Chapter 14 Teaching Every Student

Chapter 14: Teaching Every Student Multiple Choice Questions 1) Analysis of the relationship between teachers' knowledge of a subject and students' learning suggests that knowledge is A) negatively correlated with students' attitudes about the class. B) necessary but not sufficient to improve learning. C) the best predictor of student achievement. D) the most important quality of a good teacher. Answer: B Explanation: B) Expert teachers have systems of knowledge for understanding problems in teaching. While subject (content) knowledge is important, this knowledge is most effectively bound up with knowing how to teach the content and how to match instruction to student differences. This is called pedagogical content knowledge. Possessing subject knowledge is helpful in offering clearer presentations and the ability to readily answer questions but does not ensure that a teacher will necessarily be effective. Page Ref: 500 Skill: Knowledge 2) Mr. Franks creates a classroom environment in which his elementary students work productively at centres and engage in group activities to apply principles they are learning. His established routines help students stay on track and maximize learning time. Which aspect of Robert Pianta’s model is most closely associated with these characteristics of Mr. Franks’ teaching? A) Affective dimensions B) Behavioural dimensions C) Cognitive dimensions D) Relational dimensions Answer: B Explanation: B) Pianta’s third dimension is classroom organization, which includes behavioural concerns such as classroom and lesson management, with clear activities and routines that make more time for student learning and are really engaging – similar to the teacher characteristics of clarity and organization. Page Ref: 500-501 Skill: Understanding 3) Of the following choices, which of the following is TRUE of the importance of advance teacher planning? A) It allows the teacher more time to correct daily work. 14-1 B) Planning dictates course readings and requirements. C) Planning eliminates uncertainty in teaching. D) Planning influences what students will learn. Answer: D Explanation: D) A key factor of advance planning is to influence what students will learn. This influence occurs as a result of determining how available time and resources will be transformed into activities and assignments for students. Planning does reduce some uncertainty in teaching, but it does not eliminate uncertainty. Page Ref: 502 Skill: Knowledge 4) Which one of the following statements is TRUE with regard to instructional planning? A) For experienced teachers, daily planning is more important than unit or weekly planning. B) It is particularly important for teachers at the beginning of the year . C) It is more essential in elementary grades than in the higher grade levels. D) Once plans are devised, they should generally be followed without variation. Answer: B Explanation: B) Planning at the beginning of the year is particularly important, because many procedures, rules, and routines are established early. Plans should be flexible and initially concentrate on the unit level, followed by weekly and then daily planning. Page Ref: 502 Skill: Knowledge 5) Which one of the following objectives is complete according to Mager's guidelines? A) Given coloured pictures of fruits and vegetables, students will correctly classify them with a high degree of accuracy. B) Students will correctly identify the function of the four major organs in the digestive system without using notes. C) Students will correctly recall the major bones of the human body. D) Using a calculator, students will solve division problems containing fractions. Answer: B Explanation: B) A complete Mager-type objective is the student will correctly identify the functions of four major organs in the digestive system without using notes. This objective includes a condition (no notes), behaviour (identify), and performance criteria (must correctly identify four organs). Page Ref: 503-504 Skill: Understanding 6) Given the objective "students will be able to write complete sentences using words from 14-2 a new vocabulary list," identify whether Mager's three criteria for a correctly stated behavioural objective are present or absent in this objective. Behaviour A) Absent B) Absent C) Present D) Present Condition Absent Present Present Present Criterion Absent Absent Absent Present Answer: C Explanation: C) In the objective presented, only the behaviour and condition elements of Mager's system are present. The criterion is missing: students will be able to write complete sentences (behaviour) using words from a new vocabulary list (condition). Page Ref: 503-504 Skill: Understanding 7) What is the taxonomic domain of the following objective? "After learning about the properties of magnetism, students will build a vacuum and observe whether there is magnetic behaviour present." A) Action B) Affective C) Cognitive D) Psychomotor Answer: D Explanation: D) Learning about the properties of magnetism is in the cognitive domain. However, the key factor in this situation is building a vacuum machine that requires using physical skills in the psychomotor domain. Page Ref: 504 Skill: Understanding 8) To what taxonomic domain does the following objective belong? "Students will share their reactions about the appeal of a painting after a trip to a local gallery." A) Action B) Affective C) Cognitive D) Psychomotor Answer: B Explanation: B) Sharing reactions about the appeal of a painting is in the affective domain. The key factor is that "reactions", or feelings about something, are being communicated, as opposed to information (cognitive domain). Page Ref: 504 14-3 Skill: Understanding 9) According to Bloom’s taxonomy of the cognitive domain, identify the level of the following objective: "How should government classes judge the feasibility of a court decision?" A) Analysis B) Application C) Evaluation D) Creation Answer: C Explanation: C) Judging the feasibility of a court decision is at the evaluation level of Bloom's taxonomy. This involves judging the value of materials or methods as they might be applied in a particular situation. Page Ref: 504-505 Skill: Understanding 10) The primary value of Bloom's taxonomy of cognitive objectives is that it can A) lead educators to think carefully about the objectives they construct. B) provide a valid hierarchy of learning from simple to complex. C) provide administrators with an objective means of evaluating the effects of courses. D) rank different types of learning according to their relative importance. Answer: A Explanation: A) Although Bloom's taxonomy may not be completely accurate in classifying the complexity of skills, it is beneficial in leading educators to think carefully about the objectives they construct. Page Ref: 505 Skill: Knowledge 11) Ms. Smith would like to measure her first-graders' mastery of their personal information (address, phone number, spelling of name). What level of Bloom's taxonomy do her questions illustrate? A) Application B) Comprehension C) Evaluation D) Remembering Answer: D Explanation: D) By measuring her first-graders' ability to list their personal information (address, phone number, spelling of name), Ms. Smith has assessed her student’s ability to remember something essentially as given. 14-4 Page Ref: 505 Skill: Understanding 12) What level of Bloom's taxonomy is most difficult, if not impossible, to measure with multiple-choice tests? A) Analysis B) Understanding C) Remembering D) Creating Answer: D Explanation: D) It would be extremely difficult, if not impossible, to use multiple-choice tests for assessing creation skills, which involve creating something by combining different ideas. An essay test would provide more opportunity for measurement of synthesis abilities because of its open-ended, more divergent means of expression. Page Ref: 505 Skill: Knowledge 13) Which one of the following learning targets involves metacognitive knowledge in the cognitive domain? A) Summarize events leading up to Confederation. B) Conjugate ten French verbs. C) Describe the composition styles of Bach and Handel during the Baroque era. D) Select a strategy that helps you remember which formula to use in a math problem. Answer: D Explanation: D) Metacognitive knowledge in the cognitive domain involves thinking about one’s thinking. When students think about the strategies that help them remember which formula to use when, they are using metacognitive knowledge (thinking about their thinking) and reaching metacognitive targets. Page Ref: 505 Skill: Understanding 14) Identify the taxonomic domain of the following objective: “Watch the video and respond to the main character’s dilemma as though you were walking in her shoes.” A) Affective domain B) Cognitive domain C) Conceptual domain D) Psychomotor domain Answer: A Explanation: A) The learning outcomes in the taxonomy of the affective domain focus on attitudes and feelings. They include receiving, responding, valuing, organization, and 14-5 characterization by value. Asking students to respond as though they were walking in a character’s shoes involves making an emotional response. Page Ref: 506 Skill: Knowledge 15) Mrs. Savage is hoping that her students will really appreciate the importance of earthquakes following the unit that she is about to teach. The type of affective objective that she should expect to occur FIRST for this outcome is A) organizing. B) receiving. C) responding. D) valuing. Answer: B Explanation: B) The lowest-level outcome in the affective domain is receiving. Before Mrs. Savage's class can appreciate the importance of earthquakes, they must receive the material on earthquakes by being attentive. Page Ref: 506 Skill: Understanding 16) In the highest level of the affective domain, students are expected to A) adopt, and act consistently with, a new value. B) be aware of how other people feel. C) demonstrate an overt response to an idea or thing. D) show a new behaviour as a result of experience. Answer: A Explanation: A) In the highest level of objectives in the affective domain, students are expected to adopt, and act consistently with, a new value. For example, a person might become firmly committed to the love of music and share it with his/her friends. Page Ref: 506 Skill: Knowledge 17) Which of the following teachers uses a constructivist approach in instructional planning? A) Mr. Hargrove reviewed several resources identified in his teacher’s manual and developed a lesson about the first walk on the moon. B) Mrs. Akita gave a pretest to determine the amount of background knowledge she needed to incorporate in her unit about two-step equations. C) Ms. Levi combined suggested activities from her teacher’s manual with activities suggested by peer teachers as the basis for her lesson about the different types of erosion in her state. D) Mr. Anthony and his students discussed their unit about crustaceans and decided to create centres that integrated scientific knowledge, writing skills, and vocabulary. 14-6 Answer: D Explanation: D) In constructivist approaches, planning is shared and negotiated by the teacher and students. Mr. Anthony and his students determine content, activities, and learning approaches for their lesson. Page Ref: 507 Skill: Understanding 18) A constructivist approach to planning, compared to a traditional approach, would include use of A) fewer teacher comments about each student's work. B) more norm-competitive projects designed by students. C) students and teachers making decisions about objectives together. D) teacher-designed projects that students evaluate on the basis of predetermined criteria. Answer: C Explanation: C) In constructivist teaching approaches, planning is shared and negotiated by the teacher and student. The teachers and students make decisions about content, activities, and approaches together. Page Ref: 507 Skill: Knowledge 19) Which of the following is an activity that is most directly associated with direct instruction? A) Dividing students into groups to work on a complex task. B) The teacher delivers a mini-lecture about a scientific concept. C) Placing words on a word wall to help students use them in their writing. D) Using centres with one unit to integrate writing science, and math. Answer: B Explanation: B) Direct instruction is teacher-led, usually involves the teaching facts and basic skills, and uses traditional forms of teaching such as lecture. Page Ref: 507 Skill: Knowledge 20) Which of the following is a method by which active learning can be incorporated into lectures? A) lower-level cognitive objectives. B) questioning strategies. C) scripted cooperation. D) techniques involving small groups. 14-7 Answer: C Explanation: C) One method to incorporate active learning into traditional lectures is the technique of scripted cooperation. In this strategy, teachers stop their lecture presentations and have students work in pairs in order to translate concepts and ideas into their own words, to check on their understanding of the lecture material, and to organize their thinking. Questioning strategies and small-group work are also active learning strategies, but use of these methods is usually associated with learning methods other than lecturing. Lower-level cognitive objectives can be involved with any type of learning approach. Page Ref: 507, 510 Skill: Knowledge 21) Which one of the following is NOT a typical component of direct instruction? A) Cooperative learning B) Guided practice C) Independent practice D) Review of previous work Answer: A Explanation: A) Cooperative learning is NOT a typical component of direct instruction. Guided practice, independent practice, and reviewing the previous day's work are essential strategies of direct instruction. Page Ref: 508 Skill: Knowledge 22) A major criticism of direct instruction is that it A) has proven ineffective in evaluation studies. B) puts students in a cognitively passive position. C) overemphasizes constructivist viewpoints. D) works well with high-ability students but not with low-ability students. Answer: B Explanation: B) A major criticism of direct instruction is that it does much of the cognitive work for students and ultimately puts them in a passive position to the teacher. Direct instruction is often limited to lower-level learning objectives or the teaching of basic skills. Page Ref: 510 Skill: Knowledge 23) A frequent criticism of seatwork as a classroom learning strategy is that it A) is often overused. B) may require learning skills that students might not possess. 14-8 C) places the student in a passive mode. D) tends to reduce student motivation. Answer: A Explanation: A) Although there is little research on seatwork, it is clear that seatwork is often overused. Recommendations for the use of seatwork are to ensure that it is relevant to the lesson rather than the main mode of instruction. Page Ref: 511 Skill: Knowledge 24) A term often used to describe the teaching method in which teachers ask questions, and students respond is A) reaction. B) convergent questioning. C) recitation. D) evaluation. Answer: C Explanation: C) This method is often called recitation. It consists of initiation (teacher asks question), response (student answers), and evaluation (praising, correcting, probing, expanding). Page Ref: 514-515 Skill: Knowledge 25) The questions on the objective test that you are taking right now are what type of question? A) Analytical B) Convergent C) Divergent D) Evaluation Answer: B Explanation: B) The types of questions on an objective test, such as the items in the test that students are now taking, are convergent questions, because there is only one right answer. Divergent questions have several possible answers. Page Ref: 515 Skill: Knowledge 26) Which one of the following students is responding to a divergent question? A) Alice identifies the category name for a group of objects. B) Dave adds to simple lines as many lines as he wants to make a meaningful figure. C) Janelle indicates which one of five figures is concealed in a complex figure. 14-9 D) Mario gives a word to satisfy a definition and a given first letter. Answer: B Explanation: B) Divergent thinking involves creating responses to questions or problems that do not have a single correct answer. The latter situation describes convergent thinking. In this example, the divergent thinker is Dave, who makes as many lines as he judges appropriate to make a meaningful figure. Page Ref: 515 Skill: Understanding 27) High-ability students generally appear most likely to benefit from A) a lower pace with little emphasis on correcting errors. B) harder questions and more critical feedback. C) a nurturing atmosphere for learning. D) highly structured lesson plans. Answer: B Explanation: B) High-ability student, the successful pattern includes the use of harder questions and more critical feedback. Page Ref: 515 Skill: Knowledge 28) Research shows that the average amount of time teachers waits for students to answer questions is about A) one second. B) three seconds. C) five seconds. D) seven seconds or more. Answer: A Explanation: A) Research by Rowe (1974) indicated that, on the average, teachers wait only one second for students to answer. Page Ref: 515 Skill: Knowledge 29) The recommended waiting time while questioning students is A) one to two seconds. B) three to five seconds. C) six to eight seconds. D) 10 seconds or longer. Answer: B 14-10 Explanation: B) Research suggests that when teachers wait at least three to five seconds before calling on a student, students tend to give longer, more sophisticated answers, and participate more frequently if given a little more time. Page Ref: 515 Skill: Knowledge 30) Mr. Nguyen gives the following feedback to Shawna: “I looked at the slides you created. Check your rubric to see if you have met all the criteria for the assignment.” What type of feedback did Mr. Nguyen give Shawna? A) Self-feedback B) Task feedback C) Process feedback D) Self-regulation feedback Answer: D Explanation: D) Self-regulation feedback helps students move toward self-direction in learning. Telling the student to check the rubric is a way of holding the student accountable for regulating the quality of her own work. Page Ref: 517 Skill: Understanding 31) If a student who is called on to respond to a question gives a partially wrong answer in an honest attempt, the recommended procedure is to A) ask "does anyone have a different answer?" Then call on the first volunteer. B) correct the student's answer and go on with the lesson. C) provide a prompt or cue and stay with the student for a little while. D) say "that's almost correct" and then call on another student. Answer: C Explanation: C) When students' answers are partially or completely wrong but given in earnest, some recommendations are to cue or prompt the student by providing them with clues or a simplified question, reviewing the steps, or even reteaching the lesson. When responding to incorrect answer given out of carelessness or silliness, it is better to give the correct answer and move on. Page Ref: 517 Skill: Knowledge 32) According to research on the use of discussion in textual comprehension, group discussions are most effective for use with A) higher-ability students. B) younger students. C) students have difficulty expressing themselves. 14-11 D) below average ability students. Answer: D Explanation: D) Recent research on the use of group discussion for textual comprehension indicates that discussion is most effective for students with below average textual comprehension skills. Average and higher ability students already possess the skills to comprehend texts on their own. Page Ref: 518 Skill: Knowledge 33) Which one of the following procedures is recommended for teachers when using the discussion method? A) Ask another student to summarize the first student's response if uncertain about what that student has said. B) Discourage students from mentally rehearsing or writing responses before speaking. C) Ask shy children to participate during classroom silences so that they do not have to compete with other students. D) Remain as uninvolved as possible during the discussion period. Answer: A Explanation: A) The only correct procedure of those presented for this item is to ask students to summarize other students' responses, especially when the initial responses are not clear. Shy children should be directly invited to participate but not when there is a deadly silence. It is generally desirable for students to be given time to rehearse mentally or write down their ideas before responding. Page Ref: 519 Skill: Knowledge 34) Which of the following scenarios provides evidence that the teacher uses backward design? A) Mr. Browning begins to develop his math unit by looking at the state standards and aligning key elements of the lesson with the standards. He thinks about the important end results students need to achieve in the unit. B) Ms. Rollins wants to use cooperative groups in her upcoming unit. She chooses activities her students will enjoy and develops the curriculum around them. C) Mr. Rankin asks a senior teacher to lend him her teaching plan for the upcoming unit and alters the plan to fit his teaching style. D)Mrs. Hebert allows students to vote on their favourite approach to a unit on the geography of France and chooses activities that fit the students’ preferences. Answer: A Explanation: A) When teachers use backward design, they first identify the important end results for students—the key understandings and big ideas that are the goals of instruction. Next the teacher identifies what evidence would demonstrate deep 14-12 understanding (performance tasks, quizzes, informal assessments?). Then and only then do the teachers design the learning plan—the instruction—they design backwards from the end results to the teaching plan. Mr. Browning’s plan most clearly resembles backward design. Page Ref: 519 Skill: Understanding 35) Cross-age grouping can be an effective teaching method for students of all abilities as long as: A) students are mixed for reading rather than math class B) such classes are created only when there are too few students for one grade C) the grouping allows teachers to provide more direct instruction to the groups D) all groups receive the same material for the subject being taught Answer: C) Explanation: C) In cross-grade grouping, students of different ages can be flexibly grouped based on achievement, motivation, or interest in different subjects. As long as the groupings allow teachers to provide direct instruction to the group, these cross-grade groupings seem to be effective. Cross-age groupings allow students to learn what they are ready to learn. Page Ref: 522 Skill: Knowledge 36) In Lyn Corno’s model of adaptive teaching (2008), which of the following support techniques and objectives are LEAST appropriate for novice learners? A) direct instruction B) motivational enhancement C) peer tutoring D) teach cognitive strategies Answer: C) Explanation: C) Peer tutoring is a technique associated with experienced learners as they move towards self-regulation. The goal of adaptive teaching is to put supports in place in order to teach students how to learn on their own and remove these supports as they become self-sufficient. Direct instruction, motivational enhancement, and cognitive strategies that will give students skills that help them learn are all associated with the early stages of adaptive teaching. Consequently, peer tutoring is a factor for more advanced learners. Page Ref: 522-523 Skill: Knowledge 37) In adaptive teaching, self-regulated learning involves which of the following types of instruction? 14-13 A) guided practice, participant modelling, and direct instruction B) independent study, discovery learning, and peer tutoring C) direct instruction and motivational enhancements D) interventions, participant modelling, and guided practice Answer: B Explanation: B) Self-regulated learning is the final stage of adaptive learning where the supports have been slowly reduced. Independent study, discovery learning, and peer tutoring all emphasize self-regulated learning which will remain a useful strategy throughout a student’s life. Page Ref: 523 Skill: Knowledge 38) Brook has attention deficit hyperactivity disorder (ADHD) and struggles to stay focused on seatwork. Her desk is in a cluster with three other students, and she is easily distracted by them, seldom completing her independent work. If her teacher uses the INCLUDE strategy, which of the following adaptations is she likely to make? A) Give Brook different seatwork assignments B) Allow Brook to work with a partner C) Move Brook’s desk so that she faces the instructor D) Arrange for Brook to do seatwork in a special education setting Answer: C Explanation: C) Using the INCLUDE model, Brook’s teacher will choose an adaptation that integrates Brook into the day-to-day life of the classroom, but also helps Brook succeed. Moving Brook’s desk to reduce distractions by facing towards the instructor is the most likely adaptation to help Brook complete seatwork Page Ref: 524-525 Skill: Knowledge 39) Ms. Boudreaux is choosing math tutorials to use in her inclusive fourth grade classroom. Should she choose programs with universal design? Why or why not? A) No, universal design applies to reading and language arts curriculum but not math. B) No, universal design is particularly effective for students with visual impairment, but is not suitable for sighted students. C) Yes, universal design considers the needs of all users and works for students with disabilities. D) Yes, universal design is particularly effective with students who read slowly. Answer: C Explanation: C) Universal design for learning refers to products that consider the needs of all users in the design of new tools, learning programs, or Web sites. Universal design focuses on broad accessibility. 14-14 Page Ref: 526 Skill: Understanding 40) Which of the following is an example of a sustaining expectation effect? A) a student is ready for more challenging work but is not given the opportunity to try it because the teacher believes that he/she cannot handle it B) a teacher places higher expectations on male students than on female students C) a student is ready for more challenging work, so the teacher provides him/her with the opportunity to try it in order to encourage greater achievement D) a teacher holds higher expectations for students who participate in extracurricular activities than for students who do not Answer: A Explanation: A) A sustaining expectation effect results when a teacher does not recognize and build on improvements. The result is that student performance remains at the level of teacher expectations. Sustaining expectation effects are more likely in later grades. Page Ref: 527 Skill: Knowledge 41) Ms. Almanzor had high expectations for Martin. When Martin did exceptionally well on the macro economics test, his performance might be partially attributed to ________. A) use of high-stakes testing practices. B) Pygmalion effect. C) fact that she gave him extra time to complete the test. D) recent increase in self-esteem. Answer: B Explanation: B) The Pygmalion effect was named after a mythological king, who made a statue come to life. In education, the Pygmalion effect refers to situations in which students make exceptional progress due to high teacher expectations. Page Ref: 527 Skill: Understanding 42) Which student is most likely to be the recipient of sustaining expectations? A) a shy child who provides little information about herself to the teacher B) a student who participates in extracurricular activities C) a child who the teacher finds to be independent and interesting D) a child from a high socioeconomic group Answer: A Explanation: A) Some students are more likely than others to be the recipients of sustaining expectations. Withdrawn children provide little information about themselves, so teachers may sustain their expectations about these children for lack of new input. 14-15 Page Ref: 528 Skill: Knowledge 43) In comparison to high-achieving students, students who are low-achieving A) receive more praise for correct answers. B) receive more praise for inadequate answers. C) are more likely to receive prompts and cues. D) are given more time for answering. Answer: B) Explanation: B) Low-achieving students receive inconsistent feedback from teachers. As a result, they may receive sympathetic acceptance or even praise for inadequate answers while they may receive less praise than high-achieving students for similar correct answers. High-achieving students are also more likely to receive prompts and extra time to respond to a question. Page Ref: 529 Skill: Knowledge 44) Which one of the following statements should be AVOIDED in order to promote high expectations of your students? A) "Take your time and try it again." B) "Good job on the first part of the writing assignment, however, your conclusion paragraph still needs work." C) "This is easy! Anyone can do it and you can too." D) "You are right, this is a challenging writing assignment, which is why you need to keep trying." Answer: C Explanation: C) Teachers should provide both challenge and support. Saying “This is easy, anyone can do it and you can too,” can have a negative effect on student motivation. Page Ref: 530 True/False Questions 45) Pedagogical content knowledge describes a teacher’s academic knowledge of the subject that they are teaching. Answer: FALSE Explanation: Pedagogical content knowledge combines academic content knowledge with knowing how to teach the content and how to match instruction to student differences. 14-16 Page Ref: 499 46) Teacher plans should be regarded as flexible frameworks as opposed to rigid specifications. Answer: TRUE Explanation: Planning must allow flexibility. There is some evidence that when teachers “overplan” their students do not learn as much as students whose teachers are flexible. Page Ref: 502 47) The revision of Bloom's Cognitive Taxonomy in 2001 added four kinds of knowledge that are acted upon by six processes. Answer: TRUE Explanation: The 2001 revision of Bloom’s taxonomy recognized that cognitive processes must process something. The revision now has the six processes of remembering, understanding, applying, analyzing, evaluating, and creating acting on four kinds of knowledge – factual, conceptual, procedural, and metacognitive. Page Ref: 505 48) In constructivist approaches to learning, teachers make the decisions about content and teaching strategies, and students plan the activities. Answer: FALSE Explanation: In constructivist approaches to learning, the teacher and the students together make decisions about content, activities, and approaches. Page Ref: 507 49) Rather than using specific objectives to guide planning, constructivist teachers have overall goals to guide learning. Answer: TRUE Explanation: In constructivist approaches, teachers have overarching goals that guide planning rather than having specific student behaviour and skills as objectives. Page Ref: 507 50) When instructional goals involve affective development and critical thinking or problem solving, direct instructional strategies are recommended. Answer: FALSE Explanation: Direct instruction or explicit teaching is best used for the mastery of basic 14-17 skills, facts, and information. Page Ref: 507 51) Direct instruction is an appropriate and economical method for teaching a large amount of material to students. Answer: TRUE Explanation: Direct instruction (such as teacher explanation) is appropriate for communicating large amounts of material to many students in a short period of time. Page Ref: 510 52) Scripted cooperation is a learning strategy for pairs of students to take turns summarizing material and criticizing their summaries. Answer: TRUE Explanation: Scripted cooperation is a learning strategy in which two students take turns summarizing material and criticizing the summaries. Page Ref: 510 53) Questions dealing with concrete facts are divergent questions. Answer: FALSE Explanation: Questions with one correct answer (concrete facts) are convergent questions. Those with many possible answers are considered divergent questions. Page Ref: 515 54) In productive group sessions, teachers direct student's questions to other students. Answer: TRUE Explanation: While teachers pose questions, a teacher does not dominate over a true group discussion. Instead students respond to each other’s questions and answers. Page Ref: 519 55) Within-class ability grouping frequently deepens existing social divisions when used in classes with diverse populations. Answer: TRUE Explanation: Within-class ability grouping is a system in which students are divided into two or three groups based on ability in an attempt to accommodate student differences. However, in schools with lower-SES students, grouping often means that these students are segregated into lower-ability tracks. 14-18 Page Ref: 521 56) Adaptive teaching provides all students with challenging learning tasks. Answer: TRUE Explanation: Adaptive teaching provides all students with challenging instruction and uses supports when needed, but removes those supports as students become able to handle more on their own. Page Ref: 522 57) A teacher who uses flexible grouping should seldom assess students’ performance. Answer: FALSE Explanation: In flexible grouping, assessment is continuous so that students are always working within their zone of proximal development as students are grouped and regrouped. Page Ref: 521 58) In flexible grouping, lower-ability groups should be made larger as the materials being taught usually require more teacher instruction. Answer: FALSE Explanation: In flexible grouping, it is important that low-achieving students receive extra instruction. These groups should be made smaller so that students receive more attention. Page Ref: 522 59) In adaptive teaching, novice students should not be provided with challenging instruction because they are not able to handle it. Answer: FALSE Explanation: Adaptive teaching makes sure that everyone is challenged. Students who are novices in an area receive direct instruction and motivational encouragement to keep them engaged. Page Ref: 523 60) Teaching students with learning disabilities requires a combination of good teaching practices and sensitivity to all students. Answer: TRUE Explanation: Effective teaching for exceptional students is a combination of good 14-19 teaching practices and sensitivity to all your students’ needs. Students with disabilities need to learn the academic material, and they need to be full participants in the day-today life of the classroom. Page Ref: 524 61) Changing seats so the student faces the instructor is a good strategy for students with learning and behavioural disabilities who have difficulty attending to a task Answer: TRUE Explanation: Having a student change seats so he or she faces the instructor is a possible adaptation to be used when a student with learning and behavioural disabilities has difficulty attending to task. See Table 14.7 Page Ref: 525 62) Students' self-fulfilling prophecy effects seem to be stronger in the early grades. Answer: TRUE Explanation: Self-fulfilling prophecy effects seem to be stronger in early grades. Conversely, sustaining effects are more likely in the later grades. Page Ref: 527 63) According to your text, a situation in which a teacher fails to alter their expectations about a student after they show moderate improvement and the student then continues to achieve at their expected level is called a self-fulfilling prophecy. Answer: FALSE Explanation: The situation described is called a sustaining expectation effect because the teacher’s unchanging expectation sustains the student’s achievement at the expected level. A self-fulfilling prophecy is a groundless expectation that is confirmed and leads to behaviours that make the expectation continue to come true. Page Ref: 527 Completion Questions 64) Teachers who attempt to improve learning for their students by looking back over situations to analyze and understand what they did can be described as __________. Answer: reflective Page Ref: 499 65) A clear specification of what a teacher intends students to accomplish on a learning task is called a(n) ________. 14-20 Answer: instructional objective Page Ref: 503 66) Mager's three-part system for formulating instructional objectives includes student behaviour, conditions under which that behaviour is to be performed, and ________. Answer: performance criteria Page Ref: 503-504 67) Bloom’s __________ is a classification scheme for educational objectives. Answer: taxonomy Page Ref: 504 68) The revised cognitive taxonomy has an added dimension of four kinds of ________. Answer: knowledge Page Ref: 505 69) Instructional planning is shared by teachers and students in the ________ approach to learning. Answer: constructivist Page Ref: 507 70) High levels of teacher interaction with students, clear explanations, and well-organized demonstrations characterize ________ teaching. Answer: active Page Ref: 507 71) Teachers who use systematic instruction for teaching mastery of basic skills, facts, and information are using explicit teaching, or ________ instruction. Answer: direct Page Ref: 507 72) One way of incorporating active learning into lectures is to intermittently pair students who take turns summarizing the material. This strategy is called ________. Answer: scripted cooperation Page Ref: 510 14-21 73) An instructional strategy in which teachers pose questions and students answer is called ________. Answer: recitation Page Ref: 514 74) The heart of the recitation method of teaching is ________. Answer: questioning (or soliciting) phase Page Ref: 515 75) Questions that ask for many possible answers rather than one answer only are called ________ questions. Answer: divergent Page Ref: 515 76) Conversations in which the teacher does not play a dominant role, but instead allows students to pose and answer their own questions are called _________. Answer: group discussion Page Ref: 517 77) The concept associated with Understanding by Design that involves identifying the end result for students first and creating a teaching plan from this ultimate goal is called _______. Answer: backward design Page Ref: 519 78) Within-class ability grouping and flexible grouping are both examples of methods that incorporate _________ instruction. Answer: differentiated Page Ref: 521 79) The strategy recommended to help integrate students with disabilities into the day-to-day life of the classroom is called the _________ strategy. Answer: INCLUDE Page Ref: 524 80) Named after a figure from Greek myth, the _____________ is a type of self-fulfilling prophecy. 14-22 Answer: Pygmalion effect Page Ref: 527 Short Answer Questions 81) Jessica has known she wanted to be a teacher since she was in elementary school. She is an avid reader and expects to be an excellent literature teacher. As a junior at the university, she believes her content knowledge is the only important aspect of teaching she needs to develop and the only teacher characteristic that matters. On the basis of Pianta’s work, what does Jessica need to learn about the affective dimension of teaching? Answer: Pianta identified three aspects of classroom climate that are related to the development and learning of preschool through high school students. One dimension is the affective dimension. This dimension relates to emotional support and teacher warmth and enthusiasm in the classroom. Teachers need to create a positive climate in the classroom—a climate of mutual respect and positive emotional connections between the teacher and the students. The affective dimension involves teacher sensitivity in responding to students’ academic and emotional needs. It relates to the teacher’s ability to understand students’ perspectives and encourage student autonomy, as well as attention to students’ interests and motivation to learn. Jessica needs to learn that some students may not share her skills or affection for reading, and their interests in reading may be quite different from hers. Their perspectives on any given piece of literature may vary significantly. Jessica will need to provide the emotional support and positive climate to help all of them learn. Page Ref: 500-501 82) Mr. Mills wrote the following statements and submitted them as the learning targets for his lesson plan about erosion. 1. Present lesson five about what erosion is. 2. Have students answer questions about what causes erosion. What is your evaluation of his learning targets? Explain. Answer: Mr. Mills committed the “twin sins” of instructional design. His statements indicate coverage-focused teaching and activity-focused teaching. He did not state learning goals. He focused on the material he was going to cover, and the activity students would do following the lesson. Learning targets state what the teacher wants students to know and be able to do. Page Ref: 503 83) Write three possible cognitive objectives for your teaching specialty, using Mager's and Gronlund's approaches. Each objective should address a different level in Bloom's taxonomy. Answer: The example objectives will vary in students' answers, but look for each objective to address a different level of Bloom's cognitive taxonomy. If Mager's approach is used, the objective should include student behaviour, conditions of performance, and 14-23 performance criteria. If Gronlund's approach is used, both a general objective and specific examples should be included. Page Ref: 503-504 84) Demonstrate your understanding of Bloom's taxonomy for the cognitive domain by listing and describing each level. Be sure to list the levels in order and explain the significance of the sequence. Answer: Bloom's revised taxonomy includes six levels of cognitive thinking categories. Remembering: Remembering or reorganizing something without necessarily understanding, using, or changing it. Understanding: Comprehending the material. Applying: Using a general concept to solve a particular problem. Analysis: Breaking something down into its parts. Evaluation: Judging the value of materials or methods as they might be used in a given situation. Creating (Synthesis): Making something new by combining elements into a whole. The revision also recognizes that cognitive processes must process or act on four types of knowledge: factual, conceptual, procedural, and metacognitive. Students' responses should also include explanations of the significance of the taxonomy's sequence for teachers. [Note: The above sequence does not represent a true hierarchy, but it generally reflects increasing levels of complexity. The taxonomy serves to help teachers consider different types of learning that lessons can be used to promote.] Page Ref: 505, 506 85) From your own experiences, identify at least one example of objectives in the psychomotor and affective domains that you have for yourself. Answer: Students' examples of objectives that can be classified as psychomotor and affective will, of course, differ because of their own varying experiences. However, their psychomotor objectives should reflect the characteristics of at least one level in the psychomotor domain. Their affective objectives should also reflect the characteristics of at least one level of that domain. Page Ref: 506 86) What is direct instruction? List its characteristics and describe a situation in which it would be the most appropriate method to use with students. Explain why your situation is appropriate for direct instruction. Answer: Direct instruction is a system that combines several principles that have been found in traditional forms of teaching. The direct instruction models were identified by researchers who compared teachers whose students learned more than was expected (based on entering knowledge) with teachers whose students performed at an expected or average level. Effectiveness was usually defined as average improvement in standardized test scores for an entire class or school. Therefore, direct instruction models, such as Rosenshine's explicit teaching, and Good's active teaching apply best to the teaching of basic skills. This approach does not stress comprehension or ensure that students understand what is being taught. Constructivist approaches are better geared to facilitating comprehension. Students' explanations of why direct instruction is appropriate for the situations they created will vary but should include the reasons why this method 14-24 would be suitable. Page Ref: 507-511 87) Compare and contrast situations in which the following instructional methods would be most appropriate: (a) direct instruction and (b) group discussion. Answer: Students' answers will differ for this question, but their representative situations should reflect the principles of each of these methods of instruction. Direct instruction, or explicit teaching, is a system that combines several principles that have been found in traditional teaching methods. Students' answers should elaborate on these principles, and illustrate the procedures. Direct instruction seems best for teaching basic skills. Group discussion methods serve to make students more directly involved, have more opportunities to express themselves, and have higher levels of engagement. These methods also provide students with the opportunity to ask for clarification and to take responsibility for their own learning. Disadvantages of group discussion include the fact that they are time-consuming and unpredictable, involve preparing students in advance, may be threatening to shy students, and are often unwieldy to handle if the group is too large. Page Ref: 507-511, 517-518 88) Describe the two types of expectation effects that can occur in the classroom. How can these expectation effects influence student learning? What can you, the teacher, do to combat the negative effects and promote the positive effects of these expectations? Answer: Two types of teacher-expectation effects have been identified: the self-fulfilling prophecy, or Pygmalion effect, and the sustaining expectation effect. In the first instance, a teacher's beliefs about students' abilities have no basis in fact, but student behaviour tends to match the initially inaccurate expectation. In the second instance, teachers' unchanging expectations sustain students' achievement at the expected levels. The effect of expectations on student achievement are complicated and, on average, tend to be modest. Research indicates that only small gains on IQ scores were achieved by students with teachers with artificially inflated expectations. Sustaining expectation effect have been shown in longitudinal studies in which inaccurate expectations in first grade predicted students’ standardized test scores at age 15. Recommendations for avoiding the negative effects of teacher expectation include a) using information about students from tests and other teachers very carefully, b) being flexible in your grouping strategies c) providing support as well as challenges d) being particularly careful in responding to lowachieving students during class discussions e) using ethnically diverse materials and ensuring that your teaching does not reflect racial, ethnic, or gender stereotypes f) being fair in evaluation and discipline g) communicating to all students that you believe they can learn and h) monitoring your nonverbal behaviour. Page Ref: 528-530 14-25