Quizzes 13-24
Which teacher is helping third grade students to develop metacognitive skills in writing? a. "After you choose your topic, come up with three points you want to communicate about the topic." b. "You should choose a topic that is very familiar to you. Then you will be able to write about it in a way that holds your reader's interest." c. "Write a topic sentence first. Your topic sentence should introduce your reader to the topic and capture the reader's attention." d. "Ask yourself what helped you remember the boy's appearance, and use that knowledge to come up with descriptive words."
"Ask yourself what helped you remember the boy's appearance, and use that knowledge to come up with descriptive words."
Which of the following teachers is using cueing and prompting? a. "We are having a quiz, and I expect everyone to have read the chapter and prepared sufficiently." b. "First, remember to put your heading on your paper. Here's the reminder of the proper paper heading on the board." c. "Many of you heard my instructions and got ready for lunch. We are still waiting for about four students to respond." d. "What part of the task are you going to do first? I hope you remember the steps in the process."
"First, remember to put your heading on your paper. Here's the reminder of the proper paper heading on the board."
In the geography unit about the continents, Mr. Reyna asked students several discussion questions. Which of his questions requires students to think critically? A - Based on your knowledge of the geography and culture of Greenland, explain why you would or would not place it in the North American continent? B - What are the names and locations of the continents? C - Based on information from your text, what events took place to bring about the formation of the continents we have today? D - Compare the continents. Which one has the most countries, and which one has the largest land mass?
A - Based on your knowledge of the geography and culture of Greenland, explain why you would or would not place it in the North American continent?
Which of the following students has an incremental view of ability? a. Cassidy is trying different strategies for learning her vocabulary words. She is sure she will find a strategy that works for her b. Devon knows his dad did well in math when he was a student, but Devon believes he got his mom's genes and can't do as well as his dad c. Staci makes good grades in literature, but she doesn't understand science. She knows there's nothing she can do to make high grades in science d. Marcus's teacher asked him if he wanted to use the tutorial on the computer. He said it wouldn't help. He said his teachers have always told him he doesn't have a mind for math
A - Cassidy is trying different strategies for learning her vocabulary words. She is sure she will find a strategy that works for her
Mrs. Delaney wants her students to learn to start their seat assignment and stop talking when the second morning bell rings. By pairing this stimulus-response sequence, Mrs. Delaney is applying which of the following principles of learning? A - Contiguity B - Observational learning C - Theory of mind D - Operant conditioning
A - Contiguity
Based on the following attributions, which student is most likely to be motivated to choose more difficult academic tasks? a. Marla believes her failure in the chemistry lab was caused by her lack of preparation b. Duke said he didn't study for the algebra test. He said he's just good at math c. Camille said she made the highest grade because she was lucky enough to get the easier version of the test d. Stan thinks he failed the literature test because he cannot read and understand poetry
A - Marla believes her failure in the chemistry lab was caused by her lack of preparation
Michael often gets out of his seat in the classroom. His buddy has noticed a pattern. Any time the teacher leaves the room, Michael gets out of his seat. When the teacher returns, she reprimands Michael. What is the antecedent of Michael's behavior? A - The teacher leaves the room B - Michael gets out of his seat C - Michael's buddy observes Michael's behavior D - The teacher reprimands Michael
A - The teacher leaves the room
Mrs. Johnson provides a daily checklist of tasks to prompt her students to complete all of their work. How can she ensure that her students do not become dependent on the task list? A - gradually reduce the use of the list as soon as possible to students do not become dependent on it B - keep the task list as it causes no problems C - immediately take away the entire task list D - change the task list to include different tasks
A - gradually reduce the use of the list as soon as possible to students do not become dependent on it
Mr. Stone's students have been completely engrossed in a physics experiment. At the end of the experiment, all of his students scored 100% on the follow-up quiz. This is one of Mr. Stone's most effective class sessions. This illustrates: a. Engaged time or time on task b. Access to learning c. Academic learning time d. Instructional time
Academic learning time
In his research, Dr. Benton examines change in children's performance of skills with and without teacher support. His research seems to be based on: a. Cognitive learning theories b. Behavioral learning theories c. Contingency theory d. Theory of mind
B - Behavioral learning theories
Receiving the same paycheck every two weeks is an example of which type of reinforcement schedule? A - Variable ratio B - Fixed interval C - Variable interval D - Fixed ratio
B - Fixed interval
Which of the following teachers is MOST likely to have behavior problems in the classroom? a. I teach my students to compliment rather than criticizing one another in the classroom and on the playground b. I avoid monitoring or disrupting students when they are working independently and I am grading papers c. I assign helpers who have advanced skills to help students who have problems with their writing lesson while I am working with reading groups d. I teach students the self-regulation skill of counting to three and walking away if they cannot resolve an argument and control their frustration
B - I avoid monitoring or disrupting students when they are working independently and I am grading papers
Ian is a student in Mr. Dumas's ninth grade class. When Mr. Dumas announces that there will be a science test on Friday, Ian begins to dread Friday. He wonders whether he will be able to pass the science test. He didn't do well on the previous test, and he struggled with the concepts in this chapter about natural selection. Ian's doubt about his ability to do well on the science test is representative of his: A - low self-esteem B - Low self-efficacy C - Anxiety disorder D - Lack of self-regulation
B - Low self-efficacy
Carla is a good student, but she is trying to figure out why she finds it difficult to understand new concepts in Mr. Delgado's class. She has noticed that he seems to read his notes to the class, and he doesn't transition from one idea to the next very smoothly. He's a new teacher, and seems to lack the skill of: a. Withitness b. Movement management c. Self-regulation d. Group focus
B - Movement management
Ms. Anderson wants to encourage creative thinking in her students. She uses all of the following strategies and responses. Which one is LEAST likely to promote creativity? A - Students work in groups to come up with their solutions to an ill-structured problem B - Ms. Anderson teaches students how to use the LINCS steps to learn vocabulary C - The class brainstorms ways to use their new knowledge to improve safety at school D - Students describe situations during a war when it might have been appropriate for soldiers to break a certain rule
B - Ms. Anderson teaches students how to use the LINCS steps to learn vocabulary
The following teachers are using recommended strategies for stopping problems quickly in the classroom. Which teacher is using the most intrusive approach? a. Mr. Allen made eye contact with Sylvia and shook his head slightly to signal that she needed to stop her disruptive behavior b. Ms. Ramos told Bart in a firm voice to stop the disruptive behavior c. Mrs. Tilley directed a question to Alex to redirect his attention and get him to stop his disruptive behavior d. Mr. Kim asked Kyley to state the correct procedure for inserting her opinions into the class discussion
B - Ms. Ramos told Bart in a firm voice to stop the disruptive behavior
In which of the following situations is success attributed to stable causes? a. Success attributed to hours of practice b. Success attributed to inherited intelligence c. Success attributed to having a good coach d. Success attributed to a partner's help
B - Success attributed to inherited intelligence
Staci stopped running in the hallway at school after seeing two other students receive after-school detention for running. What element of observational learning is illustrated by her stopping this behavior? A - Production or performance B - Vicarious reinforcement C - Self-reinforcement D - Retention
B - Vicarious reinorcement
Ms. Jovanovic encourages her first graders to complete their reading assignment before lunch in order to receive a sticker. Which approach to motivation is she using? a. Sociocultural approach b. Cognitive approach c. Humanistic approach d. Behavioral approach
Behavioral approach
Matthew is a brilliant student who seems rather arrogant about his intelligence and academic success. He corrected a comment made by his English teacher in class yesterday. The teacher complimented him for his analytical thinking and provided information to support her comment. After class, Matthew told his buddy that the teacher was wrong. His buddy said, "Well she gave you the source of her information. I don't think you have a leg to stand on." What specific problem solving attribute is Matthew demonstrating? a. Representativeness heuristic b. Functional fixedness c Availability heuristic d Belief perseverance
Belief perseverance
Which of the following theorists is most closely associated with social cognitive theory? A - Jean Piaget B - Lev Vygotsky C - Albert Bandura D - B. F. Skinner
C - Albert Bandura
Ms. Cardot wants her students to enjoy math. In order to help students associate math with pleasant thoughts, she introduces new manipulatives at the math center each week to help students solve math problems. Often the manipulatives involve edible snacks. Ms. Cardot's approach is an example of: a. Operant conditioning b. Unconditioned response c. Classical conditioning d. Neutral response
C - Classical conditioning
Which of the following students is most likely to have the highest motivation to achieve? A - Ryan doesn't think he will be able to make a significant contribution to his group, but he believes the other students will make up for his lack of skill B - Jeanene is struggling with a math assignment again, but she feels pressure from her parents to finish the task C - Connor overestimates his ability to bat left-handed, but his self-efficacy is high and he is optimistic about helping his team win D - Karmen has never done very well in spelling, but she made 100 on her last spelling test
C - Connor overestimates his ability to bat left-handed, but his self-efficacy is high and he is optimistic about helping his team win
Kai's goal for her history assignment is to learn as much as she can about Navajo Indian culture by reading books and Internet sources and then visit the reservation near her hometown in New Mexico. Kai's goal orientation for this assignment is: a. Social b. Performance approach c. Mastery d. Performance avoidance
C - Mastery
Ms. Kovalik works with her third grade reading groups to teach her students the skill of identifying the main idea when they read a passage. She wants the students to transfer the skill to reading in content areas. Which of the following is most likely to help her achieve the goal? A - Teach students different skills to use in understanding content area reading B - Ask parents to identify the main idea for their child when the child reads assignments for homework C - Provide practice with the skill to the point of overlearning the strategy and repeating it D - Teach students how to identify the main idea or topic sentence when they write
C - Provide practice with the skill to the point of overlearning the strategy and repeating it
Students in Mr. Kester's class are practicing the strategy of organizing lecture information by using Cornell notes. Mr. Kester is circulating the classroom and giving students feedback about their notes. Some of the students have used the strategy effectively and the feedback from Mr. Kester is positive. Others are struggling, and the feedback provides additional instruction. Mr. Kester's class is at what stage of transfer of this strategy? A - Acquisition phase B - Transfer phase C - Retention phase D - Confusion phase
C - Retention phase
Mrs. Hernandez wants to help her fourth grade students improve their performance and increase their self-efficacy for conveying emotion in their personal narrative writing. With this goal in mind, she is most likely to: A - Set long-term goals for judging progress B - Give rewards for being engaged in the process C - Set short-term goals related to the task D - Integrate the task with other writing skills
C - Set short-term goals related to the task
What should teachers do about teasing among students? a. Teach students how to cope with harmful teasing without having hurt feelings or turning to adults b. Ignore teasing among students at school c.Teach students to read intentions of others and distinguish playful teasing from harmful teasing d. Forbid teasing among students at school
C - Teach students to read intentions of others and distinguish playful teasing from harmful teasing
Luana is learning to stay in her seat and work on her language arts tasks without talking to friends around her. She has been working on this new behavior for a week. During the first week, Ms. Kalani reinforces Luana every time Luana completes one of the tasks without talking. Now Ms. Kalani wants to use the reinforcement schedule that is most likely to result in the greatest persistence from Luana. What reinforcement schedule will be most effective in meeting her goal? A - Fixed-ratio schedule B - Continuous schedule C - Variable-ratio schedule D - Fixed-interval schedule
C - Variable-ratio schedule
Charlie accidentally knocked Stephanie's book off her desk as he rushed to his reading group. Stephanie reacted by getting up and shoving Charlie into the table. Based on the BrainPower program of study, Stephanie would benefit from: a. penalties that involve time-out b. an anti-bullying school program c.learning to change her attributions d. teacher empathy
C - learning to change her attributions
Learning causes change. Which of the following examples of change illustrates learning? a. A child came down with the measles yesterday and her appearance is changing b. A boy experiments with drugs and his behavior changes; he becomes moody c. A girl's shoe size changes as she gets bigger and her feet grow longer d. A child burned his hand on the iron last week and now stays away from the iron
D - A child burned his hand on the iron last week and now stays away from the iron
Bryson was three when his neighbor's house burned down. He heard the loud sirens and saw the fire and trembled with fear. Now he's starting preschool. He hears the loud bell ring and associates it with the fire and fire trucks and begins to tremble. In this setting, the sound of the bell is: A - Neutral response B - Neutral stimulus C - An unconditioned response D - A conditioned stimulus
D - A conditioned stimulus
Based on the following descriptions, which of these students seems to exhibit the highest degree of creativity? A - Julianna is usually the first one in her third grade class to finish the math assignment every day. She likes to compete to be first, and she usually makes a perfect score on her math papers B - Arial knows more facts about the solar system than anyone else in her fifth grade class. During class discussions, she often tells something she has learned about one of the planets C - Foster began taking piano lessons when he was four years old. His parents make sure he practices every day. Now he's a senior in high school and plays with the philharmonic in his city D - Leo often throws out metaphors during class discussions and is curious about everything (the way his desk is constructed, the way his ball bounces on different surfaces)
D - Leo often throws out metaphors during class discussions and is curious about everything (the way his desk is constructed, the way his ball bounces on different surfaces)
The following teachers all assigned essay writing in their middle school English classes. Today they returned students' papers. Based on the following information, which of these teachers is most likely to have students who are motivated to pursue learning goals in the classroom? A. Mr. Angelo returned the papers and complimented students on their essays. He said the class as a whole is submitting good work B. Mrs. Dominguez returned the essays and told the class they needed to write another draft. She said she knew they could do better work. C. Mr. Lindsey returned students' essays and said they lacked interest. He reminded students of the standard and said the essays fell short of his expectations D. Ms. Compton returned the essays and asked students to compare this draft with their first draft to see how much progress they had made
D - Ms. Compton returned the essays and asked students to compare this draft with their first draft to see how much progress they had made
Johnny is talking loudly and distracting his teammates while his coach, Mr. Smith, is trying to teach the team a new skill at basketball practice. Mr. Smith instructs Johnny to run 50 laps around the gym. Mr. Smith is using A - Removal punishment B - Negative reinforcement C - Positive reinforcement D - Presentation punishment
D - Presentation punishment
Mr. Wagner is interested in catching and holding students attention in his geometry class. How might Mr. Wagner go about catching AND holding the attention of his students by playing on their interests? a. He could use computers and groups to entertain students b. He could relate curriculum to real-life problems that the students are faced with and incorporate them into group activities c. He could share his own experiences and relate content objectives to his own life d. He could use humor and personal experiences to expand on student interests
He could relate curriculum to real-life problems that the students are faced with and incorporate them into group activities
Ms. Tippens is a new sixth grade teacher. She is nervous about the responsibilities of teaching a classroom of 23 sixth graders. She is reading current articles about classroom management and setting goals as she prepares for the school term to begin. Which of the following should be one of her classroom management goals? a. Ensure that students have fun learning b. Make sure she excels in content knowledge c.Make sure students comply with rules d. Help her students become better able to manage themselves
Help her students become better able to manage themselves
The students in Mr. Walker's class are engaged in a creative activity designed to help them become effective problem solvers. Mr. Walker held up a large rubber band and told students to list as many ways to use the rubber band as possible. He gave them 90 seconds. How is this activity most likely intended to increase students' problem solving effectiveness? a. Help students learn to apply response set in problem solving b. Help students learn to practice functional fixedness in problem solving c. Help students learn to develop problem solving algorithms d. Help students avoid factors that hinder problem solving
Help students avoid factors that hinder problem solving
Carrie is preparing her school lunch and sees leftovers in the refrigerator. She doesn't remember when her mom cooked the meal, so it may not have been very recently. She's running late and needs to make a quick decision. She says to herself, "When in doubt, throw it out" and chooses something else. What problem solving method is she using? a. Functional fixedness b. Algorithm c. Heuristic d. Means-end analysis
Heuristic
Carson's achievement in fifth grade has been remarkable. Last year in fourth grade, he had occasional problems with distractions and difficulty understanding what was expected, but this year he has no such problems. Based on studies of factors related to student achievement, which of the following factors most likely makes the largest impact on Carson's success? a. His teacher's content knowledge in fifth grade subjects b. His teacher's knowledge and skill in classroom management c. His increased interest in school d. His increased ability to follow rules and procedures
His teacher's knowledge and skill in classroom management
Ms. Strauss made the decision to delay the class field trip. Students verbalized their frustration and disappointment. Which teacher response supports self-determination and autonomy? a. I am the teacher, and it is my responsibility to make decisions that are best for you b. Delaying the field trip is a big decision and should be made by the teacher c. I recognize your frustration with my decision to delay the field trip d. You are allowed to make a lot of decisions, but this is a teacher decision
I recognize your frustration with my decision to delay the field trip
What types of problems do students confront in problem-based learning? a. Highly structured problems b. Ill-structured problems c. Skill-building problems d. Scientific problems
Ill-structured problems
Braden is worried about the grade he'll receive on his essay. Mr. Tompkins encourages him not to worry about his grade. He tells Braden to focus on learning from his past mistakes and improving his writing on the essay. Mr. Tompkins is encouraging which type of motivation? a. Introjected regulation b. Intrinsic c. External regulation d. Extrinsic
Intrinsic
Constructivist theories of learning usually agree on two central ideas. One central idea states that social interactions are important in the process of constructing knowledge. What is the other central idea? a. Individuals do not construct knowledge; groups construct knowledge b. Learners must be taught to construct knowledge c. The role of the teacher is important in the process of constructing knowledge d. Learners are active in constructing their own knowledge
Learners are active in constructing their own knowledge
Based on guidelines for establishing classroom rules, which of the following statements is a good rule? a. Do not come to class late b. As much as possible, come to class prepared c. Listen and stay seated while others are speaking d. Do not push, shove, or hit others
Listen and stay seated while others are speaking
Think about students' needs in the classroom. Based on studies, which of the following high school teachers is most likely to have students with greater conceptual learning and higher school attendance? a. Mr. Delaney weaves personal experience stories into every lecture. Even if the stories are not relevant, they are entertaining b. Mrs. Mason expects her students to be in their seats with their books open when the bell rings every day c. Ms. Romine gives clear instructions and plenty of advance notice for the book report students will present to the class next week d. Mr. Andrus allows his students to choose among three types of projects they will do as a culminating activity in the history unit
Mr. Andrus allows his students to choose among three types of projects they will do as a culminating activity in the history unit
Which teacher is most likely to INCREASE anxiety for students who experience academic anxiety? a. Mr. Carlisle often uses competition and encourages students to see who can complete the most problems correctly in the shortest amount of time b. Ms. Germaine often uses group learning activities and asks students to report their findings within their groups c. Mrs. Shebester develops different types of assessments in addition to written and oral tests d. Mrs. Cole gives clear written and oral instructions to make sure students do not face uncertainty about expectations
Mr. Carlisle often uses competition and encourages students to see who can complete the most problems correctly in the shortest amount of time
Which of the following teachers apparently did NOT establish classroom procedures? a. Mrs. Gilbert reads aloud to students from a chapter book every day after lunch, and during today's reading two students went to the trashcan and one sharpened her pencil b. Students in Mr. Carpenter's class put their homework in the homework tray as soon as they store their personal items at their seats in the mornings c. Ms. Lopez's students move their desks into groups of four when she says it's time for group activities in math class d. The fourth grade students in Mr. Thomas's class talk excitedly about the upcoming field trip until he tells them to form a quiet line for lunch
Mrs. Gilbert reads aloud to students from a chapter book every day after lunch, and during today's reading two students went to the trashcan and one sharpened her pencil
Which of the following teachers incorporates one or more of the common elements of constructivist student-centered teaching? a. Mr. Tindal gives the students additional homework questions for extra credit when he covers complex new concepts in science b. Ms. Fowler writes the assignments on the board and has seatwork ready for students when they arrive each morning c.Mr. Franks rewards his students with extra points when they complete their spelling assignments and make a perfect score on the test d. Mrs. Kim's math center has containers with colored beads, building blocks, and play money for children to use when they solve tasks together
Mrs. Kim's math center has containers with colored beads, building blocks, and play money for children to use when they solve tasks together
Nika is a failure-avoiding student. Her teachers have different ways of dealing with her. Which one of her teachers does NOT encourage self-worth? a. Mr. Simmons tells Nika how he failed math one grading period and then learned new strategies that helped him succeed b. Mr. Levitz says failure is diagnostic and tells Nika what she needs to do to improve c. Mrs. Rollins helps Nika set performance goals to make a passing grade in health class d. Ms. Carmike coaches Nika to ask specific questions about the aspects of science she doesn't understand
Mrs. Rollins helps Nika set performance goals to make a passing grade in health class
Samantha habitually blurted out answers to questions during class discussion. Mr. Hargrove repeatedly called Samantha by name and told her to wait her turn, but Samantha repeated her behavior day after day. Mr. Hargrove finally realized that his strategy was not working. He thought he was using a form of punishment, but his strategy turned out to be: a. negative reinforcement of the behavior b. Positive reinforcement of the behavior c. The antecedent for the behavior d. The unconditioned stimulus
Positive reinforcement of the behavior
In the teachers' workroom, Mrs. White boasted that she squelched Martin's name-calling by making a video of him in the act of name-calling and sending it to his parents. Mrs. White's method is an example of: a. Negative reinforcement b. Removal punishment c. Positive reinforcement d. Presentation punishment
Presentation punishment
Ms. Castello has tried several configurations for students to practice the Spanish conversations they memorize in the book. Students seem to enjoy the task most when they work in pairs around the classroom and dread the task when they are required to perform in front of the class. How might she use this information to provide negative reinforcement? a. Reward students by allowing them to work in pairs if they complete written assignments in a timely manner b. Punish students when they fail to participate in the whole class activity by taking away the privilege of working in pairs c.Remove the requirement to perform in front of the class if students focus and perform well in pairs d. Assure students that they will be allowed to work in pairs after they perform in front of the class
Remove the requirement to perform in front of the class if students focus and perform well in pairs
The students in Ms. Lemley's class are working on a project in which their collaborative groups take different positions on an issue related to the world economy. They conduct research and discuss ideas that support their positions. After each group presents its position and defense, the entire class discusses pros and cons of proposed positions. These students are involved in: a. Scaffolding b. Social negotiation c. A community of practice d. Piaget's idea of assimilation
Social negotiation
In Maslow's hierarchy, what are the deficiency needs? a. Belonging, survival, self-esteem, self-actualization b. Survival, cognitive, belonging c. Survival, safety, belonging, self-esteem d. Belonging, cognitive, safety
Survival, safety, belonging, self-esteem
A new student just arrived at Jackson Elementary. The principal led the student to Mrs. Kimble's class and motioned for the student to take a seat. When Mrs. Kimble spoke to the student, he didn't answer. He was wearing sneakers, and he carried a backpack. He had dark hair and wore glasses. If Mrs. Kimble is a problem solver, what information about this student will receive her attention? a. The student's backpack b. The student's eyeglasses c. The student didn't answer her d. The principal led the student
The student didn't answer her
Luana is learning to stay in her seat and work on her language arts tasks without talking to friends around her. She has been working on this new behavior for a week. During the first week, Ms. Kalani reinforces Luana every time Luana completes one of the tasks without talking. Now Ms. Kalani wants to use the reinforcement schedule that is most likely to result in the greatest persistence from Luana. What reinforcement schedule will be most effective in meeting her goal? a. Fixed-ratio schedule b. Continuous schedule c. Variable-ratio schedule d. Fixed-interval schedule
Variable-ratio schedule
When is Evan MOST likely to experience academic anxiety in the classroom? a. When he recognizes the source of his anxious feelings and accurately interprets them b. When he attributes successes and failures to things he can control c. When he uses self-regulation strategies to complete an academic task d. When he sets performance goals
When he sets performance goals
Based on assumptions of the learning sciences, learning comes from: a. the teacher or mentor b. the learner c. an information source d. a universal knowledge source
the learner
Mr. Jacobs has noticed that his students often act bored during social studies activities. In order to increase positive achievement emotions and decrease boredom, he should do all of the following EXCEPT: a. match the challenge of tasks to the students' skill levels b. use performance goal orientation to encourage students to focus on the outcome c. show enthusiasm for the subject and encourage students to enjoy working on the task d. allow students to choose among several activities that focus on the lesson content
use performance goal orientation to encourage students to focus on the outcome
