Deck 22: Instructional

Question 1

What is the purpose of a scope and sequence chart that would be provided by a school district to their teachers?

A)Outline the structure of the school hierarchy
B)Outline the instructional and learning objectives for each grade
C)Outline a plan for students with learning disabilities
D)Outline a plan for professional development

Answer 1

Outline the instructional and learning objectives for each grade

Question 2

Which of the following pieces of information will NOT be found on the standards for learning developed by each state?

A)Objectives for learning
B)Units of study
C)Suggested readings
D)Daily lessons

Answer 2

Daily lessons

Question 3

Which of the following questions should a teacher NOT take into account when determining what their objectives for a lesson are?

A)What the state standards for that piece of curriculum are
B)What the purpose of the lesson will be
C)What student may require modifications to achieve the objective
D)Which student will not be able to meet the objective

Answer 3

Which student will not be able to meet the objective

Question 4

Which of the following questions should a teacher ask themselves when developing the learning objectives for a unit of study? I) What should my students know?
II) What is my purpose in teaching this skill/lesson?
III) What material is beyond the comprehension of my students?
IV) What means do I have to assess my teaching?

A)I, II and III
B)I, II and IV
C)I, III and IV
D)I and IV

Question 5

Which of the following would be an appropriate modification for learning objectives? I) Reduction in work load for non-native English students
II) Reduction in homework because historical trends indicate less homework participation
III) Additional supports for students who are reading below grade level
IV) Additional enrichment activities for students who are reading above grade level

A)I and II
B)II and III
C)II and IV
D)III and IV

Question 6

District standards and frameworks are provided to all teachers at Ridgemont High School. The teachers are expected to use these standards for which of the following purposes?

A)Ensure uniform disciplinary measures
B)Understand school rules
C)Use as a planning calendar
D)Understand the grade-by-grade instructional objectives

Question 7

Jacobs's Earth Science class, time is used in his first few weeks of school to help determine how his students learn, what his students have learned about earth science, and what information they have as prior knowledge. He asks students to document and organize their understanding of different concepts within the earth sciences on a very general level. Which of the following cognitive processes is he gathering information about?

A)Mapping
B)Determinism
C)Schema
D)Behaviorism

Question 8

Young is a history teacher and she wants to use cooperative learning groups in conjunction with her normal lecture-based approach. Which of the following motivations should she draw on to promote productive group learning? I) Student's social nature
II) Groups of varying abilities
III) Student's personal interests
IV) More brainstorming opportunities

A)I, II and III
B)II, III and IV
C)I, III and IV
D)I, II, III and IV

Question 9

A concept map is similar to which type of document?

A)A spreadsheet
B)A legal, binding document
C)A flow chart
D)A PowerPoint presentation

Question 10

Which of the following would be the most useful purpose for a teacher to create their own concept map?

A)To track changes in students' knowledge
B)To create a plan to achieve a learning objective
C)To track changes in students treatment of others
D)To create a plan to change behavior of students

Question 11

St. James teaches social studies to 9th graders. She has developed a unit on the Civil Rights Era in which she has the students create a concept map that shows how objectives were successfully met. Which of the following would be an appropriate assignment for this objective?

A)A cause and effect essay
B)A debate
C)An oral report
D)A timeline

Question 12

Which of the following cognitive domains appears first in Bloom's Taxonomy of Educational Objectives?

A)Analysis
B)Application
C)Comprehension
D)Knowledge

Question 13

Ruiz uses Bloom's Taxonomy of Educational Objectives in his Spanish class as an aid in creating his own course objectives. His belief is that Bloom's Taxonomy is beneficial to the teaching of a foreign language. To that end he tries to tailor a unit's objectives to one of Bloom's cognitive levels. For a unit in which one of the objectives is that all students gain basic knowledge, which of the following would be an appropriate assessment?

A)A short performance
B)A multiple-choice test
C)A written assignment

Question 14

Ruiz uses Bloom's Taxonomy of Educational Objectives in his Spanish class as an aid in creating his own course objectives. His belief is that Bloom's Taxonomy is beneficial to the teaching of a foreign language. To that end he tries to tailor a unit's objectives to one of Bloom's cognitive levels. For a unit in which one of the objectives is that all students thoroughly comprehend the material, which of the following would be an appropriate assessment?

A)An oral presentation in Spanish
B)A group performance in Spanish
C)An essay assignment in Spanish
D)A multiple-choice test in Spanish

Question 15

Ruiz uses Bloom's Taxonomy of Educational Objectives in his Spanish class as an aid in creating his own course objectives. His belief is that Bloom's Taxonomy is beneficial to the teaching of a foreign language. To that end he tries to tailor a unit's objectives to one of Bloom's cognitive levels. For a unit in which one of the objectives is that all students are able to apply the material, which of the following would be an appropriate assessment?

A)A multiple-choice test
B)A pop quiz
C)A group performance
D)A concept map

Question 16

Ruiz uses Bloom's Taxonomy of Educational Objectives in his Spanish class as an aid in creating his own course objectives. His belief is that Bloom's Taxonomy is beneficial to the teaching of a foreign language. To that end he tries to tailor a unit's objectives to one of Bloom's cognitive levels. For a unit in which one of the objectives is that all students are able to analyze the material, which of the following would be an appropriate assessment?

A)An oral presentation in Spanish
B)An essay in Spanish
C)Paired work on grammar assignments

Question 17

Ruiz uses Bloom's Taxonomy of Educational Objectives in his Spanish class as an aid in creating his own course objectives. His belief is that Bloom's Taxonomy is beneficial to the teaching of a foreign language. To that end he tries to tailor a unit's objectives to one of Bloom's cognitive levels. For a unit in which one of the objectives is that all students are able to synthesize the material, which of the following would be an appropriate assessment?

A)An oral presentation in Spanish
B)A multiple-choice test in Spanish
C)Reading and responding to a text in Spanish
D)An essay in Spanish

Question 18

Ruiz uses Bloom's Taxonomy of Educational Objectives in his Spanish class as an aid in creating his own course objectives. His belief is that Bloom's Taxonomy is beneficial to the teaching of a foreign language. To that end he tries to tailor a unit's objectives to one of Bloom's cognitive levels. For a unit in which one of the objectives is that all students are able to evaluate the material, which of the following would be an appropriate assessment?

A)An oral presentation in Spanish
B)Student conferences on individual essays written in Spanish
C)An essay in Spanish
D)Journaling in Spanish

Question 19

A teacher conducts an ungraded pop quiz with her students. During the quiz, the teacher says a word and asks each child to write down whether they see the word or see an image of the word's meaning. Which of the following cognitive determinations is the teacher trying to make about her students?

A)How effective their memory is
B)How strong their kinesthetic learning style is
C)How they process information
D)How effective their conceptual formation skills are

Question 20

Avery is a chemistry teacher. He asks his students to recreate common elements using model-making material. Which of the following cognitive areas would Mr. Avery be developing through this assignment?

A)Concept mapping
B)Conditioning
C)Motor development
D)Cognitive dissonance

Question 21

During a history class, Mr. Jackson asks his students to close their eyes and listen to a recording of music from the 1920's. Which area of cognition would he be calling on students to use during such a task?

A)Visualization
B)Auditory processing
C)Cognitive dissonance
D)Vicarious learning

Question 22

What purpose during instruction does modeling have?

A)Showing students how to think through a problem
B)Explaining to students how to build something
C)Conditioning student information processing behavior
D)Rewarding exceptional performances by individual students

Question 23

During peer conferences on writing assignments, Ms. Davis distributes a questionnaire for the student to follow as they provide feedback to their peers. Which of the following techniques would Ms. Davis be employing by doing this?

A)Modeling
B)Reinforcing
C)Conditioning
D)Scaffolding

Question 24

Erazo is an aide working in the classroom of Ms. Nocera. She is assigned to work with Devon Messina who has trouble maintaining focus. Which of the following activities would Ms. Erazo NOT be expected to participate in?

A)Cueing during test-taking
B)Cueing during in-class work
C)Leading full-class activities
D)Participating in parent conferences

Question 25

Social learning theory suggests that behaviors are learned partially through the interactions a person has with others. Under the theory of Albert Bandura, the social environment and personal factors influence behaviors that will impact the classroom environment. In order to promote positive interactions in the classroom, which of the following should a teacher NOT do?

A)Offer motivations for accomplishing a task
B)Discipline an individual in a public setting
C)Model positive interactions during a student conflict
D)Offer extrinsic rewards to students for accomplishing a task

Question 26

Cain wants to elicit intrinsic motivations for his student to complete the final stages of their portfolio project during their senior year. Which of the following would be an effective technique?

A)Reinforcing to students that their final grades depend on their portfolio
B)Reminding students that summer school awaits those who do not complete their portfolio
C)Providing reminders to students in the form of earlier assignments that expressed their intended result of the portfolio
D)Providing students with examples of successfully completed portfolios

Question 27

Which of the following scenarios would be an example of vicarious learning?

A)A student learns how to write a moral story based on their life
B)A student learns a moral lesson from the story of another student
C)A student learns a moral lesson during a personal experience
D)A student learns a moral lesson from a reflective experience

Question 28

During a unit of instruction in earth science, Mr. Cybowicz held many of his classes outside. Bringing students into the environment they are studying is a form of which sort of learning?

A)Explanatory
B)Dissonant
C)Experiential
D)Reinforcing

Question 29

In a class on triangles and pyramids in a unit of geometry, Mr. Mancuso asks students to build a pyramid using sugar cubes. He gives them no instruction and tells them to just experiment and do their best. This project is ungraded. This sort of task would be considered which of the following types of learning experience?

A)Problem-based learning
B)Scaffolded learning
C)Structured learning
D)Zone of proximal development learning

Question 30

During a group work period, Mr. Ellison groups his students so that groups have students with differing ability levels. His goal is that lower-achieving students gain ground by working with higher achieving students. Which educational theory is Mr. Ellison utilizing by doing this?

A)The theory of conditioning
B)The zone of proximal development
C)The theory of reinforcement
D)Reciprocal determinism

Question 31

As students progress in high school, they naturally develop their own interests and pursuits. The ability to think critically, generate questions and develop ideas are all important skills to learn. For high school teachers in the later grades, which of the following instructional strategy can maximize this intrinsic motivational source?

A)Group-based projects
B)Discovery learning
C)Reinforcement learning
D)Scaffolded learning

Question 32

Reynolds teaches in a constructivist classroom. Which of the following activities would be most appropriate to that environment?

A)Use of inquiry learning
B)Norm-reference instruction
C)Use of extrinsic rewards
D)Modification of objectives

Question 33

Taylor is careful to make sure that her instructional objectives match the objectives found in the state and district standards and frameworks. When she writes the objectives on the blackboard she writes both the overarching objectives and the daily objectives. Which of the following is Mrs. Taylor providing for her students?

A)Standards
B)Scope
C)Sequence
D)Frameworks

Question 34

Mallon is a first year teacher. He uses the district-wide standards as the objectives each day in his class. The same objective is presented to the students daily for two or three weeks in a row. Often the children get restless and ask Mr. Mallon why they are being asked to do work they find boring. Which of the following might Mr. Mallon do to modify how he presents his objectives?

A)Explain to the students that each lesson builds to the next step
B)Present the students with the scope and sequence of their lesson or unit
C)Provide the students with a list of assignments they will be asked to complete during the lesson or unit
D)Explain to the students that they will understand when the unit is over why they are being asked to complete certain assignments

Question 35

Delgado always checks for prior knowledge when starting a unit in her American History class. In doing so, Ms. Delgado is checking for which of the following?

A)Prerequisite competencies
B)Information processing tendencies
C)Measurable outcomes
D)Achievable objectives

Question 36

Bloom's Taxonomy of Educational Objectives covers three distinct areas: cognitive development, affective development and psychomotor development. All three are a part of the learning that takes place in schools. Which of the following would describe an effective assignment in the development of the affective domain?

A)An cause and effect essay
B)A reflective essay
C)A persuasive essay
D)A descriptive essay

Question 37

Bloom's Taxonomy of Educational Objectives covers three distinct areas: cognitive development, affective development and psychomotor development. All three are a part of the learning that takes place in schools. Which of the following would describe an effective assignment in the development of the affective psychomotor domain?

A)A lab assignment
B)A peer conference
C)A performance
D)A reflective essay

Question 38

In an English class, which of the following would be a measurable outcome?

A)Students will read more
B)Students will track changes in their reading habits
C)Students will find more pleasure reading books
D)Students will concentrate more when they read

Question 39

'That student will recognize satire and its function as an objective in Mr. Hunt's Senior English class. The most appropriate assignment to scaffold this objective would be which of the following activities?

A)A discussion and journaling on satirical TV shows
B)A lecture and note-taking class of the history of satire
C)Having students write satirical skits and performing them
D)Showing a satirical movie and then providing the assigned reading

Question 40

Jason Domingo is in his third year in an American school. He moved to America when he was thirteen years old. Although his grades are excellent, his teacher is noticing that they are slipping a bit and he is underprepared with his homework. Which of the following actions might his teacher take? I) Discuss with his counselor her observations
II) Discuss with Jason what the problem is
III) Provide Jason a lighter workload
IV) Offer Jason help with answers to the homework he is having difficulties with

A)I and II
B)I and III
C)I, II and III
D)I, II and IV

Question 41

The experiments conducted in Mr. Maher's chemistry class are always very well designed; however he is noticing that a number of students are having difficulties with the concepts underlying the experiment. Which of the following strategies might he employ to help all his students master the concepts he is teaching?

A)Model the experiment
B)Provide positive reinforcement during lab time
C)Show a video of the concepts in action after lab time
D)Provide extrinsic motivations for lab completion

Question 42

Monteiro's 10th grade English class, the students are required to read Shakespeare's Julius Caesar. Many of her students have heard of the play and are excited to read it. However, Mrs. Monteiro notices that her student's interests begin to slip quickly as the reading proceeds. They complain that the language is too hard and they are bored. Which of the following would be a suitable strategy to cope with this situation?

A)Modeling the effort required to read Shakespeare
B)Showing a film version of the book
C)Having students act out various scenes
D)Have the students vote on a different Shakespearean play to read

Question 43

Sacks Social Studies class there are 15 computers for 30 students. He plans to assign a group research project. Which of the following would maximize the time and usefulness students would bring to interacting with technology for research? I) Pair students in two's
II) Provide students with a list of useful websites for research
III) Insure that all computers function properly
IV) Have the teacher determine what the students will research before they start

A)I and II
B)I and IV
C)II and IV
D)I, II and III

Question 44

Which of the following should the library NOT be used for during classroom time?

A)Browsing for independent reading books
B)Reading quietly
C)Catching up on homework
D)Working on a class project

Question 45

Which of the following are effective techniques to use when trying to maintain classroom control and keep students on task with an in-class assignment? I) Walking around the classroom
II) Cueing students to stay on task
III) Threatening students that their grade will be lowered
IV) Doing the teacher's own work at her desk

A)I and II
B)I and III
C)I, II and IV
D)I, II, III and IV

Question 46

Montgomery is an English teacher and Mr. Abrams is a Science teacher. They have worked together for many years and are developing a unit of study that they can collaborate on. Which of the following actions should they take to create a successful teaching experience? I) Review of schedule and students who will participate
II. Review of materials
III. Designing assessments
IV. Discussing instructional techniques

A)I, II and III
B)I, III and IV
C)I, II, III and IV

Question 47

Lafferty is planning a unit on current American politics in her 9th grade Social Studies class. Which of the following would be an appropriate theme for the unit she is planning to teach?

A)How presidents get elected
B)Memorization of the order of presidents
C)Geography of America
D)The writing of the Constitution

Question 48

When a teacher is using a thematic-based approach to instruction, it means they are doing which of the following?

A)Using current events to support instruction
B)Finding a unifying theme for the instruction of a unit
C)Using an integrated approach to instruction
D)Practicing only positive reinforcements with difficult students

Question 49

Two teachers of 10th grade students at Bayview High School want to collaborate on a unit of study. This is not a practice commonly done at Bayview. The teachers teach science and history and want to combine their subjects to provide students with an interdisciplinary approach to learning. Which of the following should they prepare to document their plan to instruct for measurable outcomes?

A)Clear objectives
B)A measurable outcome
C)Interesting Assignments
D)Proof they followed state standards

Question 50

Two teachers of 10th grade students at Bayview High School want to collaborate on a unit of study. This is not a practice commonly done at Bayview. The teachers teach science and history and want to combine their subjects to provide students with an interdisciplinary approach to learning. Which of the following assessments would offer students an opportunity to engage in experiential learning?

A)A reflective essay about the unit
B)A test on instructional materials used during unit
C)An experiment designed and documented by students
D)A historical research project on a scientific discovery

Question 51

Which of the following is an appropriate role for a paraprofessional to play in a mainstream classroom?

A)Grading homework
B)Disciplining a particular problem child
C)Tutoring a student on reading skills
D)Running errands for the teacher

Question 52

Englander uses a portfolio-based assessment in his English class. He offers students a variety of outline-formed assignments and rubrics by which to assess their work. For peer conferencing he provides checklists students can use to assess their writing partners' work. The students are experiencing which of the following types of learning?

A)Direct Learning
B)Guided learning
C)Interactive Learning
D)Demonstrative learning

Question 53

Which of the following is NOT a function of a students Individualized Education Plan (IEP) team?

A)Determining behavioral consequences
B)Classroom teaching of the child
C)Planning appropriate modifications for taking assessments
D)Finding proper supporting material for the child

Question 54

Macon teaches World History to 11th graders. He varies his instruction in such a way that modern events are discussed in the context of historical events. Which of the following cognitive processes is Mr. Macon helping his students develop?

A)Dissonance
B)Memorization
C)Planning
D)Reasoning

Question 55

Macon varies his instruction to his 11th grade World History class in order that students develop different cognitive processes. During a class on current events, he approaches the class in a Socratic style. Which of the following cognitive processes is Mr. Macon helping his students develop by doing this?

A)Problem Solving
B)Planning
C)Questioning
D)Mapping

Question 56

Macon varies his instruction to his 11th grade World History class in order that students develop different cognitive processes. For an assessment on his lessons on the root causes of World War I, Mr. Macon assigns an a cause and effect essay. Which of the following cognitive processes is Mr. Macon helping his students develop by doing this?

A)Problem solving
B)Questioning
C)Inquiry learning
D)Critical thinking

Question 57

Inductive reasoning is the cognitive process of putting together propositions or possibilities to form a determination. In a math class, which of the following units would help students develop their inductive reasoning skills?

A)Probability
B)Fractions
C)Word problems
D)Group work

Question 58

Deductive reasoning is a process by which a person infers a theory by observing a series of event. Which of the following educational experiences would help a student develop deductive reasoning?

A)A reflective essay
B)A debate
C)A lab experiment
D)A multiple choice test

Question 59

In an English class, during a unit on poetry, Ms. Hopewell asks students to suggest what they believe to be the theme of a poem and then to find symbols within the poem to support their belief. The type of thinking Ms. Hopewell is asking her students to do is which of the following?

A)Cause and effect thinking
B)Deductive reasoning
C)Creative thinking
D)Problem solving

Question 60

Jacoby recognized in his Geometry class that many students have difficulty with geometric proofs the first time they are working with them. When he teaches geometric proofs he works through a proof in front of the students using an overhead projector so that all students see his work. He asks his students to copy down the steps he takes. This is a form of which of the following types of instruction?

A)Direct instruction
B)Experiential Instruction
C)Interactive Instruction
D)Standards-based Instruction

Question 61

Jacoby tries to utilize a variety of instructional approaches in his Geometry class. When he assesses his students he offers a group project that is designed by the group. He provides class time for students to work on the project and walks around the room checking in on work progress. This is a form of which of the following types of instruction?

A)Standards-based Instruction
B)Interactive Instruction
C)Indirect instruction
D)Thematic-based Instruction

Question 62

Allison Freeman is an excellent student who has received straight A's all four years of high school. During her senior year she is offered the chance to design a course of study for herself under the guidance of a teacher who agrees to supervise. Allison would be experiencing which of the following types of learning?

A)Independent learning
B)Deductive learning
C)Reinforcement learning
D)Inductive learning

Question 63

Allison Freeman is an excellent student who has received straight A's all four years of high school. During her senior year she is offered the chance to design a course of study for herself under the guidance of a teacher who agrees to supervise. Allison also has to plan for the resources she will use. Which of the following would be acceptable resources for an independent study project? I) Distance learning opportunities
II) Computer-mediated instruction
III) Learning centers

A)I and II
B)II and III
C)I and III
D)I, II and III

Question 64

Fine is teaching a unit on life-altering communicable diseases in her Health class. Which two approaches would be the most effective instructional tools in making this learning realistic during the teaching of this unit? I) Case Studies
II) Lecture-approach
III) Guest speakers
IV) Concept Mapping

A)I and II
B)I and III
C)II and IV
D)III and IV

Question 65

During an independent reading unit in Mr. Pollack's English class, he asks that students write a journal response about the themes in the book they are reading. His purpose to do this would be to check for which of the following objectives?

A)Reading for clarity
B)Reading for pleasure
C)Reading for meaning
D)Reading for problem-solving

Question 66

Which of the following instructional strategies could be used during a Social Studies class on American politics to authenticate the learning experience? I) Debates
II) Cooperative learning
III) Standardized tests
IV) Class simulations

A)I, II and III
B)I, II and IV
C)I and IV
D)III and IV

Question 67

Yang distributes chronological visual aids in his American History class to help his students understand the minor events that led up to a major historical event to be used during an upcoming essay test on historical cause and effect. Which of the following cognitive processes is he developing by using these materials for an assessment? I) Sequencing
II) Analyzing
III) Summarizing
IV) Synthesizing

A)I, II and III
B)II, III and IV
C)I, III and IV
D)II, II and IV

Question 68

Yang distributes a series of readings in his American History class that argue for and against certain historical actions. He asks his students to write journal-style responses to each of the arguments stating their opinion. Which of the following cognitive processes is employed by doing activity?

A)Synthesis
B)Evaluation
C)Application
D)Distinguishing fact

Question 69

Shapiro often uses a Socratic approach to generate class discussion in his English class about the book they are reading. He specifically asks students what they think might happen in the coming chapters and what the purpose of that happening would be. What cognitive process is he drawing upon through these questions?

A)Predicting
B)Summarizing
C)Synthesizing
D)Evaluating

Question 70

Shapiro often uses a Socratic approach to generate class discussion in his English class about the book they are reading. He specifically asks students to give a brief description of what they consider the most important event in the reading and to explain why it is important. Which two cognitive processes is he drawing upon through these questions? I) Predicting
II) Summarizing
III) Synthesizing
IV) Evaluating

A)I and II
B)II and III
C)II and IV
D)III and IV

Question 71

Which of the following activities should students be warned against doing because of its negative impact on active listening? I) Non-verbally communicating with peers while someone is speaking
II) Forming arguments in their head while someone is speaking
III) Reading other material while someone is speaking

A)I and II
B)I and III
C)II and III
D)I, II and III

Question 72

When a teacher is conducting a question-based, teacher-directed lesson, which of the following strategies should the teacher NOT employ?

A)Dismissing a student's answer
B)Correcting a student's answer
C)Rephrasing a question for another student
D)Modifying a question for another student

Question 73

At the end of the first quarter, Ms. Moniz has a terrible time grading and returning her student's essays in a timely fashion. They are clearly getting annoyed. She decides to make a mini-lesson on study skills out of the problem and admits that she is procrastinating. She asks students to analyze why she might be procrastinating and what the effect is. The strategy Ms. Moniz is employing in this scenario is which of the following?

A)Reinforcing work habits
B)Creating a teachable moment
C)Modeling synthesis
D)Promoting operant conditioning

Question 74

During an informal class discussion analyzing the results of a lab experiment, which of the following are functions of analytic questioning by the teacher? I) Promoting guided thinking
II) Reviewing previous lessons
III) Evaluating student understanding
IV) Determining achievement levels of students

A)I, II and III
B)I, II and IV
C)I, III and IV
D)I, II, III and IV

Question 75

It has been said that a question needs to be asked and re-asked several times for it to be fully effective. In other words, a question should be asked perhaps four times, or in four different ways for it to have the cognitive impact on students, as intended by the teacher. What is the point behind this?
I. Students can be distracted and questions need to be re-asked
II. A good question needs to be drawn out four times
III. Students don't always get questions the first time, re-asking them adds clarity
IV. For a student to process a question critically, repetition can be useful

A)I, II and III
B)I, II and IV
C)I, III and IV
D)I, II, III and IV