Question 1

What is an instructional model? ​

Accepted Answer

A) A behavioral strategy of instruction 
B) Teacher directed learning 
C) A Piagetian teaching concept 
D) A broad description of a teaching concept or practice 
A) A behavioral strategy of instruction 
B) Teacher directed learning 
C) A Piagetian teaching concept 
D) A broad description of a teaching concept or practice

Question 2

The National Board for Professional Teaching Standards established both content and instructional standards in 2010. ​

Accepted Answer

A) True 
 B)False

Question 3

High school teachers tend to: ​

Accepted Answer

A) Be subject oriented and emphasize knowledge of subject matter. 
B) Overemphasize processes to the detriment of content. 
C) Be child oriented, with an objective to help children grow and mature mentally  and physically. 
D) Help the "whole" child. 
A) Be subject oriented and emphasize knowledge of subject matter. 
B) Overemphasize processes to the detriment of content. 
C) Be child oriented, with an objective to help children grow and mature mentally  and physically. 
D) Help the "whole" child.

Question 4

Pluralism describes how our schools are composed of many similar groups. ​

Accepted Answer

A) True 
 B)False

Question 5

The Council for Exceptional Children (CEC) has direct effect on classroom instruction.  It is an example of: ​

Accepted Answer

A) a business group. 
B) an advocacy group. 
C) a teacher's association. 
D) a federal program. 
A) a business group. 
B) an advocacy group. 
C) a teacher's association. 
D) a federal program.

What is an instructional model?

The National Board for Professional Teaching Standards established both content and instructional standards in 2010.

High school teachers tend to:

Pluralism describes how our schools are composed of many similar groups.

The Council for Exceptional Children (CEC) has direct effect on classroom instruction. It is an example of:

The Big Picture in Your Classroom: Focusing the Instruction Kaleidoscope

Teaching Diverse Learners in Inclusive Classrooms

Objectives Taxonomies and Standards for Instruction

Mastering Instructional Planning

Sequencing and Organizing Instruction

Assessment

The Process of Classroom Questioning

Small Group Discussions and Cooperative Learning

Inquiry Teaching and Higher-Level Learning

Managing the Classroom

Filters

Exam 1: Frames of Reference for Teaching