Deck 21: Instruction

Question 1

Which of the following is NOT one of the nine essential instructional strategies suggested by researchers at Mid-continent Research for Education and Learning (McREL)?

A)Encourage cooperative learning.
B)Set objectives and provide feedback on their performance on the objectives.
C)Provide learning centers so that students can interact with the content.
D)Identify similarities and differences to find patterns and connections.

Answer 1

Provide learning centers so that students can interact with the content.

Question 2

Which of the following thinking strategies best support the identification of similarities and differences?

A)Summarization
B)Classification
C)Manipulation
D)Inference

Answer 2

Classification

Question 3

Anna is a first-grade student who is learning to sort objects based on single characteristics such as color, size and type. Her teacher gives her directions to create specific groups, for example, "Which of the objects are round?" and "Show me the objects that represent animals." As she works, Anna starts to make her own groups and is able to identify what characteristics she used to sort the group out. Of the following instruction strategies, which strategy is Anna's teacher using to help her learn how to make connections and classifications?

A)Summarizing
B)Cooperative learning
C)Identifying similarities and differences
D)Advance organizers

Answer 3

Identifying similarities and differences

Question 4

The SQ3R method is a commonly used instructional strategy that is used for:

A)Pre-reading a story book
B)Summarizing and note-taking
C)Guiding classroom discussions
D)Brainstorming an essay

Question 5

Swift is known among her colleagues as a very outgoing and positive teacher and mentor. Her second-grade classroom is an inviting place where student work covers just about every surface in the room. She moves about constantly while giving advice and encouragement to each student. Periodically, she asks all of the students to stop what they are doing so that she can show them what one or two students have accomplished. She gives extra effort in providing praise and reassurance to any students whoare struggling. Every student she works with can locate his or herown work products that are displayed around the classroom. Mrs. Swift recognizes that reinforcing effort and providing recognition is important. Which of the following benefits is NOT an expected benefit from this strategy?

A)It increases the likelihood that students will take appropriate learning risks.
B)If fosters a learning community wherein all members are valued.
C)It makes a connection between effort and success.
D)It develops the students' ability to motivate themselves extrinsically.

Question 6

In what two forms is knowledge believed to be stored as humans learn?

A)Linguistic and non-linguistic
B)Fluid and static
C)Concrete and representational
D)Read-only and random-access

Question 7

Montague is a new teacher who is preparing for the first two weeks of schools. He has reviewed the learning records of his upcoming students and recognizes that he has a widerange of ability levels assigned to him for his first year. In order to meet the needs of the diverse learners in his classroom, Mr. Montague plans to use a variety of different grouping practices during instruction and independent practice activities. One of his planned activities involves dividing the students up into small groups, assigning them a topic and having the students create an informative poster that each group will then share with the entire class. Which grouping format does Mr. Montague's activity employ?

A)Think-pair-share
B)Whole-group instruction
C)Group investigation
D)Partner check

Question 8

Of the following objectives, which one is written so that students' progress toward mastery of the objective is easily measurable?

A)The students will understand the difference between facts and opinions.
B)The students will experience the impact of facts and opinions on a written argument.
C)The students will analyze informational texts to locate and identify facts and opinions.
D)The students will memorize the difference between facts and opinions.

Question 9

Before the first day of school at Montiford Elementary School, all of the Kindergarten teachers met to discuss units they planned to address during the new school year. They discussed the strengths of each teacher, such as math and literacy, and planned ways to use their expertise to support their own students' learning. Teacherswith strengths in a particular area created activities for all of the other teachers to use. The teachers decided that they would start by centering all of their first two weeks of instruction and classroom experiences on friendship. Theydecoratedtheir classrooms with symbols and images that represent healthy friendships. They selected a list of characteristics that good friends share and then found books that model these characteristics. What instructional format did these Kindergarten teachers use to encourage their students to make interdisciplinary connections as they learned about one major theme?

A)Cooperative instruction
B)Thematic instruction
C)Anchored instruction
D)Differentiated instruction

Question 10

Graphic organizers are visual aids that help individuals identify relationships between concepts, ideas, key terms and facts. Which of the following isNOT a type of graphic organizer?

A)Inquiry model
B)Story maps
C)Venn Diagrams
D)Matrixes

Question 11

Both structured and unstructured play is very important in the social and academic development of children. Of the following justifications for incorporating playtime into the school day, which best supports the concept that playtime helps children acquire important learning skills that will assist them in scaffolding their own learning?

A)Play helps students use extra energy so that they can pay attention longer.
B)While playing, students build positive self-esteem.
C)As students play, they are motivated to explore, observe, experiment and discover.
D)Play is a form of service learning wherein the community benefits as a whole.

Question 12

Gillian divides her students into four small groups and gives them each a portion of information from the day's new content. Each group is given time to become "experts" on their group's information. After sufficient time has passed, each group shares their expertise with the other groups. This cooperative learning structure is often referred to as:

A)Collage
B)Piecemeal
C)Jigsaw
D)Review-Pair-Teach (RPT)

Question 13

Cooperative learning is an essential component of successful educational programs. It requires students to work together to accomplish a goal or solve a problem. Which of the following is NOT a key feature of cooperative learning activities?

A)Teaches students independence and perseverance
B)Encourages students to use and develop their interpersonal skills
C)Provides an opportunity for students to use group processing skills
D)Allows students to experience both individual and group accountability

Question 14

Carter's fourth-grade students enter the door, they are divided into groups of four. While the students are not aware of the reasoning behind the groups, Ms. Carter engineered the groups to be homogenous based on specific skills. Once in his or her group, each student receives a number from one to four. Then, the students are directed to move into four groups by joining the others with the same number. Once in these groups, the students are assigned a portion of the lesson's instructional materials to become "experts" on. Once they have developed their expertise, they then return to their original groups and teach the content to their peers. This cooperative learning structure is often referred to as Numbered Heads Together. Ms. Carter's main purpose for using this structure is most likely:

A)To place all of the students into groups with peers who are close to their ability levels so that she can differentiate instruction more easily.
B)To allow students with varied skill levels to learn new content socially and to, in turn, teach the new content to others that approximate their skill levels.
C)To decrease the likelihood that students will be grouped with peers that they may have behavioral issues with.
D)To assess the students' interpersonal skill levels.

Question 15

While working with his students to identify the major pretexts of the Civil War, Mrs. Williams wants her students to make connections between the events leading up to the war. Which of the following graphic organizers will guide the students to make these connections?

A)Story map
B)Cause-and-effect map
C)Cycle map
D)Matrix

Question 16

Source materials and documents that provide original, unaltered statements or records in a variety of fields such as science, law, government, mathematics and history are commonly referred to as:

A)Secondary sources and documents.
B)Tertiary sources and documents.
C)Initial sources and documents.
D)Primary sources and documents.

Question 17

Madeline Hunter developed what she called the "effective teaching model," which emphasizes the importance of several components of an effective lesson. Which of the following are the components that her model emphasizes?

A)Objections, materials, modeling, independent practice and assessment
B)Standards, guiding questions, instruction and assessment
C)Objectives, standards of performance, the anticipatory set, teaching, guided practice, closure and independent practice
D)Lesson stages, assessment and re-teaching or enrichment

Question 18

Breisha, a third-grade student in Mr. Collin's class, is participating in a group activity during science. Mr. Collin is teaching the students about electrical circuits. Breisha's group receives several diagrams of circuit arrangements as well as the materials for creating a basic, closed circuit that will ultimately turn a small fan if created correctly. Before working with the materials, the group writes a lab report wherein they make predictions about what will happen if they use the materials to create the circuit shown in each of the pictures. Which instructional strategy is Mr. Collin using to peak the students' interest and deepen their understanding of the concepts behind electrical circuits?

A)Advance organizers
B)Generating and testing hypotheses
C)Summarizing
D)Fostering non-linguistic representations

Question 19

Direct instruction is a highly effective method for teaching. Which of the following statements is NOT descriptiveof the direct instruction model?

A)The lessons are carefully planned so as to ensure all key concepts are covered in a logical order.
B)The lessons consist of small increments in the content that are easily attainable.
C)The lessons typically consist of lecture, demonstrative modeling, on-going reviews of student learning and assessment.
D)This model provides a series of primary, secondary and tertiary sources and then encourages students to construct meaning on a given topic or concept.

Question 20

Some concepts are too abstract to be reliably learned from representational sources. For example, if students are instructed to read a manual on the correct way to use litmus paper in order to determine whether a liquid is a base, neutral or an acid, it is probable that several of the students may not understand the written directions. What would be a more effective instructional strategy that would teach the students how to correctly use litmus paper to determine the acidity (pH) of a given liquid?

A)Graphic organizer
B)Demonstration
C)Discussion
D)Mneumonics

Question 21

In order to teach her students the stages of the water cycle, Mrs. Nandulagives each of her students a Ziplock bag, a small plastic cup and colored water. They fill the cup with the colored water, carefully place it upright inside the bag and seal the bag closed leaving it sitting on a sunny window sill. Each day they record the changes which occur inside the back. Over time, the students notice that water droplets form inside the bag and then begin to pool in the bottom of the bag. Which instructional model is Mrs. Nandula using to teach her students the stages of the water cycle?

A)Interdisciplinary instruction
B)Inquiry-based learning
C)Mastery learning
D)Direct instruction

Question 22

Standards are the specific learning expectations that students must demonstrate knowledge of or be able to perform. Standards are typically adopted at the national, state or local levels and inform curriculum and instruction decisions. What are the two types of standards recognized by educators?

A)Performance and content standards
B)Concrete and representational standards
C)Direct and indirect standards
D)Formal and informal standards

Question 23

What is one of the primary differences between performance and content standards?

A)Performance standards may be decided upon at the national, state or local levels, while content standards may only be decided upon at the local level.
B)Performance standards set the expectations for the performance levels for particular student groups, whereas content standards give the expectations for what knowledge students must exhibit.
C)Performance standards and content standards are actually different names for the same thing.
D)Performance standards define the levels of mastery that students are responsible for demonstrating, whereas content standards are used to create textbooks.

Question 24

The National Council of Teachers of English, the National Council of Teachers of Mathematics and the National Science Teachers Association are all examples of what?

A)Regulatory agencies that directly assess the effectiveness of specific teachers in their content areas
B)National specialized associations responsible for, among other things, setting content standards and researching content instructional methods
C)National labor unions whose purposes include ensuring adequate teacher support and providing due process to teachers wishing to alter their content area standards
D)Lobbyist groups that effect change in education at the federal and state levels

Question 25

What are the three measures of central tendency thata teacher may use to assess student performance as a group or class?

A)Meridian, Average and Range
B)Positive, negative and neutral
C)Mean, median and mode
D)Mean, correlation and percentage

Question 26

Reba received the score report from her class's most recent standardized tests in mathematics. She notices that one of her struggling students, LaJuan, scored in the 53rd percentile. What does this mean?

A)LaJuan's score was higher than 47 percent of the scores in the norm group on the same test.
B)LaJuan answered 53 percent of the questions correctly, but attempted them all.
C)LaJuan has mastered 53 percent of the content measured by the test.
D)LaJuan did not complete 47 percent of the questions at all.

Question 27

In order to see the distribution of student scores so that they can monitor patterns in student achievement over time, school personnel may divide the normal distribution of scores into four equal parts, also known as:

A)Means
B)Quarters
C)Stanine
D)Quartiles

Question 28

You give a single individual the same test multiple times. What is the phrase used to describe the standard deviation of the test scores for this one person?

A)Scaled scores
B)Standard error of measurement
C)Percentile rank
D)Reliability scoring

Question 29

What type of score represents the number of questions thatanindividual answers correctly on an assessment?

A)Raw score
B)Scaled score
C)Rausch unit score (RIT score)
D)Holistic score

Question 30

Which type of scores is based on a nine-point standard scale with a mean of five and a standard deviation of two?

A)Quartiles
B)Stanines
C)Scaled scores
D)Rubrics

Question 31

Programs that offer students opportunities to develop the skills necessary to transition from the classroom to the workforce are often referred to as what type of programs?

A)Service programs
B)School-to-work programs
C)Discovery programs
D)Emergent programs

Question 32

Objectives thatfocus on students' abilities to reflect upon, recognize and comprehend concepts are:

A)Behavioral objectives
B)Informative objectives
C)Cognitive objectives
D)Standard objectives

Question 33

Mellano writes a list of five new vocabulary terms using the oa vowel combination on the board. She then shows them pictures of a foal, some coal and a soccer goal as she asks the students to provide their own explanations and descriptions of the images that match the words. Lastly, Mrs. Mellano gives the students fifteen minutes to draw their own pictures and scenes that include pictures associated with the five words. Mrs. Mellano most likely selected this instructional strategy in order to:

A)Encouragethe use of social learning through cooperative learning activities.
B)Foster the use of both linguistic and non-linguistic forms of storing knowledge.
C)Set measurable objectives and provide immediate feedback to each student.
D)Provide recognition for on-task behavior and praise for successes.

Question 34

What type of instruction involves the teacher presenting the same content to an entire group while providing differing levels of support to each student based on individual needs?

A)Direct instruction
B)Anchored instruction
C)Tiered instruction
D)Mastery learning

Question 35

During the direct instruction of literacy skills, Mr. Cox uses a grouping method that requires frequent monitoring of student progress. Students with a similar need, such as those that may be struggling with a newly learned concept or skill, are grouped to work together. That specific group is disbanded after the members demonstrate proficiency with the material. New groups are then formed to address other needs. This type of differentiated instruction is commonly referred to as:

A)Heterogeneous grouping
B)Homogeneous grouping
C)Alternative grouping
D)Flexible grouping

Question 36

After teaching a focus lesson on writing descriptive sentences in her second-grade class,Mrs. Flores directs most of her students to move to the learning centers that are set up around the room. The others form a small group at a table and receive direct instruction that either remediates skills from the lesson that they are struggling with or deepens their understanding through extension activities. At one of the centers, the students will play folder games that involve matching adjectives to nouns and then writing a sentence using the combination. At another center, the students read descriptive sentences and draw a picture using the details that they find. There are five learning centers in all. Which of the following statements is not a good justification for Mrs. Flores's use of learning centers?

A)Learning centers offer teachers an opportunity to do non-instructional tasks.
B)A) Learning centers offer engaging activities that are alternatives to seatwork.
C)Learning centersprovide opportunities for students to use a variety of learning modalities.
D)Both enrichment and remediation are used to increase student mastery levels.

Question 37

Which of the following graphic organizers could be used during an activity in whichstudents are comparing and contrasting plant and animal cells?

A)Sequence diagram
B)Semantic map
C)Venn diagram
D)KWL chart

Question 38

When starting a new unit on mammals, Mrs. Delasco begins by introducing a KWL chart. The students complete the Know and Want to know columns before instruction in the new content begins. After the main instructional activities are completed, the class completes the Learned column. Of the following, which justification supports the use of the KWL chart?

A)It models the continuum of the mammal classification process.
B)It activates prior knowledge and encourages questioning and reflection.
C)It compares and contrasts what each of the students knows about mammals.
D)It develops the students ability to discern facts from opinions.

Question 39

Which of the following assessment types allows teachers to assess student learning that is in progress and to, therefore, monitor and adjust learning activities and levels?

A)Diagnostic evaluations
B)Self-evaluations
C)Formative evaluations
D)Summative evaluations

Question 40

Which of the following assessment types isused at the end of an instructional unit to determine student achievement or the effectiveness of the instruction?

A)Diagnostic evaluations
B)Self-evaluations
C)Formative evaluations
D)Summative evaluations

Question 41

Essay questions are considered an excellent assessment type for determining student achievement at the several of the higher levels of Bloom's taxonomy for all of the following reasons EXCEPT:

A)Students make connections between prior and new knowledge.
B)Students demonstrate what they have learned holistically.
C)Students recall and state the basic key concepts of the unit.
D)Students apply their knowledge in new and progressive ways.

Question 42

Notes taken by teachers on their observations of student, are typically referred to as:

A)Journals
B)Portfolios
C)Anecdotal records
D)Play-by-plays

Question 43

When an assessment type measures student knowledge and understanding of both the product and the learning process rather than the product alone, it is considered a(n):

A)Diagnostic assessment
B)Authentic assessment
C)Criterion-referenced test
D)Norm-referenced test

Question 44

Assessments that show what a student can do by measuring ability to perform tasks at a specific degree of difficulty on an explicit objective are called

A)Criterion-referenced tests
B)Norm-referenced tests
C)Standards-based assessments
D)Formative evaluations

Question 45

Assessments that demonstrate how a student performs in relation to other groups of peers that have taken the same test are referred to as:

A)Criterion-referenced tests
B)Norm-referenced tests
C)Standards-based assessments
D)Formative evaluations

Question 46

Before the school year began, Mr. Donegan went to a local pizza delivery store and asked the manager if he would donate fifteen unused pizza boxes so that he would have one for each of his students. During the first week of school, he had his students decorate them. Throughout that school year, Mr. Donegan had the students collect a variety of work products that he or they felt were demonstrative of their mastery levels, such as essays, self-evaluations, tests, work samples, and interdisciplinary products. At the end of the year, Mr. Doneganperformeda final evaluation of the portfolio using a rubric and student self-rating scale. This type of assessment is commonly referred to as a(n):

A)Aptitude test
B)Anecdotal record
C)Project-based assessment
D)Portfolio assessment

Question 47

An assessment tool thatmeasures student performance on local, state or national goals is referred to as a(n):

A)Standards-based assessment
B)Formative evaluation
C)Diagnostic evaluation
D)Authentic assessment

Question 48

When extrapolating test scores in order to find meaning, one measure of variability thatcanbe used to show the spread of data as it relates to the mean, or average, score is the:

A)Median
B)Quartile
C)Stanine
D)Standard deviation