Study Guide 1 - Justin Andersson

Which one of the following conditions is recommended for effective learning in a discovery-learning activity? ● Having some prior knowledge about the material being explored ● Having a lesson that has been broken down into small, discrete pieces ● Having freedom to explore one’s environment without any structure or restraint ● Having an advance organizer for the lesson Cooperative learning can be justified using three of the following theoretical concepts. Which one of the italicized concepts that follow is least accurate with respect to cooperative learning activities? ● Students in a cooperative group provide scaffolding for one another as they attempt challenging tasks. ● Students model effective thinking skills for one another. ● Students get continuous reinforcement for their responses. ● Students’ self-efficacy increases when they see their classmates succeed. Jeffrey needs to study for an upcoming exam. He does a number of things to prepare for the exam, four of which are listed below. Three of these illustrate metacognition. Which one reflects little or no any metacognitive activity? ● He directs his eyes to the first page of his textbook. ● He identifies a suitable mnemonic technique that will help him remember a difficult piece of information. ● He allocates adequate study time for the exam. ● He tests himself to see if he is sufficiently prepared for the exam. Many children lack metacognitive knowledge. This is reflected in the fact that they: ● Don’t perform very well on intelligence test items requiring abstract thought ● Have difficulty with such mathematical concepts as proportions and negative numbers ● don’t know very much about how to learn ● Tend to be easily distracted from their schoolwork Considering factors that affect transfer, identify the group of students most likely to transfer what their class is studying. ● Students in Ms. Martin’s social studies class are studying major events in the history of Mexico this month, beginning with the Aztec empire and continuing until the present time. ● Students in Mr. Ivy’s science class are studying the characteristics of mammals and reptiles this week. ● Students in Mr. Allen’s geography class are studying several countries this week, memorizing the locations of each one’s major rivers and cities. ● Students in Ms. Elbert’s music class are studying major chords in different keys this semester, practicing each one over and over again in different songs. Three of the following strategies should foster the development of students’ social skills. Which strategy, although possibly beneficial in other ways, will not foster more appropriate social skills? ● Mr. Dunn will not tolerate sexist or racist jokes in his classroom and openly tells his students so. ● When Ms. Ackerman sees two students having a disagreement they can’t resolve by themselves, she meets with them and asks each of them to look at the situation from the other person’s perspective. ● During an important district-wide achievement test, Ms. Chambers reminds her students to keep their eyes on their own papers. ● Mr. Brightman conducts cooperative learning activities at least once a week. The four teachers below are assigning homework to their students. Which teacher is giving an assignment that’s inconsistent with general recommendations regarding the appropriate use of homework? ● Ms. Wong asks her sixth graders to make up sentences using each of their new spelling words. ● Mr. Needham asks his first graders to bring something from home that begins with the letter B. ● Ms. Powell asks her high school algebra students to read the next two chapters in their textbook and then do the problems at the end of each chapter. ● Mr. Rhodes asks his eighth graders to write the answers to a series of questions based on material they’ve been studying over the past week. Which one of the following pairs of children best illustrates a difference in temperament? ● Bob likes to spend his time reading; Bill would rather watch a good movie. ● Dan likes to think about abstract ideas; David learns more effectively when he can manipulate concrete objects. ● Carol is very sociable and outgoing; Chris is more quiet and reserved around peers. ● Ann enjoys dancing; Alice prefers basketball Three of the following strategies illustrate the use of metacognitive processes in problem solving. Which strategy is least metacognitive in nature? ● Looking up the correct answer at the back of the textbook ● Identifying a logical approach to solving a problem ● Continually monitoring progress toward problem solution ● Breaking a complex problem into smaller, easier subproblems Only one of the teachers below is using a strategy consistent with general recommendations regarding the use of homework. Which one is using a recommended strategy? ● Mr. Fox sometimes gives students an optional assignment—homework they can do if they want to. ● Mr. Reichel assigns 20 extra math problems after he learns that his class has misbehaved for a substitute teacher. ● Mr. Trahan gives his students a challenging writing assignment and suggests that they ask their parents to help them with it at home. ● Ms. Hewitt counts homework as being worth 50% of students’ final grades. By encouraging students to evaluate their own performance during assessment activities, we are most likely to: ● promote self-regulation. ● facilitate meaningful learning. ● increase the reliability of our assessment instruments. ● increase the validity of our assessment instruments. Three of the following are typical components of mastery learning. Which one is not necessarily a component of mastery learning? ● Students demonstrate mastery of each unit before proceeding further. ● Topics are arranged in a logical sequence. ● Students have any additional, remedial activities they need to achieve mastery. ● Students have many opportunities to manipulate concrete objects. Which one of the following is consistent with the textbook’s recommendations regarding the best approach to setting limits for classroom behavior? ● Make a complete list of expectations for students’ behavior; distribute and explain it on the first day of class. ● Begin with a few basic rules and procedures; as the year goes on, involve students in decision making about additional issues that arise. ● Allow students to establish all of the rules for daily classroom routines and procedures. ● In fifth grade and above, have a regular academic lesson on the first day; most students at this level already know what behaviors are acceptable in the classroom. Which one of the following is most likely to be what educators call a standardized test? ● Mr. Conway’s students are taking a multiple-choice test, developed by a testing company, that assesses students’ knowledge of language, mathematics, and logic; scores on the test have been shown to predict college success with some degree of accuracy. ● Mr. Basili’s fifth graders are taking a test of mathematical word problems requiring addition and subtraction. Mr. Basili has instructed his students to work as quickly as they can so he can get an idea of whether they have developed automaticity in their ability to solve such problems. ● Mr. Delano’s eighth graders are taking an objective test over what they have learned in their geography unit on Asia. Students are marking their answers on a bubble sheet with a number two pencil so that Mr. Delano can have the school district’s computer center score the tests for him. ● Ms. Argon’s students are taking a test asking them to find the diameter, circumference, and area of a circle with a radius of 5 centimeters; Ms. Argon wants to find out if her students know this material well enough to proceed on to spheres. The textbook recommends that when a teacher talks with a student about a chronic pattern of misbehavior, he or she should do so in private rather than in front of classmates. Why? ● Because the behavior may be typical for the student’s age-group ● Because the teacher’s remarks will be easier for the student to hear clearly ● Because calling attention to the behavior in front of classmates may be reinforcing ● Because students need to know that a teacher will devote as much time to misbehavior as necessary The students below have just received feedback about their test performance. With the textbook’s discussion of assessment and feedback in mind, choose the student who is most likely to benefit from the feedback he or she has received. ● Jerry could not see his geography test after it was scored, as his teacher plans to use the test again with next year’s class. However, he’s gotten the feedback, “You need to work more on the characteristics of the countries we’re studying.” ● Kerrie received her math test with any incorrect answers corrected in red and with the comment, “You have learned how to ‘carry’ in addition but are having trouble with ‘borrowing’ in subtraction.” ● Garry got his multiple-choice science test back with the errors circled in red and the comment, “You need to study harder for the next test” written at the top of the page. ● Harry received his history essay test with the comment, “You have a thorough knowledge of history, but your discussion is vague and disorganized.” Four students are sitting in the cafeteria describing their new teachers. From the perspective of the textbook, which student is describing the most effective classroom climate? ● Adele says, “My teacher is really cool. He pretty much lets us do our own thing. He doesn’t pressure us if we don’t feel like paying attention. In fact, one chick was crying in the corner the other day, and he didn’t say a word to her.” ● Chelsey says, “My teacher makes class really fun. He tells lots of jokes to make us laugh. If we don’t get anything done one day, we just try to do twice as much the next day.” ● Darren says, “Marianne came in late yesterday looking really upset. My teacher stopped for a minute to talk quietly with her but didn’t give her too much static about being late for class.” ● Brandon says, “My teacher is a little scary at times. When Harry came in late one day, she looked over her reading glasses at him until he crawled into his seat, and she suggested that if he was late again, he might as well not show up.” Three of the following alternatives are advantages of performance assessment. Which one of the following is not a typical advantage of performance assessment? ● It is especially suitable for assessing students’ ability to handle complex tasks. ● It has greater practicality than paper–pencil assessment. ● It is more likely than paper–pencil assessment to resemble real-world tasks. ● It is often more motivating than paper–pencil assessment. Given research on effective study skills, which one of the following pieces of advice should you not give to a struggling student? ● Test yourself on what you’ve read.” ● “Write a brief summary of what you’ve learned.” ● “Take notes on a lecture only after it’s over.” ● “Identify the main ideas in what you’re reading.” In three of the following situations, ignoring a student’s misbehavior might be the best approach to take. Considering the textbook’s discussion of this strategy, in which situation would ignoring not be advisable? ● An entire class seems to be on a “sugar high” the day after Halloween. ● Bill breaks a beaker and seems very remorseful that he has done so; he vows to be more careful in the future. ● Cathy is usually very attentive in class, but today when the teacher asks her a question, it’s clear that she hasn’t been listening. ● Anita has whispered a juicy (and apparently very amusing) piece of gossip to her friend, who in turn is passing it along to two others. Which one of the following statements probably best explains why reciprocal teaching is so effective? ● Students believe they must compete with others and therefore work harder. ● Students have numerous opportunities to practice using visual imagery. ● Students can observe the ways that their classmates process information. ● Students become increasingly capable of abstract thought. Three of the history teachers below are engaging in recommended practices for classroom lectures. Which one is not? ● Ms. Bartholomew begins her discussion of the American Civil War by drawing some parallels between it and something the class has already studied—the American Revolution. ● Mr. Annenberg explains to his students how the American Revolution was in some ways similar to the fights children have with one another. ● Ms. DeLuca talks in a relaxed conversational style, describing different battles of World War II as they come to mind. ● During a unit on World War I, Mr. Cortez often uses maps to show how certain battles were fought at especially strategic locations. Which one of the following illustrates formative assessment? ● A teacher gives students an unexpected quiz to find out what things they need more work on; it won’t count toward final grades. ● A university uses students’ SAT scores to determine which students to accept; all students who score at or above a certain cutoff score are admitted. ● A teacher gives students an unexpected pop quiz that will be worth extra points toward their grade. ● A university uses students’ SAT scores to determine which students to accept; only the top 5% are admitted Three of the following tend to be fairly stable personality traits that children have to varying degrees. Which one would psychologists not characterize as a relatively stable personality trait? ● How often children have negative emotions such as anger or depression ● How outgoing and friendly children are with their peers ● How quickly children solve math problems ● How dependable children are in doing their work carefully and following through on assigned tasks