in his field. d. assigning more reading for the students.

Mr. Thompson has taught sixth grade for many years, but he has been assigned to teach second grade for the upcoming school year. His principal stresses the importance of second graders developing their reading skills. As Mr. Thompson begins planning his curriculum, he considers the fact that his students may be functioning at various reading levels. Other than the students who have learning disabilities, which of his students are most likely to be poor readers? a. Those whose parents seldom read aloud to them b. Those whose parents are originally from a foreign country. c. Those whose parents work full time. d. Those who are being raised by a grandparent.

Mr. Yates allows his students to choose a scientific question to research. Which of the following is the most important force at work when students are allowed to select their own problem for investigation? a. Increased student motivation b. Increased student diversity c. Increased structure of student groups d. Increased use of self-assessment

Mr. Young is a first grade teacher who uses the whole language method in his teaching. Before reading a book about Winter, Mr. Young constructs a semantic map of all the things related to Winter. The students' input is recorded on the map. What is Mr. young's rationale for doing this activity? a. To demonstrate a meaningful relationship between the concepts of the story and the prior knowledge of the students. b. To determine how he will assess the students at the conclusion of the unit. c. To meet the needs of the students who are visual learners. d. To model good writing skills.

Mrs. Apple is hoping to maximize the amount of time students in her class are engaged in learning activities during the instructional day. What strategy would be most effective in doing this? a. Modeling her expectations and having students practice routine tasks and activities b. Rewarding students for prompt behavior and on task learning c. Posting the schedule for the day and asking students to review it from time to time d. Providing a signal intended to have the students transition to another activity

Mrs. Lee requested that new computer software be made available in the library. The software contained comprehension questions for 500 books, similar to an Accelerated Reader program. As each student completed reading a book, they were free to come to the library and take the comprehension quiz. The computer kept a record of those books read and the quiz scores. Mrs. Lee decided to post the title of each book that was read and comprehended. Publicly displaying the titles of the books was based upon a. facilitating the motivation of each student. b. understanding the need for a summative assessment of books the students have read. c. helping the students to become independent thinkers and problem solvers. d. varying the role of the teachers in the instructional process.

Ms. Kay is beginning a unit on Democracy in America. She introduces the unit to her students by assigning group projects. Each group will be assigned to present what Democracy means to a specific group of people within the United States. Each group will research their topic, then report back to the class what they found. Ms. Kay plans on using the themes the students find as a basis for exploring what Democracy is in the U.S. Why does Ms. Kay decide to begin her unit with this project activity? a. She uses a constructivist approach to learning. b. She knows the students will enjoy the project more if they are allowed to work in teams. c. State standards require that students work cooperatively on projects in social studies. d. She is trying to address the different learning styles of her students.

Nina Fontes is a first year kindergarten teacher. She discusses her plan to implement a Parent's Day with a fellow teacher that is more experienced. She plans on using the Parent's Day to begin her unit on community. The fellow teacher points out several benefits of this activity and encourages Ms. Fontes to go ahead and make plans for this activity, after receiving approval of the project from the principal. Which of the following reasons would be a major benefit that may have been pointed out by the experienced teacher? a. Ms. Fontes will have the opportunity to further the relationships she is trying to establish with the families of her students. b. The Parent's Day will help the children select what career they want to have someday. c. The Parent's Day will save Ms. Fontes from having to create lesson plans for that day. d. Ms. Fontes will be able to see which parents will cooperate with her when she has a need for their help.

On the first day of the fifth grade Arizona unit, Mr. Samson loads all the students into a school minivan and drives them to the local library. Mr. Samson asks the librarian to take ten of the students to the periodical section to teach them how to use the Readers' Guide to Periodical Literature. Mr. Samson takes the other eleven students and teaches them how to use the computerized catalogue system. Mr. Samson and the librarian then exchange students. Why does Mr. Samson take the class to the local library? a. Mr. Samson understands the relationship of the school to the larger community in general and to the library in particular. He wants to develop a mutually supportive relationship between his students and the community. b. Mr. Samson does not have all of the necessary materials for the students to begin the unit. c. Mr. Samson wants to make use of the library in order to forge strong home-school relationships. d. Mr. Samson is attempting to expose students to a variety of multicultural literature.

States behavior is learned from the environment through the process of observation, imitation, and modeling. a. Bandura's Social Learning Theory b. Vygotsky's Sociocultural Theory

The fifth-grade students in Mrs. Sanchez's class are studying South America. Mrs. Sanchez plans to begin the unit by leading the class in a brainstorming session to formulate questions to guide their research about South America. As part of the presentation of projects and activities, Mrs. Sanchez asks her students to write a narrative explanation of their projects. Then she arranges for the class presentations to be videotaped as the students read their prepared explanations. A student is appointed "filming director" for each project, and another student is appointed "reporter." All of the students who participated are "writers" and contribute to the written script. This activity is an example of a. using a variety of instructional resources to support individual and group learning. b. inappropriate use of school video equipment. c. providing "directors," "reporters," and "writers" with information about those careers. d. a homogeneously grouped cooperative learning exercise.

The health teacher, Mrs. Holmes, was planning a unit on exercise. Her first task was to identify the performance objectives. She concluded that she wanted the students to master the content of her lecture, but she also wanted them to be able to do independent research in the library on the topic of exercise. Her second task was to prepare an assessment tool to be used at the completion of the unit. She decided to have a paper and pencil test as well as a performance exam. Step 3 consisted of choosing resources for the class presentation. She chose a beginning text on strength, the exercise unit from the curriculum material, two games from the media center, teacher-made worksheets covering the appropriate content, a computer program for enhancing the classroom presentation, and the required tools and ingredients for the performance aspect of the unit. The unit would be concluded with a field trip. The usage of various materials was designed to a. allow students to interact with the concepts in a variety of ways, utilizing their own personal learning styles. b. use of one technique to present material. c. allow students to have a say in what they want to learn. d. weave other curriculum into this subject.

Yolanda Middleton suggests that her fourth-grade students create a play about the rain forest. The students' parents would be invited to the play. Her class has been learning all about the rain forest in the past three weeks and suggests that this would be a good way to end the unit. Her students agree and begin planning for the play. Why did Ms. Middleton suggest her students put on a play and invite parents? a. Yolanda wants to encourage strong home-school relationships. b. Yolanda wants to make sure the students do a good job and she knows that the students will put in more effort if they know that their parents will be watching. c. Yolanda wants to create bonds with the community. d. Yolanda wants to improve her students' speaking skills.

One Friday morning, Ms. Ackell arrives early for school. She notices that Dominique, a first-grade student in her class, is waiting outside the front door even though it is at least an hour before the students should arrive. When Ms. Ackell stops to ask Dominique if she is all right, Dominique begins to cry. Ms. Axtwell notices several large bruises on her legs and arms. It is Ms. Atwell's responsibility to a. notify the principal as soon as possible that she suspects that Dominique may have been beaten or abused. b. scold Dominique for coming to school so early with out her parents knowing where she is. c. comfort Dominique and call her parents to discuss the matter with them. d. do more investigating before making a decision about what to do

A lively debate breaks out in Mr. Henry's sixth-grade social studies class. The students debate about whether or not a new development of commercial property should be allowed to be built on land that contains a forest in which many animals live. Mr. Henry voices his opinion that our environment is one of our most sacred treasures. A boy in his class, Daniel, tells Mr. Henry that his dad thinks the commercial property should be built in order to give local families more shopping choices. "That's an interesting thought," says Mr. Henry. "Let me think about that and get back to you tomorrow. I'll need to do some research before I decide what I think. But right now, let's talk about what you think." Mr. Henry's statement about doing research before making a decision reflects a. using a direct teaching approach b. being a reflective practitioner who knows how to promote his own growth. c. promoting diversity by allowing the students to express their opinions rather than expressing his own. d. how to continue a debate among students.

A method of supporting students' learning by providing them with clues, examples, step-by-step instructions, or partially completed learning tasks. a. zone of proximal development (ZPD) b. scaffolding

Age 2 to about age 7. Kids learn through pretend play but still struggle with logic and taking the point of view of other people. They also often struggle with understanding the ideal of constancy. For example, a researcher might take a lump of clay, divide it into two equal pieces, and then give a child the option of choosing two pieces of clay to play with. One piece of clay is rolled into a compact ball while the other is smashed into a flat pancake-shape. Since the flat shape looks larger, the preoperational child will likely choose that piece even though the two pieces are exactly the same size. a. Piaget's sensorimotor stage b. Piaget's preoperational stage c. Piaget's concrete operations d. Piaget's formal operations

Although Mr. Pierce has a few years of experience teaching sixth grade, he has been assigned a second-grade class for the following year. He wants to plan ahead and prepare lessons and units for his new students. Which of the following principles is the most important to consider as he prepares his units? a. The major difference between sixth-grade students and second-grade students is their physical size. b. Second-grade students are very different developmentally from sixth-grade students. c. Some second-grade students read as well as sixth-grade students. d. Sixth-grade students like to read books on topics that are very different from the topics that second-grade students prefer.

As Ms. Jake drives home from the grocery store, she notices a group of boys huddling in an alley way. As she takes a closer look she recognizes one of her sixth grade students. Suddenly the boys run down the alley and Ms. Jake sees that there is freshly - painted graffitti on the alley wall. What should her course of action be? a. Chase down the boys with her car and make a citizen's arrest. b. Call the police and report what she saw. c. Call the principal immediately and report what she saw. d. Refer the boy to Big Brothers' as a child in need of a special friend. a. a and b only. b. b and d only. c. b and c only. d. c and d only.

Assessments are often high stakes, which means that they have a high point value. Evaluates student learning at the end of an instructional unit by comparing it against some standard or benchmark. a. Diagnostic assessment b. Summative assessment c. Formative assessment

Bloom's Affective domain, ___ is active participation on the part of the learners. Attend and react to a particular phenomenon. Learning outcomes may emphasize compliance in responding, willingness to respond, or satisfaction in responding (motivation) a. receiving phenomena b. responds to phenomena c. valuing d. organization e. internalize value (characterization)

Bloom's ____ domain includes physical movement, coordination, and use of the motor-skill areas. Development of these skills requires practice and is measured in terms of speed, precision, distance, procedures, or techniques in execution. Thus, these skills rage from manual tasks, such as digging a ditch or washing a car, to more complex tasks, such as operating a complex piece of machinery or dancing. a. affective b. psychomotor c. cognitive

Bloom's cognitive domain, ___ is comprehending the meaning, translation, interpolation, and interpretation of instructions and problems. State a problem in one's own words. a. remember/knowledge b. understand/comprehend c. apply/application

Bloom's cognitive domain, ___ makes judgments about the value of ideas or materials. a. analyze/analysis b. evaluation/evaluating c. create/synthesis

Bloom's psychomotor domain, ___ is a readiness to act. It includes mental, physical, and emotional sets. These three are dispositions that predetermine a person's response to different situations (sometimes called mindsets). a. perception (awareness) b. set c. guided response d. mechanism (basic proficiency)

Bloom's psychomotor domain, ___ is when skills are well developed and the individual can modify movement patterns to fit special requirements. a. complex overt response b. adaptation c. origination

During his planning time, Mr. Tretski goes to the school librarian, and asks him to recommend sources for learning about community programs for at-risk youth. What is the key advantage to Mr. Tretski's asking the librarian for help, rather than seeking out the answers to these questions himself? a. Mr. Tretski can save a great deal of valuable planning time by having the librarian help him as opposed to finding the material himself, thus making better use of his limited time resource. b. Mr. Tretski can begin to develop a collegial relationship with the librarian, in which each will view the other as a member of a mutually supportive learning community. c. Mr. Tretski can better understand factors outside the classroom that contribute to his individual students' growth. d. Mr. Tretski will be able to find the best resources because the librarian is an expert at finding resources.

During the first week of the Our Community unit in Miss. Foster's kindergarten class, one of her students mentions that her dad works in an important building downtown. Miss. Foster discovers that this parent works in the Mayor's office. Miss. Foster sends a letter home with the student, expressing interest in talking with the Father. Miss. Foster is able to meet with the students' parents and schedules a time for the Father to do a class presentation about what it is like to work for the Mayor and what the Mayor does for the community. Miss. Foster's actions are an example of a. using a variety of instructional strategies. b. developing strong family-teacher partnerships. c. an understanding of individual talents and abilities. d. employing the use of preferred modalities in student instruction.

In Mr. Hamlet's fifth-grade science class, the students observed a demonstration of how water is heated and evaporates, condenses and turns back into a liquid. The experiment is more effective than merely displaying a diagram of the water cycle because his fifth-grade students are at what stage of development? a. Piaget's sensorimotor stage b. Piaget's concrete operational stage c. Piaget's formal operational stage d. Piaget's interpersonal concordance stage

In a staff meeting at Lincoln Elementary, the teachers show increased concern about the low abilities of their students. Many of the teachers comment that the students are behind in skills already when they enter the classroom. One teacher in particular makes the comment that he constantly has to find time to teach remedial reading skills to his fifth graders and he also has to find time to teach lessons that meet the state's standards for fifth graders. This comment from the teacher reveals that he a. was refusing to reflect upon his responsibility to the students and was unwilling to change teaching strategies. b. understood the requirements and expectations of teaching in Arizona. c. does not have enough instructional materials available to him. d. does not work collaboratively with colleagues

In class, Mrs. Lane asks her students to vote on whether or not they would like to start a pen pal writing program with another school. The students vote 18-2 to start the program. The two students who voted against it are two students new to the class this year. Last year both boys were in a resource room and self-contained classroom as they both are diagnosed as having special needs. This year, the district has implemented an inclusion program and the boys' Access Removal and Dismissal (ARD) committees wrote IEPs that placed them in Mrs. Lane's class. Both boys' IEPs stipulate that they participate in classroom activities while they are in the inclusion classes and individual support should be provided to them when necessary. The likely reasons that the boys might have voted against this program are a. They don't like Mrs. Lane. b. They don't know what a pen pal is. c. They don't want to have to do something that requires them to write. d. They are prejudice against students from the other school. a. a and d only. b. b and c only. c. b and d only. d. d only.

In. Mr. Tsosie's class, cooperative learning is an essential part of his curriculum. However, Mr. Tsosie uses a variety of grouping strategies during the year. He varies in how he groups the students according to abilities. Sometimes he permits students to choose their own groupings. Sometimes he suggests that students work with a particular partner; sometimes he assigns a partner. This flexibility in grouping strategies indicates that Mr. Tsosie recognizes that a. his students will appreciate Mr. Tsosie's unpredictability. b. grouping patterns affect students perceptions of self-esteem and competence. c. It is not fair to place the low ability students in the same group all the time. d. some students do not get along with other students so they should not be forced to work together for a long period of time.

Included in his social studies unit on Heroes are learning centers that include books, articles, pictures, and authentic materials about different American heroes. Mr. Troy makes sure that he includes both men and women and people of different ethnicities. His purpose in making these selections is most probably to ensure that these materials a. are challenging and engaging. b. demonstrate the diversity of individuals who have made discoveries. c. will be of interest to the students. d. teach about the most important heroes.

It is Ms. Kay's first year of teaching. After each day, she records in a journal notes about her lessons that day. She often writes about what she could do better the next time she teaches the lesson. This demonstrates that Ms. Kay is a. concerned about process writing. b. a reflective practitioner. c. a person who enjoys journal writing. d. keeps notes for her formative evaluation of her students.

Jack Thompson teaches in a rural Arizona elementary school. Jack is admired by his students and works well with the other teachers. At the beginning of the Spring semester, Jack arrived home just as a moving truck pulled into the driveway next door. Jack was excited to finally meet his new neighbors. He immediately went over and introduced himself to the man who was getting out of the truck. As the introductions were taking place, a van pulled up into the driveway and a woman came around the side of the van in order to help a young girl in a wheelchair exit the van. "Please meet my wife and daughter,"said the man, whose name was Frank Crucher. "Jessica is in third grade," said her mother. Jack told her that she had a good chance of being in his class, since there were only two third grade teachers at the local elementary. Jack Thompson began explaining all the fun things the students do during their third grade year. Jessica was clearly very excited and asked her mother if she could be in Mr. Thompson's class. The mother said no, shook her head and explained to Jack that Jessica had to go to a private school because the local schools were not wheelchair accessible. Making the necessary changes would take many thousands of dollars, and the district can't spend that kind of money on Jessica. What should Jack say? a. He will bring some of the fun materials home for Jessica to use. b. It is illegal for the school not to make itself accessible to people with handicaps, regardless of the cost. Let me talk to the principal. c. You should contact a lawyer to help you fight for your rights. d. That is unfortunate. But, it is quite impossible to spend that much money for just one student. I'm sure the private school will be just as fun.

Miss. Jenkins is teaching in a kindergarten class this year in which most of her students are labeled as being ELLs. During the first parent conference of the year, Miss Jenkins should a. introduce herself and talk about her qualifications. b. include positive comments about each child and make suggestions for how parents can help the child at home. c. tell the parents about their student's test scores so that they know how much they need to help their child. d. discuss with the parents the importance of speaking only English at home.

Mr. Cooper is a sixth grade teacher whose emphasis in college was science. He is excited about teaching his students scientific inquiry. Which of the following describes the most appropriate method of teaching Mr. Cooper's students about scientific inquiry? a. Mr. Cooper should conduct a science experiment, and tell the students the hypothesis he wants them to investigate. b. Mr. Cooper should conduct an experiment in front of the class. Then, the students should come up with different hypotheses about the phenomenon and then create experiments to test each hypothesis. c. Mr. Cooper should show a video about the scientific method. d. Mr. Cooper should have a high school science teacher come to class to talk to the students about the scientific method.

Mr. Donald chose to take his students on a class field trip to conclude the Arizona Geography unit. He chose several different locations around the state that would be interesting to visit. He presented five locations to his students and let them vote on where they would like to go. Each student was assigned to write a one-page paper about the location they would like to visit and why they chose that particular location. The choice of field trip locations a. was to enhance the students' self-concept. b. was to respect differences and enhance the students' understanding of the society in which they live. c. was to foster the view of learning as a purposeful pursuit. d. was an example of using an array of instructional strategies. a. b only. b. b and d only. c. a and b only. d. c only.

Mr. Drake is an ESL teacher in a high school. One activity that Mr. Drake uses with his ESL students requires that each student choose a fable or folk tale that he or she learned as a child. The student is then videotaped (privately) telling the story in his or her native language. The student next is given the tape and allowed time to view it, critique it, and then translate it into English. Finally, at a second taping, the student is videotaped telling the story in English. The student is then give the tape with both versions. Mr Drake has found that this is an effective instructional strategy because a. the student is allowed to privately critique the tape. b. it allows the student to make choices and to move from the familiar to the novel or unfamiliar at his or her own pace. c. practicing speaking in English will increase the student's language proficiency. d. the activity is done in a private environment.

Mr. Gomez goes to his principal to ask for advice about what to do with some of his students. In his class, there are two students who are overly talkative and dominate the classroom. What does the principal say is the best way to deal with these students? a. Mr. Gomez should only allow each student to comment once during each lesson. b. Mr. Gomez should ask these students to be the observers in small group discussions, and take notes about participation and topics discussed. c. Mr. Gomez should put the students in the corner by themselves. d. Mr. Gomez should recognize that overly talkative students need lots of attention and should be called on to participate throughout the class period.

Mr. Jones teaches sixth-grade science . He encourages students to work in small groups of two or three as they begin homework assignments so they can help each other answer questions. Mr. Jones has noticed that some of his students insisted on working alone rather than in groups as stipulated. He also notices that some students are easily distracted even when other members of their group are working on the assignment as directed. Which of the following is the most likely explanation for the students' behavior? a. Sixth-grade students need structured settings in order to learn. For this reason, it is best to avoid group learning. b. Sixth-grade students are influenced by a variety of interests and attitudes. They are very different from one another in terms of maturity and physical development. c. Small groups are not suitable for students of this age. Sixth-grade students lack the mental and physical maturity required for small group work. d. Mr. Jones needs to state his expectations for student behavior in a more specific format.

Mrs. Blue is teaching a lesson on color groups. She wants to be sure that students learn as much as they can about colors, so she includes information with which they are familiar with the new information she presents. Knowing that these are first-grade learners, what should Mrs. Blue consider when thinking about their learning experience? a. Students will estimate how much they can learn in one time period b. Students will overestimate how much information they can retrieve from memory c. Students will be able to pick out the information they need to study and the information which they don't need to study due to prior mastery d. Students will know how much information they can retrieve from memory

Mrs. Blume is teaching her first grade students a lesson about the rainforest. She wants to make sure her students remember as much as possible about the rainforest, so she incorporates information they are familiar with into the new information. Knowing that these are first-grade learners, what should Mrs. Blume consider when thinking about her students' learning experiences? a. The students will be able to determine what information they need to study and what is already prior knowledge. b.The students will overestimate how much information they can remember. c. The students will be able to accurately predict how much information they can remember. d. The students will underestimate the amount of information they can remember.

Mrs. Roth is a fourth grade teacher who's students are getting ready to take the AIMS test. What is the most effective way for Mrs. Roth to prepare students for the testing process? a. Have the students as a group construct a study guide for the test b. Explain the purpose of the test, the testing process itself and how their results will be used c. Throughout the year, use the AIMS format for all tests given in class d. Play off the test as no big deal

Ms. Akers is a high school English teacher. She is teaching two sections of ninth grade English and two sections of tenth-grade English. Ms. Akers and Mr. Ramirez, a history teacher, plan to teach an integrated unit on the Roaring 20's. They plan to coordinate their lessons so that the topics the students study in World History are the topics that the students read and write about in English. What will be the most likely consequence of the integrated unit? a. The students will get the assignments for the two classes confused because they will be so similar. b. The students will remember more about this topic for a longer period of time. c. The students will not have to complete as much homework. d. The students will enjoy the topic because they see two different perspectives.

Ms. Flynn is disappointed because her fourth-graders were not excited about the Egypt unit she had just completed. The students were anxious to finish the unit and the class discussions during the unit were not engaging. The assignments students turned in were not thoughtfully completed. What would be Ms. Flynn's best course of action? a. Copy another teacher's unit on Egypt for next year. b. evaluate each lesson in the unit and revise the lessons to make them more meaningful to the students. c. Find a filmstrip on Egypt to show to the class. d. Create new assessments to use with the unit for next year.

Ms. Laurel teaches third grade in a rural Arizona school district. One day a student, Kat, comes to her with an idea about writing to pen pals in another state. "Sounds interesting," Ms. Laurel said. "What should you do first?" Kat thought for a moment. "I know," she said. "Maybe we should ask the class to vote on it." "Good idea," said Ms. Laurel. Ms. Laurel had planned to begin a unit on the 50 States the following week. Why didn't she tell Kat that when she approached her with the idea of State pen pals? a. Ms. Laurel wanted to give Elena and class a delightful surprise when she announced the study unit on the 50 States following the class's vote on the pen pal project. b. Ms. Laurel wanted Kat and the class to feel ownership of the pen pal activity and subsequently of the 50 States unit of study. She knew that it would appear to the students that the 50 States unit had grown out of the pen pal project. c. Ms. Laurel likes keeping her planned units secretive. d. Ms. Laurel did not want to focus the conversation on anything other than the pen pal idea.

Ms. Ramsey teaches first grade in an inner-city school. Most of her students are labeled as being English Language Learners. After doing several reading and writing assessments, Ms. Ramsey determines that none of her students are reading at a first grade level and that most of her students cannot write any letters of the alphabet. Which of the following describes the instructional strategy that is most likely to improve the reading levels of Ms. Ramsey's students? a. A basal reader program that will teach basic word recognition. b. An emergent literacy program emphasizing pattern books and journal writing using invented spelling. c. An interactive phonics program that includes practice of basic sight words. d. All the students should participate in the school's ESL program and receive services from the learning resource center.

On a regular basis, a few middle school students arrive late to their geography class. The teacher has noticed that the students who are late vary from day to day. She wants to encourage all students to arrive in class on time. How can she best achieve this goal? a. provide more work for students who are late and restrict them from some class activities b. discuss the problem with the class and establish incentives for being on time c. implement a point system for grades so students lose points if they are late d. allow students who are NOT late to do less homework that night

Social learning tends to precede (i.e. come before) development. a. Bandura's Social Learning Theory b. Vygotsky's Sociocultural Theory

Sue Lee is a first year teacher. She is teaching sixth grade this year. After the first few weeks, she notices that many of her students are reluctant readers. She decides to conduct an interest inventory to determine what materials the students would be interested in. The results from the inventory reveal the students' interest in technology, particularly in computers and videos. In response to these results, Ms. Lee takes her students to the school library and helps them locate reading programs on disk and on video. The following week after Ms. Lee took her students to the library, she receives a phone call from a parent. The parent expresses concern about teaching reading by using computer games and videos. Which of the following would be an appropriate response from Ms. Lee? a. The parent was right. Printed material is more valuable than computer games and videos. Children spend too much time at home playing computer games or watching television. b. The parent was misinformed. It is important to use a variety of instructional materials to support student learning. c. Computers and laser disks are important technologies for students to master. They are best mastered within the context of learning academic content, rather than in decontextualized settings. d. Computers and laser disks are important technologies for students to master. Only in decontextualizing technology will students be able to master it and generalize skills. a. a only. b. b and c only. c. b and d only. d. d only.

The new fifth grade teacher is planning her assessments for the upcoming year. She wants to be able to provide feedback to her students on their progress. Also, it is important to her that the students are able to demonstrate that they are competent with Arizona standards for fifth graders. Which of the following is most likely to meet these assessment goals? a. Teacher-made objective tests are the easiest way to measure if the students meet the specified objectives. b. A variety of formal and informal assessment tests should be used. c. The teacher should use reliable and valid standardized tests. d. Students should be assessed according to their individual strengths.

The sixth grade students in Mrs. Frederick's class are studying Mammals. Mrs. Frederick wants to strengthen her student's ability to work independently. She also wants to provide opportunities for the students to use a variety of print and media resources during this unit of study. Mrs. Frederick plans to begin the unit by leading the class in a brainstorming session to formulate questions to guide their research about Mammals. Mrs. Frederick has collected a variety of print and media resources for the students to use in their research. Which of the following will probably be the best way to motivate students to research the questions they have prepared? a. The teacher should assign two to three questions to each student so that all the questions are covered. b. The teacher should allow individual students to select the questions they would like to research. c. The teacher should assign one topic to each student. d. The teacher should select five essential questions that she wants all of the students to research.

This year Ms. Ackell is teaching fifth grade. She has one student, Kenny, who has just moved to Arizona from Mexico. Neither Kenny nor his parents speak much English. It is most important that Ms. Ackell a. gives Kenny an intelligence test. b. be certain that Kenny receives the services of the school's ESL instructor. c. keep Kenny isolated from the other students until he feels more comfortable. d. be certain that Kenny's parents are learning English.

6th grade students with low writing skills need a writing curriculum focusing on improving students' writing skills. Teacher plans on implementing a process writing program in which students will complete pre-writing: brainstorming, rough drafts, a revising process, and a publishing activity. Student will conference with Teacher. throughout the process. Teacher will set specific goals for each student as they complete the writing process. Which of the following best describes Teacher's plan for reviewing student writing assignments, conferencing with each student, and helping each student set specific goals for writing to be accomplished during the next grading period? a. Comparative evaluation b. Summative evaluation c. Formative assessment d. Peer evaluation

A student is Mr. Boyd's fourth grade class is performing well on assessments and completing all his work but does not participate in class discussions. Mr. Boyd would like to help this student participate more in class so he a. creates a point system for participation that effects grades b. speaks privately with the student and works with him to improve his participation c. provides opportunities for the student that enable him to participate with a partner or in small groups d. asks the student to give brief oral presentations to the class every week to help overcome his apprehension

After his fifth grade students have a lively debate concerning gun control, Mr. Peterson visits the local city library and locates sources that could help support the students' arguments. The next day at school, Mr. Peterson brings in his research for his students to consider. Mr. Peterson's actions are an example of a. selecting material that is appropriate for students' individual needs. b. being able to foster student growth. c. taking advantage of community resources to foster student growth. d. understanding the relationship between planning and student growth.

Age 7 to 11. Kids at this point of development begin to think more logically, but their thinking can also be very rigid. They tend to struggle with abstract and hypothetical concepts. At this point, children also become less egocentric and begin to think about how other people might think and feel. Kids in this stage also begin to understand that their thoughts are unique to them and that not everyone else necessarily shares their thoughts, feelings, and opinions. a. Piaget's sensorimotor stage b. Piaget's preoperational stage c. Piaget's concrete operations d. Piaget's formal operations

Assessment is generally low stakes, which means that they have low or no point value. Monitors student learning to provide ongoing feedback that can be used by instructors to improve their teaching and by students to improve their learning. a. Diagnostic assessment b. Summative assessment c. Formative assessment

Bloom's Affective domain,_____ is the worth or value a person attaches to a particular object, phenomenon, or behavior. This ranges from simple acceptance to the more complex state of commitment. Is based on one's private set of specified values, while clues to these values are expressed in the learner's overt behavior and are often identifiable a. receiving phenomena b. responds to phenomena c. valuing d. organization e. internalize value (characterization)

Bloom's cognitive domain, ___ builds a structure or pattern from diverse elements. Put parts together to form a whole, with an emphasis on creating a new meaning or structure. a. analyze/analysis b. evaluation/evaluating c. create/synthesis

Bloom's cognitive domain, ___ use a concept in a new situation or unprompted use of an abstraction. Applies what was learned in the classroom into novel situations in the work place. a. remember/knowledge b. understand/comprehend c. apply/application

Bloom's psychomotor domain, ___ is creating new movement patterns to fit a particular situation or specific problem. Learning outcomes emphasize creativity based on highly developed skills. a. complex overt response b. adaptation c. origination

Bloom's psychomotor domain, ___ is the early stages in learning a complex skill that includes imitation and trial and error. Adequacy of performance is achieved by practicing. a. perception (awareness) b. set c. guided response d. mechanism (basic proficiency)

In a staff meeting Lacy Montoya describes her classroom organization to the other teachers. She describes how the students are in learning pods and many assignments are done cooperatively within the pods. One of the other teachers is interested in this pod system and asks why Lacy chose to set up her classroom in this way. What does Lacy tell her? a. Lacy has found the the pod system allows for the most efficient use of classroom time. b. Lacy wants her students to feel at home in her classroom. c. Since her class is heavily Hispanic and African-American, Lacy wants to ensure that she builds a classroom community in which every student is connected to the other students in a positive way. d. Since her class is heavily Hispanic and African-American, Lacy groups students of the same ethnicity in pods together.

Joyce Nelson is a first year teacher at a junior high school. As she plans her curriculum, she decides to include journal writing as a daily activity. She also plans to have the students write an autobiography during the first week of school. To begin the autobiography project, Ms. Nelson assigns the students to complete a writing activity in their journals. Each student must write a paragraph about the things they really like about themselves. Ms. Nelson gives examples of topics students can focus on, such as how they are trustworthy, or loyal. By assigning the students to write about themselves, Ms. Nelson is a. ensuring that the students are busy during class. b. giving an easy assignment that everyone can do. c. stimulating students' thinking and providing the class with a prewriting activity to help students identify ideas to include in their paragraphs. d. specifically teaching the students the importance of outlining.

Michelle Mason is a sixth-grade language arts teacher. She has noticed that many of the students in her class have done poorly on spelling tests. She tries to help her students improve their spelling by using techniques like mnemonic devices she remembers from her childhood, as well as new ones related to the current curriculum. In addition, she asks the students to create their own memory techniques to help them improve their spelling skills. Mrs. Mason has been successful in improving students' spelling because of what student achievement factor? a. The students can spell difficult words without relying on phonics. b. Mrs. Mason has created an excitement among the students for spelling correctly. c. The ideas engage many of the students and help to create a learning environment that is open to student interaction. d. Mrs. Mason has introduced the skill of using a mnemonic device to spell words.

Miss. Alvarez includes cooperative learning activities throughout her curriculum. She often begins a unit by having a lively class discussion about the topic. Six students in one class are very shy and introverted. Which of the following would most likely be the best way to encourage these students to participate in the discussion? a. Miss. Alvarez should allow the students to have time to feel comfortable enough to participate in class. b. Miss. Alvarez should call on these students at least once every class period. c. Miss. Alvarez should divide the class into small groups for discussion so these students will not be overwhelmed by speaking in front of the whole class. d. Miss. Alvarez should subtract points from their grades each day that they do not participate.

Miss. Fields teaches sixth grade science. She wants to reinforce the notion of data collection by assigning a homework project, which will involve the students' families. Which of the following would be the most appropriate assignment? a. Send a video home that the parents can watch with their students that discusses data collection methods. b. Have each parent come to class to observe class experiments. c. Have the students ask their parents to help them count the number of times that their heart beats per minute at rest and after five minutes of exercise d. Have the students ask their parents to read to them about a famous scientist.

Mr. Alvarado suggested to his class that they invite their parents to come listen to their class presentations on Arizona history. The students liked the idea and discussed the possibilities. Although Jenn Little is a developmentally-advanced, mature child who comes from a supportive, well-educated family, she is against inviting parents. Three other girls of varying degrees of maturity agree with Jenn, but the majority vote to invite the parents. What is the most likely reason that Jenn does not want to invite her parents? a. Jenn thinks her parents are different then the other children's parents. b. Jenn's parents are very well educated. She believes they will not approve of her classmate's intellectual abilities. c. Developmentally, Jenn is beginning to distance herself from her parents and become emotionally attached to her peers. She is embarrassed by how her parents treat her like a little kid in front of her peers. d. Jenn is afraid her parents will talk to Mr. Alvarado about her crush on her teacher.

Mr. Black asked his students the following question after discussing Earth Day. "What are some of the pollution problems present in our own school?" Class responses included a tobacco-polluted environment, the use of non-biodegradable styrofoam containers and the lack of recyclable aluminum. It was concluded that a smoke-free environment required the legislation of a group with more power than the ninth grade class. The use of non-biodegradable styrofoam containers would require research as to why the school chose to use such containers. Research would also be requited to answer why there had been no recycling effort by the school. Three days later, the class presented their research in class. The school's choice to use non-biodegradable containers was based on economics. Tom volunteered to question the soft-drink man concerning the volume of drinks delivered weekly to the school. Sally volunteered to contact the can manufacturing company to find out how they collected the cans, where they recycled them and how much they were paid for them. Other students agreed to interview students, custodians, cafeteria workers, and the administration. Mr. Black had a. gotten the students to work with members of the community. b. conferences with parents to explain what the students had yet to do. c. taken advantage of community strengths and resources to foster student growth. d. used a variety of teaching techniques in order to meet the needs of his students.

Mr. Donald began planning a unit of study about Arizona desert animals for his fourth-grade class. To begin the unit, he chose a book about the Arizona desert climate to read to the class. The book got students asking questions about what kind of animals could survive in such a climate. As Mr. Donald listened to the students' questions, he encouraged students to think about key concepts. He began asking the students the following questions: "What attributes about the desert would make it hard for animals to survive?" "How would animals get water?", and "What kind of animals would thrive in this environment?" The following day Mr. Donald reviewed how to use encyclopedias with his students. He then took the students to the school library. The students were divided into groups and each group was responsible for locating information about a particular desert animal. The students' involvement in the unit of study is a result of a. the teacher's reflective listening during the discussion. b. the available resources and materials. c. careful planning and its relationship to success in the classroom. d. the students' personal acquaintance with desert animals. a. a only b. a and b only c. b and c only d. a and d only

Mr. Freemont is a first year teacher in a third grade class that is in an urban school. Most of the students in his class are ESL. He is aware that many of the students' parents do not speak English. He must also try to meet the needs of his four students who have IEPs. During the first parent-teacher conference of the year, Mr. Freemont should a. make parents aware of local GED programs in the area. b. let the parents know that it is very unlikely that their child is promoted to the fourth grade. c. emphasize his willingness to work with each student to enable each student to be successful. d. recommend that parents secure an individual tutor for each student who is reading below grade level.

Mr. Gordon's fifth-graders are working on a unit for Native American culture. Mr. Gordon is hoping to improve his students' ability to work independently and hopes to use different kinds of media resources during this unit. Mr. Gordon begins the unit by asking students to think about the kinds of questions they might ask to start their research about Native Americans. Which of the following criteria should guide Mr. Gordon as he leads the brainstorming session? a. The questions should relate to the objectives for the fifth-grade curriculum. b. The questions should pertain to the factual information presented in the various media resources. c. The questions should be relative to the interests of the students. d. The questions should follow higher order thinking skills.

Mr. Hayes assigns each student in his computer class to learn one thing about a different application, such as Word or PowerPoint. The students will then teach four other students about the application. What is the major benefit of having the students teach a lesson to other students? a. The students will learn about how others learn. b. The students will better appreciate how much work it takes to be a teacher. c. When a student prepares a lesson to teach to peers, the student is highly motivated to learn the subject matter involved. d. When a student prepares a lesson to teach peers, the student learns organizational skills, which generalize to improve academic performance in other areas.

Mr. Malone is planning a new unit on ancient Greece in his high school History class. What should be Mr. Malone's first step in planning the unit? a. Integrating cooperative learning activities into the lessons. b. Creating fair assessments. c. Developing objectives for the unit. d. Finding available materials and resources.

Mr. Nunez is a new teacher in the Sunny School District. The school district requires teachers to attend one in-service session per month. The in-service workshop this month is about the special needs of emotionally disturbed children. None of the children in Mr. Nunez's class have been identified as emotionally disturbed. There are no other in-service workshops offered this month. What should Mr. Nunez do? a. Decide not to go to the in-service and use the time to plan lessons. b. Complain to the principal about his lack of choices of in-services. c. Attend the in-service because he might have an emotionally disturbed student in the future. d. Attend the in-service but plan to leave early.

Mr. Olson is planning to implement a process writing approach in his sixth grade classroom. He plans to have the students write at least five pieces in a two-month period. The students will choose their two best works to be included in a writing portfolio. Throughout the unit students will conference with Mr. Olson and set goals for improving their writing. Susie is a student in Mr. Olson's class who receives services from a resource teacher for a learning disability which affects her reading and writing. Which of the following is the most appropriate request that Mr. Olson should make of the resource teacher to help Susie complete the writing unit? a. Mr. Olson should excuse Susie from the writing assignments. b. Mr. Olson should ask the resource teacher to provide writing instruction for Susie. c. Mr. Olson should ask the resource teacher for help in modifying the writing unit to match Susie's needs. d. Mr. Olson should ask the resource teacher to schedule extra tutoring sessions to help Susie with the writing assignments.

Mr. Wilkins is teaching an AP European History class this upcoming school year. He spent all summer gathering sources and putting together lessons. He needs to cover history starting at the Renaissance period to the present. What might Mr. Wilkins include in his planning to keep gifted students challenged? a. An extra report on the history of the Germans. b. Let them tutor the students that are unmotivated. c. Encourage students to plan learning activities of their own. d. Create for the student a tightly organized and well-designed unit.

Mrs. Naomi is using the whole language approach to teach her first-graders about the rainforest. She hopes to have a good discussion with her students about endangered species. One student stated that her relatives like to hunt and don't believe in banning the hunting of certain animals. In response to this student, Mrs. Naomi asks: "What are some ways to allow people to hunt animals that may be endangered?" This exercise involves what level of questioning? a. Evaluation b. Analysis c. Comprehension d. Synthesis

Ms. Atkens teaches third grade at Green Valley Elementary School. In her class this year she has a student named Jack who is struggling with his English. Ms. Atkens sets up a special learning center with computers that is available to Jack at any time. She also includes books written in Spanish and other enrichment activities. This indicates that Ms. Atkens is a. trying to get Jack to meet the state standards. b. aware that Jack is a visual learner. c. making sure that Jack's needs are being met by providing a wide variety of learning materials. d. working to be able to avoid needing the resource teacher to come and assist Jack.

Ms. Daack teaches sixth grade. She is planning a unit on China and plans to center it around a Chinese New Year celebration. Ms. Daack meets with the other sixth grade teachers to discuss a grade-wide celebration of the Chinese New Year. Ms. Daack and the other sixth grade teachers decide to invite second grade classes to the celebration. The sixth grade students will plan games and activities for the younger children to do. This planning by Ms. Daack is an example of a. planning a cooperative learning project b. a culminating project c. working with other teachers to plan instructions. d. good use of available materials.

Ms. Dennis has noticed that her fifth grade students' math scores are significantly lower than their writing or reading scores. She decides to provide extra math enrichment for her students by setting up math centers in her classroom. Every morning the students will begin the day by rotating through the centers. Center # 1 requires students to time themselves while taking math facts tests. Center # 2 has students solving word problems. Center # 3 has students using manipulatives to solve complex problems. Center # 4 lets the students write their own word problems and exchange these with other classmates. Miss Dennis introduces the learning centers by explaining the purpose of each center and giving directions for each activity. Next she divides the class of 24 into four groups and assigns each group to a different center. After 20 minutes, some students are completely finished with one center and want to move on, but other students have only just begun working. What would be the best solution to this situation? a. When students finish a center early, they should be given additional work to complete before moving on to the next center. b. The learning centers should be revised so that each center takes the same amount of time for each student to complete. c. Students should be permitted to move from center to center as they complete each activity so long as no more than eight students are working at each center. d. Students should be encouraged to work through the activities at each center as quickly as possible.

Ms. Jayes goes to her principal, asking for help with her third grade students. They are having difficulty reading the grade-level language arts text. In response, the principal has a specialist come in to assist Ms. Jayes with this problem. The specialist decides that the text is actually written at a sixth grade reading level. The specialist reports to Ms. Jayes: "By combining modification of the text with writing your exams on grade level and using a few techniques for increasing comprehension, you should see a great change in your students. Nothing breeds success like success. " The concept the specialist caused the Ms. Jayes to focus upon was that a. most of the time when a student fails, it is not his/her fault. b. individualizing instruction does not have to be tedious and time consuming. c. external factors may affect students' performance in class. d. diversity in the classroom may affect learning.

Ms. Justi notices that her sixth grade students have low writing skills. She decides to implement a writing curriculum in her class that will focus on improving her students' writing skills. She plans on implementing a process writing program in which students will complete pre-writing such as brainstorming, several rough drafts, a revising process, and a publishing activity. The students will conference with Ms. Justi throughout the process. Ms. Justi will set specific goals for each student as they complete the writing process. Which of the following best describes Ms. Justi's plan for reviewing student writing assignments, conferencing with each student, and helping each student set specific goals for writing to be accomplished during the next grading period? a. Comparative evaluation b. Summative evaluation c. Formative assessment d. Peer evaluation

Ms. Montoya is recruited by the fifth grade team of teachers to help facilitate students' motivation and enthusiasm. After reviewing the materials teachers were using, lesson plans, daily assignments, and test scores, Ms. Montoya had a meeting with the concerned teachers. The teachers expressed their frustration with student apathy and their unwillingness to learn. Ms. Montoya gently suggested to the teachers that maybe the students were not to blame. Ms. Montoya further explained herself by stating that by administering a readability test on the main textbooks used by the teachers, she found that all of the texts were at least two grade levels above the students. She stated that the students were frustrated because the material was not appropriate. At this point in the solving of the problem, Ms. Montoya had a. allowed the teachers to blame the publishers. b. each teacher consider how they were being bias toward the students. c. allowed the teachers to seek out opportunities to grow professionally by using different sources of support and guidance to enhance his/her own professional skills. d. used informal assessment to understand the learners.

Ms. Sallinger is a first year teacher who is planning the first unit she will teach for the upcoming school year. What should she consider first as she plans her unit? a. Learning activities. b. Materials available. c. Learning objectives d. Activities the students would be interested in.

Ms. Tree is teaching third grade at a rural elementary school. Many of the students come from migrant families. Almost all of her students have language difficulties. Many of her students are also reading below grade-level because they have moved from school to school so much. Which of the following individual and small group learning centers are suitable for Ms. Tree's class? a. A shopping center where students buy items with fake money and compile fake grocery lists. b. A writing center in which students create letters to family members and friends. c. A weather center where students record current conditions, including temperature, cloud cover and wind direction, and prepare graphs of weather patterns. d. A science center where students record the results of experiments with combining liquids such as bleach, vinegar, cooking oil, food coloring, and rubbing alcohol. a. a Only. b and c are also correct choices because the centers described promote meaningful writing activities. b. a and b. c is also a correct choice because the center described promotes meaningful writing activities. c. a, b, and c d. b, c, and d. IV is not a good choice because such chemicals should not be given to younger children.

On the first day of his Rain forest unit Mr. Mai invited the school librarian to come to class to talk about resources available to assist his students in researching their rain forest topic. The librarian discusses Internet resources and books and magazines. The librarian was then available to answer any questions the students had about researching a topic. Why does Mr. Mai ask the librarian to visit his class? a. The librarian is more knowledgeable about the magazines and books that are available in the library. b. He has better control of the class if two adults are present. c. He knows how to use a variety of resources to support student learning. d. He wants to clearly state the behavioral objectives expected of his students.

Sandy Jensen is beginning her first year of teaching at Hilltop Elementary School. She will be teaching first grade this year. Of the many tasks that she must perform, which is likely to have the biggest impact on her students' success in first grade? a. Creating exciting bulletin boards that welcome the students to the new school year. b. Gather teaching materials. c. Personally contacting the parents of each child d. Coordinating her math activities with her reading activities

The health teacher, Mrs. Holmes, was planning a unit on exercise. Her first task was to identify the performance objectives. She concluded that she wanted the students to master the content of her lecture, but she also wanted them to be able to do independent research in the library on the topic of exercise. Her second task was to prepare an assessment tool to be used at the completion of the unit. She decided to have a paper and pencil test as well as a performance exam. Step 3 consisted of choosing resources for the class presentation. She chose a beginning text on strength, the exercise unit from the curriculum material, two games from the media center, teacher-made worksheets covering the appropriate content, a computer program for enhancing the classroom presentation, and the required tools and ingredients for the performance aspect of the unit. The unit would be concluded with a field trip. The strength of requiring a cognitive objective and a performance objective is that a. the combined score of the two objectives could be offset by good performance on one objective and poor performance on the other. b. some students do not perform well on paper and pencil tests. c. the developmental level in one domain may affect performance in another domain. d. the teacher's style of teaching is matched to the learning styles of her students.

The media specialist at Forest Elementary is advocating a new reading program for the upcoming school year. For every five hours a student spends reading, a prize will be awarded. The media specialist's suggestion was based on her knowledge that a. practice makes perfect. b. students like receiving prizes. c. instruction which is planned to enhance students' self-esteem will create an environment where the student feels accepted, competent, and productive. d. library materials which correlate with teaching strategies are more meaningful and help to create an atmosphere which motivates students to continue to read additional books.

The results of a reading program in a local elementary school show that most students are not reading at grade level. The reading coordinator, Mr. Little, has noticed a lack of interest in reading. The school administrator has given Mr. Little the responsibility of forming of a plan to improve reading levels for the entire school. The improvement of reading skills on or near grade level is the school objective. Mr. Little's plan involved a committee made up of a teacher from each grade, the school librarian and the school psychologist. The psychologist was to study the test results to determine what students were lacking in reading skills. She reported that only 35 percent of the students were deficient in specific reading skills. The remainder of the students had an overall deficiency rather than a specific reading skill deficiency. She explained that there were developmental progressions and ranges of individual variation in each domain, which would account for about 10 percent of the students. Mr. Little asks the seven teachers to design a plan of study for those students who fell within the 10 percent. The rationale for his request was based upon a. creating a plan for providing remedial reading skills to the other students. b. reducing the burden of work load on the teachers. c. addressing the needs of individual students by creating a project plan designed to meet those needs d. recognizing the benefits of working cooperatively to achieve goals.

Mrs. Hess teaches third graders in a school in which one third of her students participate in the ESL program. Mrs. Hess suspects that a few of her students' parents are unable to read or write in English. Four of the students receive services from the resource teacher. At the beginning of the year, none of the students read above 2.0 grade level, and some of the students did not know all the letters of the alphabet. Which of the following describes the instructional strategy that is most likely to improve the reading levels of Mrs. Hess's students? a. An instructional program that follows the third-grade basal reader b. All the students should participate in the school's ESL program and receive services from the resource teachers c. An emergent literacy program emphasizing pattern books and journal writing using inventive spelling d. An intensive phonics program that includes drill and practice work on basic sight words

An inner city high school wanted to change to a more relevant curriculum. The principal, Mrs. Jones, was asked to create a proposal for the new curriculum. She was decided that the students would be given a survey at the beginning of the semester. The questions would range from "Are you currently working? "What is your salary?" to "What job do you want to have in five years?" "What skills will you need to have that job?" The results of the survey would allow Mrs. Jones to a. help the students pass standardized tests so that they can graduate and get the jobs they want. b. plan lessons which would enhance their self-esteem. c. invite community members to speak to the students. d. plan instruction which would lead students to ask questions and pursue problems that are meaningful to them.

Before going on a field trip to the recycling center the students had to research the recycling process. Each student created a diagram that illustrated the process. After completing the diagrams, the students went to the recycling center in town. The purpose of going to the recycling center after the students made the diagrams is a. to summarize the unit. b. to allow students to think about their own learning. c. to return the students' thinking to the classroom and the test that follows. d. to allow the students to make the connection between their current skills and those that are new to them.

Begins in adolescence and spans into adulthood.The final stage of Piaget's theory involves an increase in logic, the ability to use deductive reasoning, and an understanding of abstract ideas. At this point, people become capable of seeing multiple potential solutions to problems and think more scientifically about the world around them. a. Piaget's sensorimotor stage b. Piaget's preoperational stage c. Piaget's concrete operations d. Piaget's formal operations

Bloom's Affective domain, ____ arranges values into priorities by contrasting different values, resolving conflicts between them, and creating an unique value system. The emphasis is on comparing, relating, and synthesizing values. a. receiving phenomena b. responds to phenomena c. valuing d. organization e. internalize value (characterization)

Bloom's psychomotor domain, ___ is the intermediate stage in learning a complex skill. Learned responses have become habitual and the movements can be performed with some confidence and proficiency. a. perception (awareness) b. set c. quided response d. mechanism (basic proficiency)

Gwen Hutchinson is a first-year kindergarten teacher. In planning her first week's activities, what factors should Gwen consider? a. The interests of kindergartners. b. Her students' prior knowledge. c. The individual needs of her students. d. The nutritional needs of her students. a. d only. b. b and d only. c. a, b, and c only. d. All of the above.

Jane Waters wants to include more technology in her curriculum. Her students have low technological literacy and she wants to address this. What is the best way for Jane to include more technology in her curriculum? a. Ask the principal about available technology training in the school district. b. Enroll in a technology course at the local university. c. Read about new technologies. d. Ask the media center specialist to teach her to use the available technologies.

Miss. Houttin teaches a class of diverse third graders. She has several African American students in her classroom who speak in African American vernacular. In general, when Joyce Parker, a student of African-American heritage, makes a statement such as "My mama, she works at the store down the block," how should Miss. Houttin respond? a. Miss. Houttin should ignore Joyce when she does not speak in standard English. b. Miss. Houttin should emphasize to Joyce the importance of speaking standard English. c. Miss. Houttin should say, Joyce dear, it is not correct to say 'my mama, she works' you should say, 'my mama works' if you want people to understand you. d. Miss. Houttin should say, "Tell me what kinds of things your mama does at work."

Miss. Logan is a first year teacher at South Glen Elementary. Today she does not feel like eating the pizza that is on the menu. However, she goes into the lunch room and joins the other teachers at one of the tables. She talks with the other teachers about their upcoming units. She also talks with the PE teacher about including Native American games into her lessons. Why does Miss. Logan choose to eat lunch in the cafeteria? a. Miss. Logan wants her students to be able to find her if they need to. b. Miss. Logan knows that eating lunch will give her more energy throughout the rest of the day. c. Miss. Logan was looking for the PE teacher. d. Miss. Logan is trying to promote collegiality; thereby creating a school culture that enhances learning and encourages positive change.

Mr. Carter's classroom slogan is "Effort is Everything". He is attempting to promote a environment of achievement in his fourth grade classroom. This slogan is posted around the classroom and is used in conversations with his students as well as incorporated into his assignments. Why is this an effective communication strategy for Mr. Carter to use? a. It conveys Mr. Carter's respect for the individuality and diversity of his students b. It emphasizes Mr. Carter's commitment to leadership in the classroom c. It encourages students to use originality and innovation in completing the tasks d. It conveys Mr. Carter's expectations in a nonjudgmental, yet concise, way

Mr. Gordon's fifth-graders are working on a unit for Native American culture. Mr. Gordon is hoping to improve his students' ability to work independently and hopes to use different kinds of media resources during this unit. Mr. Gordon begins the unit by asking students to think about the kinds of questions they might ask to start their research about Native Americans. Mr. Gordon is using which of the following instructional delivery systems? a. Simulation and Role Playing b. Exposition and discussion c. Direct Instruction d. Inquiry and problem solving

Mr. MacIntyre, a second-grade teacher, has selected a book to read to his students after lunch. He shows the students the cover of the book and reads the title to them. He then asks, "what do you think this book is about?" By asking this question, Mr. MacIntyre is a. trying to find out which students are interested in the book b. trying to find out which students are good readers c. hoping to keep the students awake since they tend to get sleepy after lunch d. hoping the students will make a prediction, using hypothetical thinking

Mr. Nunez called on students individually to speak in private with him about their progress in his class. Mr. Nunez felt that student privacy was important because a. students' self-esteem is easily lowered if others are aware of their failures. b. Students may make fun of students who are failing. c. He will not have to create a progress report for each student. d. the students are able to talk directly with the teacher about their progress and set future individual goals.

Mr. Young is a first-grade teacher who is using the whole language method while teaching about the seasons. Before reading a story to the students, Mr. Young tells the students what he is expecting to learn from reading the story. What is his reason for doing this? a. The students should know why the teacher likes the text. b. It is important for teachers to share their thoughts with students in order to build a trusting learning community. c. Mr. Young wants to get the attention of his students. d. Mr. Young is modeling a pre-reading strategy that he wants his students to be able to use.

Ms. Currie is a third-grade teacher who is using the whole language method while teaching about plants. Ms. Currie has a heterogeneously grouped reading class. She has the students in groups of two-one highly skilled reader and one remedial reader-reading selected stories to one another. The students read the story and question each other until they feel that they both understand the story. By planning the lesson this way, Ms. Currie has a. found a way to best utilize her teaching time. b. set specific objectives for her students. c. made use of the limited materials available. d. utilized the student's strength and weaknesses to maximize time, materials, and the learning environment.

Ms. Farley arranged for her students to put on a play about the Declaration of Independence. Her students needed to each choose a character to present during the play. The students could choose how they wanted to present their character. They could act out a skit, recite a speech, or draw an important scene in that person's life. Ms. Farley collaborated with other teachers about which characters the students should present and she gathered costume materials from the drama teacher. The planning of the presentation required a. cooperative learning by the students. b. stimulating the curiosity of the students. c. recognizing individual talents among the students. d using the collaborative process of working with other teachers. a. a and b only. b. b only. c. b and c only. d. b, c, and d.

Ms. Hattie's second grade class has been involved in a Science Discoveries unit. The students have actively completed several different learning centers that teach about different recent scientific discoveries. The students have also read several scientific magazines and reported back to the class what they learned. They have also re-created several science experiments that resulted in new discoveries. Which of the following would be the most appropriate concluding activity for the Discoveries Unit? a. Students should have a class party celebrating the birthday of different inventors. b. Each student should be required to prepare a verbal report detailing what they learned about an important medical discovery. c. Each student should take a multiple-choice test containing questions related to each learning center. d. Each student should design a concluding activity, or select one from a prepared list, that reflects what they learned about a discovery they studied.

Ms. Humphrey asked the school counselor, the resource teacher, and the principal to attend her student's end-of-year presentations. Ms. Humphrey gave each person a question to ask her students about something involved in the presentation. What was her purpose in using her colleagues in this way? a. She wants to use a variety of instructional strategies in order to make her students become self-directed problem solvers. b. She wants to use the questions as a form of formal assessment. c. She wants her colleagues to become reflective professionals who know how to promote their own intellectual growth. d. She wants her students to see adults model the behavior of being lifelong learners.

Ms. Parks' students have been working on Arizona State History projects for several weeks. At the conclusion of the unit, Ms. Parks plans to ask her students to present the projects and activities that were prepared for the unit to the other sixth grade classes in the building. Planning this time for presentation indicates that Ms. Parks a. wants her students to work collaboratively. b. wants to provide appropriate closure to the unit. c. hopes to be appointed grade-level chairperson. d. is concerned about promoting a feeling of student ownership and membership in the class.

Ms. Ramone plans to implement a mentor program with her sixth grade class and one of the first grade classes. She decides to allow the class to vote on doing the program. All of the students want to participate except for one boy, Zach. Zach is an inclusion student and spends most of his day in the resource room. His IEP requires that he participate in all classroom activities for the time that he is in his inclusion class, and that individual support be provided as necessary in order to assure an appropriate education. Since Zach has a disability and doesn't want to participate, what should Ms. Ramone do? a. Give Zach another activity during the time when her sixth graders meet with the second graders. b. Have Zach still do the activity just like the other stduents. c. Have Zach go back to the resource room when her sixth graders are doing the activity. d. Require Zach to participate, but provide him with individual assistance if needed.

Ms. Sansi is beginning a unit on Arizona history with her fourth grade students. They will learn about early settlers and the struggles they faced. Ms. Sansi will spend a considerable amount of time on how the environment affected settlement. Since the class is studying how the desert impacted the early settlement of Arizona, which of the following would most likely be the best choices of instructional materials and resources? a. A video of desert plants and animals. b. A sand table and a variety of desert plants. c. The archives of the local newspaper. d. Local senior citizens. a. a and b only. b. a and c only. c. a and d only. d. c and d only.

Ms. Tree creates a plan to help her students improve their reading and writing skills. The students are put into ability groups. Every Monday, Wednesday, and Friday, the students go to a designated reading center that is appropriate for their abilities. Every week, the activities build upon the prior week's activity. At the end of 4 weeks, the students should have each improved in the specific area in which they needed help with. Ms. Tree planned her strategy based upon the knowledge that a. It is easier to teach the students one skill at a time. b. Students learn faster when they are able to work together. c. Parents will appreciate that their children are being given extra support. d. Assimilation occurs more rapidly for the student when new information is linked to old information.

Tamara Woodward is a ninth grade mathematics teacher. She has planned a unit of geometry incorporating an upcoming school event, "Literature Across the curriculum." The administration is encouraging the entire school to focus on the importance of reading in all academic fields. The principal has suggested using the newspaper as a resource in the classroom. Which part of the newspaper might prove a feasible' area for Ms. Woodward to utilize in her class? a. Stock market reports. b. A community news report on the percentage of flu cases in the area. c. Classifieds. d. Sporting summaries. a. a only. b. a, b, & c. c. a, c, and d. d. All of the above.

The fifth grade teachers at Mesa Elementary School decided to implement a new reading curriculum. The new curriculum would stress student interest and choice. Students would be allowed to choose their own books to read. Silent reading time would be an integrated part of the curriculum. As the action committee reviewed the design of the curriculum, they recognized that a. the new curriculum would be a waste of classroom time. b. the new curriculum provided for a positive classroom environment. c. the new curriculum would improve behavioral problems. d. they had structured a learning environment which not only maintained a positive classroom environment but would promote the lifelong pursuit of learning.

Bloom's Affective domain, ____ has a value system that controls their behavior. The behavior is pervasive, consistent, predictable, and most important characteristic of the learner. Instructional objectives are concerned with the student's general patterns of adjustment (personal, social, emotional). a. receiving phenomena b. responds to phenomena c. valuing d. organization e. internalize value (characterization)

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