TEST ITEMS – Chapter 2 1. Attitudes and feelings best describe the _____________ area of learning. a. psychomotor b. cognitive c. affective d. psycho-emotional 2.
Providing materials for manipulation and observing student responses to different environmental factors are objectives which should be included when teaching to the ______________ area. a. psychomotor b. cognitive c. affective d. psycho-emotional
3.
The way people process information and use strategies in responding to tasks refers to: a. cognitive styles. b. learning styles. c. field-dependent learners. d. field-independent learners.
4.
Lessons that emphasize sequenced, verbal, and numerical skills are: a. creative oriented. b. product oriented. c. right-brain oriented. d. left-brain oriented.
5.
Teacher presentations featuring demonstrations, open-ended questions, and manipulatives involve ______________ activity. a. readiness b. left-brain c. cultural d. right-brain
6.
A system of interacting with the environment through one or more of the basic senses refers to: a. sensory modality. b. flexible pacing. c. field-dependent. d. creativity.
7.
Jean Piaget, Eric Erikson, and Lawrence Kohlberg have each developed theories in which of the following areas? a. Professional standards for beginning teachers b. Reflective teaching practices c. Cognitive development d. Socio-economic status
8.
What percentage of LGBT student report feeling afraid for their safety in school? a. 9% b. 22% c. 64% d. 83%
9.
More than 10 percent of students in the United States are identified as: a. students at risk. b. having disabilities. c. being gifted students. d. having creative potential.
10.
A classroom where students learn to be proud of themselves, to respect human differences, and to speak up for what is right can be described as: a. a standards-based classroom. b. an anti-bias classroom. c. a charter school. d. a least restrictive environment.
11.
Learning activity packets, task cards, and learning contracts are some examples of: a. differentiated materials. b. learning goals. c. reflective teaching practice. d. unfair advantages which not all students have access to.
12.
The curriculum can be differentiated in all the following ways except the: a. content. b. process. c. professional standards. d. products.
13.
The instructional activities or approaches used to help students learn the curriculum are know as the: a. content. b. groupings. c. products. d. process.
14.
What is a student’s entry point into a particular content or skill? a. Process b. Readiness c. Assessment d. Interest
15.
A student’s learning profile may be influenced by all the following except: a. gender b. culture c. assessment procedures d. learning style
16.
Using texts at a variety of reading levels, focusing on main concepts instead of minor details, and instructing through both whole-to-part and part-to-whole approaches are examples of differentiating instruction through the: a. process. b. content. c. product. d. assessment.
17.
Which of the following is not an example of an accepted and professional way to get to know your students? a. Consulting the school’s cumulative records for your students b. Looking up your students on social networking websites c. Using student questionnaires to learn about their interests d. Contacting your students’ parents and families for information about your students’ at-home study habits
18.
Which of the following contextual factors for guiding planning address geographic location, community and school population, race/ethnicity, and socio-economic profile? a. Student characteristics b. Classroom factors c. Community, district, and school factors d. Instructional implications
19.
Which of the following contextual factors for guiding planning address factors such as age, gender, special needs, skill levels, and language? a. Student characteristics b. Classroom factors c. Community, district, and school factors d. Instructional implications
20.
Which of the following is not included in classroom factors for guiding instruction? a. Parental involvement throughout the year b. The student-to-computer ratio in the classroom c. Policies for working in groups d. The community’s political climate
TEST ITEMS – Chapter 3 1. All of the following are reasons teachers give for developing plans except: a. peer-reviewed plans are required for National Board Certification. b. planning gives them a sense of confidence and security. c. planning gives them a sense of direction. d. collecting and preparing instructional materials. 2.
Which of the following is not an example of a factor to consider in planning lessons? a. The knowledge, skill, or concept that you want your students to learn b. The textbooks, technology, or other materials you’ll need during the lesson c. What the student who has been routinely acting disruptive in your class would like least d. Your students’ ability levels and academic needs
3.
The National Council of Teachers of Mathematics, the National Council of Teachers of English, and the National Academies of Science are all examples of what? a. State curriculum frameworks b. Federal boards of education c. Nationally accredited teacher education programs d. Professional education organizations
4.
Which of the following accurately describes the relationship between curriculum standards and classroom instruction? a. Teachers can only use the standards of the professional teaching organization to which they belong to inform their instruction. b. The curriculum content flows from the state framework through district levels to ultimately inform teacher instruction in the classroom. c. The curriculum standards must be internationally recognized before teachers can implement them in their classroom. d. The Common Core State Standards are the only nationally recognized standards approved for use in your classroom.
5.
The approach to planning that involves first identifying student outcomes to be demonstrated the end of the lesson is called: a. postplanning. b. interdisciplinary planning. c. active planning. d. backward mapping.
6.
A syllabus is one product of: a. course planning. b. unit planning. c. weekly planning. d. daily planning.
7.
Term planning involves preparation of plans for one: a. school year. b. unit. c. course. d. marking period.
8.
A planbook displays the results of which type of planning? a. Course planning b. Unit planning c. Weekly planning d. Daily planning
9.
Many school districts require beginning teachers to submit their _____________ plans to the principal for review. a. daily b. weekly c. unit d. term
10.
Daily planning involves preparing notes about all the following except: a. discipline. b. evaluation. c. materials. d. objectives.
11.
The linear-rational approach to planning is taught most often in teacher education programs because it is a ______________ approach to planning. a. technology-oriented b. creative and unusual c. student-oriented d. structured and sequenced
12.
Which of the following terms best refers to a broad statement about the intent of education? a. Instructional models b. Aims c. Unit plans d. Lesson plan objectives Statements of what is hoped that all students will achieve through instruction are referred to as: a. aims. b. subject-specific course goals. c. educational objectives. d. instructional goals.
13.
14.
Written for daily lesson plans and stated in behavioral terms to indicate what is to be observed and measured best defines: a. instructional objectives. b. aims. c. instructional goals. d. subject-specific course goals.
15.
For those districts that have curriculum guides, the guides are approved by: a. school principals. b. the state department of education. c. the local school board. d. the state university.
16.
Resources used for planning include all the following except: a. curriculum guides. b. teacher’s edition of textbook being used. c. classroom rules. d. other textbooks related to content.
17.
Which of the following is given to students, and it includes written statements about content, procedures, and requirements of a particular course? a. Plan book b. Curriculum guide c. Course notes d. Syllabus
18.
Which of the following does not describe a tier in the RTI method? a. Core instruction b. Standardized scaffolding c. Supplemental phase d. Intensive intervention
19.
The RTI method is implemented in which of the following grade levels? a. K-12 b. 1-6 only (elementary) c. 6-8 only (middle level) d. 9-12 only (secondary)
20.
In which of the following RTI tiers do students receive instruction in addition to typical classroom instruction with more frequent assessment? a. Tier 1 b. Tier 2 c. Tier 3 d. Tier 4
TEST ITEMS – Chapter 4 1. An action statement, a condition statement, and a criterion statement are components that should be included when constructing: a. behavioral objectives. b. subject-specific course goals. c. learning objectives. d. instructional goals. 2.
Materials the student will be using, time limits for the completion of the task, and the location for the task to be performed are usually included as part of: a. learning objectives. b. criterion statements. c. conditions statements. d. action statements.
3.
Which of the following describes a statement of the intended learning outcomes of a lesson? a. Instructional objectives b. Action statements c. Conditions statements d. Criterion statements
4.
Which of the following is not found in a behavioral objective? a. Action b. Subject-specific course goals c. Conditions d. Criterion
5.
Which of the following is a possible unintended consequence of setting instructional goals? a. Students may adapt the learning goals to their personal needs and interests. b. Teachers may modify instructional objectives to accommodate students’ specific learning needs. c. Instructional goals may be based off of professional standards for learning and teaching. d. Setting overly specific instructional goals may cause students to ignore other important information.
6.
“Write a paragraph including a topic sentence and at least three supporting sentences” is an example of what kind of statement? a. Condition b. Criterion c. Action d. Standard
7.
A system that classifies items and demonstrates relationships among them is known as: a. a criteria. b. an action statement. c. a condition. d. a taxonomy.
8.
Factual, conceptual, procedural, and metacognitive are categories of which dimension of Bloom’s cognitive domain? a. The evaluation and analysis dimension b. The cognitive process dimension c. The knowledge dimension d. The psychomotor dimension
9.
Which of the following objectives represents the highest level of thinking among the choices? a. Remembering b. Evaluating c. Applying d. Understanding
10.
Which of the following domains in Bloom’s taxonomy encompasses students’ attitudes, values, and emotions? a. Affective b. Cognitive c. Physiological d. Psychomotor
11.
Which of the following is not a domain identified in Bloom’s classification system of learning? a. Cognitive b. Physiological c. Affective d. Psychomotor
12.
Fundamental movements and physical abilities are associated with which of the following domains? a. Cognitive b. Physiological c. Affective d. Psychomotor
13.
The introductory activities of a lesson would likely include all the following except: a. reviewing key points from the previous day’s lesson. b. stating the objectives of the lesson. c. having students working and discussing in small groups. d. making a connection between the day’s lesson and students’ lives.
14.
A procedural closing to a lesson would likely address all the following except: a. putting away supplies. b. summarizing the main ideas in the lesson. c. turning in papers. d. getting ready to leave the classroom.
15.
The ______________ questions of a unit plan address the big ideas or fundamental concepts that students should be thinking about over the course of the unit. a. cognitive b. criterion c. backwards design d. essential
16.
One or more culminating lessons would likely be included in: a. course plans. b. lesson plans. c. unit plans. d. term plans.
17.
Which part of a unit plan includes the scope of the subject matter to be learned? a. Outline of content b. Overview c. Rationale d. Daily lesson plans
18.
Using the SIOP Model, each of the following is a way to build background except: a. make links between past learning and new concepts. b. emphasize key vocabulary. c. link concepts to students’ background experiences. d. define and display language objectives with the students.
19.
The content objectives of a unit plan should be all of the following except: a. used for teacher reference only and not shared with students. b. written in terms of what the students should know or be able to do. c. stated simply. d. tied to grade-specific content.
20.
Which of the following is not an example of best practice when supporting students’ background knowledge? a. Explicitly link concepts to students’ background experiences b. Explicitly make links between past learning and new concepts c. Focus on background knowledge only at the conclusion of a unit d. Emphasize key vocabulary
TEST ITEMS – Chapter 5 1. Using the ______________ teaching strategy, the teacher starts with a known principle and moves to the unknown concepts or examples. a. inductive b. deductive c. discussion d. inquiry 2.
Using the ______________ teaching strategy, the teacher would not tell students at the start what specifically they are studying, nor would a definition of what is being studied be offered by the teacher. a. inductive b. deductive c. discussion d. inquiry
3.
Which of the following would be considered the most direct approach to presentation? a. Discussion b. Demonstrations c. Student recitation d. Lecture
4.
Direct instruction is based on ______________ learning principles. a. humanistic b. behavioral c. historical d. technological
5.
Direct instructional approaches can be best described as: a. student-centered instruction. b. technological instruction. c. teacher-centered instruction. d. the Gradual Release of Responsibility Model.
6.
In which of the following instructional models do students work together to gather, process, and learn the target information or skills? a. Direct instructional approaches b. Inductive instructional approaches c. Independent instructional approaches d. Social instructional approaches
7.
Which of the following instructional models moves slowly from teacher-as-model, to joint responsibility between teacher and student, to students practicing independently? a. The Gradual Release of Responsibility Model b. Inductive instructional approaches c. Independent instructional approaches d. Social instruction approaches
8.
To determine if the students have obtained the necessary prerequisite knowledge or skills for the lesson is the purpose: a. conducting daily review. b. presenting new material. c. conducting guided practice. d. conducting independent practices.
9.
To supervise the students’ initial practice of a skill and to provide the reinforcement necessary to progress new learning from the short-term memory into long-term memory is the purpose of: a. conducting daily review. b. presenting new material. c. conducting guided practice. d. conducting independent practices.
10.
If a teacher wants to introduce a new skill or concept in a relatively short amount of time, which instructional approach would be most effective? a. The Gradual Release of Responsibility Model b. Direct instruction c. Independent instructional approaches d. Social instruction approaches
11.
Which of the following is not an aspect of explicit instruction? a. Gain students’ attention b. New material is presented directly by the teacher c. Teachers reinforce correct concepts and provide feedback to students on their progress d. Limit the amount of time which students spend actively engaged in learning course content
12.
Which of the following is not an example of activating students’ prior knowledge? a. Using a K-W-L chart b. Reviewing key concepts from the previous day’s lesson c. Teaching new vocabulary d. Making connections to students’ learning in other subjects
13.
The teaching strategy that allows students to see the teacher as an active learner and a model, and also allows for students to observe real things is: a. induction. b. deduction. c. demonstrations. d. discussions.
14.
The type of question that tends to have only one correct or best answer is: a. divergent questions. b. convergent questions. c. focusing questions. d. probing questions.
15.
Questions that are intended to seek clarification and to guide students to more complete answers are referred to as: a. prompting questions. b. closed-ended questions. c. focusing questions. d. probing questions.
16.
The teaching strategy which refers to the teacher orally questioning students about content that had previously been covered, and is also used as a means to diagnose student progress is: a. recitations. b. lecture. c. practice and drills. d. reviews.
17.
Which type of question is typically open-ended with many different yet appropriate answers? a. Divergent questions b. Convergent questions c. Seeking questions d. Prompting questions
18.
Which level of questioning provides students opportunities to use knowledge and engage in critical and creative thinking? a. Recall-level b. Knowledge-level c. Higher-level d. Lower-level
19.
All of the following are main purposes of a recitation except: a. to assure that all students know whether a given answer is right or wrong. b. to give the teacher an opportunity to introduce new content. c. to ensure that all students are aware of the more complete, appropriate, and correct response to each questions. d. to help students connect new knowledge to prior learning and experiences in order to move new knowledge to long-term memory.
20.
All of the following are examples of good teaching practice regarding homework except: a. teaching homework skills such as effective note-taking, establishing an at-home study spot, and careful reading. b. using homework to address previously covered material, material covered the day the homework is assigned, and material to be covered the next day in class. c. clearly communicating the class homework policy to students early in the course of the year. d. assigning extra homework to students who misbehave in class.
TEST ITEMS – Chapter 6 1. Using the ______________ teaching strategy, the teacher would begin with an exploratory activity and then lead students to discover a concept or generalization. a. deductive b. inductive c. discussion d. gaming 2.
3.
When choosing an instructional strategy, you must: a. create a student-centered activity. b. teach new concepts to students directly. c. make sure that the lesson is fun. d. monitor your students’ learning. Discovery learning techniques include all of the following except: a. note taking. b. problem solving. c. hypothesis testing. d. Inquiry.
4.
When deciding if you should use a student-centered or a teacher-centered method, one of the most important things to keep in mind is that the method should be: a. whatever the students like best. b. different than the day before. c. well matched with your goal. d. based on what you feel comfortable with.
5.
In concept attainment lessons, each of the following is true except: a. the teacher provides a definition at the beginning of the lesson. b. the teacher provides labeled examples. c. students compare attributes of positive and negative examples. d. students put forward possible concepts.
6.
Inquiry and discovery approaches which enable students to collect data and test hypotheses are usually ______________ in nature. a. deductive b. inductive c. prompting d. probing
7.
The teaching strategy which is considered to be the least explicit and most student-centered is: a. lecture. b. discussion. c. inquiry. d. recitation.
8.
Which of the following is not a component included in a typical inquiry lesson? a. Gather data b. Create a game addressing the content c. Form hypotheses d. Analyze and interpret data
9.
10.
The strategy in which the teacher creates situations where students can learn on their own is referred to as: a. discovery learning. b. demonstrations. c. recitations. d. deduction. In problem-based learning, students will learn by: a. memorizing. b. listening carefully. c. doing. d. reading.
11.
A teacher should use creative problem solving for: a. word problems in mathematics. b. multiple choice tests. c. problems with answers which may not be straightforward. d. all problems that students encounter.
12.
Guidelines for effective whole class discussions include all the following except: a. consider the goals of the discussion. b. be careful not to use humor since it can be distracting. c. study the issues. d. consider the experience and development of the students.
13.
Which type of instructional approach does cooperative learning fall into? a. Direct approach b. Inductive approach c. Independent approach d. Social approach
14.
The style of group learning which involves six-member teams working on academic material that has been broken down in sections with expert groups is called: a. teams-games-tournament. b. student teams-achievement divisions. c. Jigsaw. d. team accelerated instruction.
15.
A fairly informal setting in which four to six participants with a chairperson discuss a topic among themselves best defines a: a. panel. b. task force. c. debate. d. symposium. Class activities designed to involve students in competition as the primary means to achieve a learning goal are referred to as: a. role playing. b. simulations. c. laboratories. d. games.
16.
17.
At a learning center, a student should complete: a. all tasks given. b. a specific task chosen by the teacher. c. a task that interests them. d. the same task as all other students.
18.
Activities that students complete without direct help from others are classified as: a. a learning contract. b. a problem-based strategy. c. group work. d. independent work
TEST ITEMS – Chapter 7 1. All of the following are ways to identify similarities and differences except: a. comparing. b. classifying. c. using experimental inquiry. d. creating analogies. 2.
Summarizing involves each of the following except: a. examining information. b. preparing questions about the information. c. choosing what information is important. d. restating information in a brief, synthesized way.
3.
The pause, prompt, and praise technique can be used to: a. generate hypotheses. b. provide explicit cues. c. help students shape a skill. d. provide recognition.
4.
The study that students do when they are not under the direct supervision of their teacher is known as: a. homework. b. problem solving. c. note taking. d. practice.
5.
A time-sequence pattern is a type of: a. nonlinguistic representation. b. expository advance organizer. c. analogy. d. classification system.
6.
When setting objectives, you should be careful not to make them too: a. personal. b. comparative. c. specific. d. experimental.
7.
Asking students to do a systems analysis is an example of which strategy? a. Using advance organizers b. Generating and testing hypotheses c. Summarizing information d. Identifying similarities and differences
8.
Having your students skim the textbook to preview important information is an example of: a. generating mental images. b. summarizing. c. generating hypotheses. d. providing advance organizers. ______________ involves evaluating the accuracy, credibility, and worth of information and the lines of reasoning. a. Problem solving b. Cooperative learning c. Transfer d. Critical thinking
9.
10.
The ability to control your learning behaviors, know where you are on a given task, and be committed to succeeding is called: a. higher-order thinking. b. self-regulation. c. independent work. d. active learning.
11.
Which of the following strategies would likely best promote critical thinking? a. Open discussions b. Cooperative learning c. Independent work d. Direct instruction
12.
______________ is the gateway to student engagement. a. Good teaching b. Giving students rewards c. Motivation d. Group work
13.
When students are actively involved in tasks that stretch their abilities, it is known as: a. engagement. b. problem solving. c. the state of flow. d. cooperative learning.
14.
Teachers should provide a supportive environment, communicate clear goals, and provide students with feedback in order to: a. promote student engagement. b. tell students what they need to do. c. get students to self-regulate. d. properly assess students.
15.
When challenging students, a teacher should ensure that the: a. challenge exceeds the ability level. b. challenge aligns with the ability level. c. ability level exceeds the challenge. d. challenge does not require any higher-order thinking.
16.
The SIOP model was designed to help meet the needs of students who are: a. severely disabled. b. trouble makers. c. extremely shy. d. English language learners.
17.
Prompts, questions, and elaboration are examples of: a. advance organizers. b. critical thinking. c. procedural scaffolding. d. verbal scaffolding.
18.
The SIOP model is beneficial for: a. students with disabilities. b. English language learners. c. all students. d. students with behavioral issues.
TEST ITEMS – Chapter 8 1. Which of the following is an example of ability grouping? a. Between-class grouping b. Peer tutoring c. Cooperative learning groups d. Whole-group instruction 2.
Requiring the student to complete certain activities related to the instructional objectives relates to: a. reinforcing desired behaviors. b. academic accountability. c. enhancing student self-concepts. d. establishing positive teacher-student relationships.
3.
The first step teachers should take when holding students academically accountable is to: a. consider where and how assignments will be posted. b. provide regular formative feedback regarding student progress. c. determine evaluation processes and grading systems. d. decide how homework will be collected and graded.
4.
The ideal group size for a group instructional lesson would be: a. 2-4 students. b. 4-6 students. c. 6-8 students. d. 8-10 students.
5.
A jigsaw activity is a form of: a. cooperative learning. b. ability grouping. c. peer tutoring. d. whole class instruction.
6.
When holding all students accountable, teachers should follow each of the following guidelines except: a. determining a grading system for students. b. monitoring student progress. c. using ability grouping whenever possible. d. providing feedback to students.
7.
Which section of the lesson is typically designed to motivate the student? a. Prior to the lesson b. The beginning section c. The middle section d. The end section
8.
Which of the following is not a recommended approach for soliciting the attention of the students? a. Remove distractions b. Select a “cue” for getting attention c. Do not begin until everyone is paying attention d. Give clear, concise instructions for beginning the lesson
9.
Daily review should not be used to: a. provide additional practice for previously learned material. b. allow the teacher opportunities to provide corrections. c. allow the teacher opportunities to check to see who has completed homework and assignments. d. provide additional over-learning of materials.
10.
Weekly and monthly reviews provide the teacher with all of the following except: a. an opportunity for slower students to catch up. b. a check for student understanding. c. insurance that prior skills are adequately learned. d. a check on the teacher’s pace.
11.
All of the following are considered to be effective techniques for conveying enthusiasm to students except: a. animated gestures. b. eye contact. c. voice inflection. d. physical contact.
12.
Using seatwork effectively, cueing behavior, and pacing are in which part of the lesson? a. Prior to the lesson b. Beginning of the lesson c. Middle of the lesson d. End of the lesson
13.
Actions or statements by teachers that are designed to bring a lesson presentation to an appropriate conclusion best refers to: a. closure. b. review. c. summary. d. set induction.
14.
All of the following are ways to effectively manage student work except: a. modeling problems for students ahead of time. b. clearly explaining instructions once students begin working. c. monitoring students as they are working on the assignment. d. explaining the reason for the activity to students .
15.
Once students have completed their seatwork, they should: a. hand it in and put their head down. b. talk quietly to a friend or neighbor. c. leave the classroom. d. find something else to work on.
16.
To effectively provide feedback to students, a teacher should: a. try to provide feedback frequently and quickly. b. wait until a few assignments have been handed in. c. ensure the feedback is provided privately, outside of class. d. ask for an assistant to grade assignments.
17.
______________ occurs when the teacher asks students to stay on a learning task too long and the students begin to lose interest and get off task. a. Fragmentation b. Jerkiness c. Momentum d. Satiation
18.
All of the following are ways to avoid satiation of the students except for the use of: a. effective pacing of the lesson. b. established routines in the class. c. sufficient challenges in academic work. d. feelings of progress by students.
19.
______________ occurs when a teacher goes too fast sometimes and too slow other times. a. Momentum b. Withitness c. Jerkiness d. Overlapping
20.
To help English Language Learners in the classroom, a teacher should: a. speak at a normal pace to encourage students who are ELL to learn quickly so they can catch up. b. use complex sentences for students who are ELL to analyze. c. use the same explanation techniques to avoid confusion for students who are ELL. d. model and/or explain directions clearly for each task to help students who are ELL.
21.
For English Language Learners, the best grouping strategy would be to: a. vary how students are grouped. b. group all students who are ELL together. c. mix students who are ELL with English-speaking peers. d. use whole group instruction whenever possible.
22.
To stay on track while delivering a lesson, a teacher should do all of the following except: a. ensure a consistent pace that works for all students. b. engage students in the lesson 70-80% of the time. c. display the learning objectives of the lesson. d. display the language objectives of the lesson.
