Deck 10: Creating a Community of Learners

Question 1

The manner in which teachers and students participate in common activities determines _______.

A) classroom ability groupings
B) the culture of the classrooms
C) the time on task ratio
D) group sanctions

Answer 1

the culture of the classrooms

Question 2

According to Schmuck and Schmuck, encouraging student participation and communication and discouraging the formation of cliques is usually apparent in _______.

A) Stage 1
B) Stage 2
C) Stage 3
D) Stage 4

Answer 2

Stage 2

Question 3

The way teachers and students are grouped for instruction and time is scheduled in the classroom is known as _______.

A) classroom organization
B) between-class ability grouping
C) within-class ability grouping
D) stages of group development

Answer 3

classroom organization

Question 4

Most research on between-class ability grouping suggests that it contributes _______.

A) to greater achievement for all learners
B) to greater achievement for high achievers only
C) to greater achievement for few or no learners
D) to greater achievement for low achievers

Question 5

Research on cooperative learning suggests that _______.

A) it has a positive effect on the academic achievement of students of color
B) students working together rarely develop positive attitudes about their classmates
C) students are best served by participating in few roles and responsibilities
D) this approach promotes racist attitudes

Question 6

Academic learning time can best be described as _______.

A) the number of minutes in a school day
B) the number of minutes each day a student spends in academic courses
C) the time students spend working on academic tasks with 80% or more success
D) the time students spend in direct, meaningful contact with the classroom teacher

Question 7

The concept that is based on the premise that teachers must use time to provide all students with challenging content and use appropriate instructional strategies to help students learn that content is known as _______.

A) challenge 2000
B) outcome-based education (OBE)
C) opportunity to learn (OTL)
D) mastery learning techniques (MLT)

Question 8

The way teachers structure their learning environments to prevent, or minimize, behavior problems is called _______.

A) classroom management
B) discipline
C) classroom control
D) environmental control

Question 9

Which of the following is not based on Glasser's approach to classroom management?

A) planning a sequence of steps for punishment
B) establishing warm, positive relationships with each student
C) managing the classroom through leadership
D) having the student take responsibility for his/her own behavior

Question 10

The approach to discipline that calls on teachers to establish firm, clear guidelines for student behavior and to follow through with consequences for misbehavior is _______.

A) the LEAST approach
B) assertive discipline
C) behavior modification
D) reality therapy

Question 11

In mastery learning, students take diagnostic tests and then are _______.

A) tutored by a more advanced peer
B) guided to do corrective exercises or activities
C) instructed to be more attentive to instruction
D) provided with the assistance of a special education teacher

Question 12

The point at which students need assistance in order to continue learning is called _______.

A) the focus point
B) a teachable moment
C) the zone of proximal development
D) an effective intervention strategy

Question 13

A type of instruction used when students are presented with a situation to which they "react and discover basic conflicts among their attitudes, ideas, and modes of perception" is called _______.

A) group investigation
B) discovery learning
C) inquiry learning
D) mastery learning

Question 14

Differentiate among the concepts of allocated time, time on task, academic learning time, and opportunity to learn.

Question 15

What is constructive assertiveness? What are its three basic elements?

Question 16

Explain when and how to use the instructional method of direct instruction.

Question 17

What are the three steps you would use in "modeling"?

Question 18

Describe peer-mediated instruction. Give four examples of peer-mediated instruction.

Question 19

The four curricula that all students experience are _______.

A) implicit, explicit, hidden, and traditional
B) explicit, null, traditional, and functional
C) explicit, extracurricular/cocurricular programs, null, and functional
D) null, extracurricular/cocurricular programs, explicit, and hidden

Question 20

When asked how to be a good second grader, a student responding, "You have to be quiet, stay in your chair, and raise your hand if you want to talk" is demonstrating learning through the _______.

A) null curriculum
B) functional curriculum
C) implicit curriculum
D) explicit curriculum

Question 21

Students who participate in extracurricular/cocurricular activities tend to have _______.

A) higher self-concepts
B) lower grades in core academic subjects
C) a greater chance of dropping out of school
D) regretted expending valuable school time in this way when they grow older

Question 22

In the United States, the public believes that school curricula should emphasize _______.

A) reading, writing, and arithmetic
B) higher-order thinking skills
C) problem-solving skills
D) metacognition

Question 23

Which of the following are not among the three non-cognitive factors that contribute to academic achievement?

A) Psychological Resources
B) Psychosocial Resources
C) Grit, Tenacity, and Perseverance
D) Mindfulness/Meditation Skills

Question 24

Students who have grit, tenacity, and perseverance also have what might be called a/an _______.

A) academic mindset
B) academic tenacity
C) psychological resourcefulness
D) mindfulness/meditation skills

Question 25

Tyler's rationale for curriculum development leads to which of the following questions?

A) What is appropriate for the age level of the student?
B) What educational purposes should the school seek to attain?
C) What are the state guidelines for curriculum implementation?
D) What resources are available for curriculum development?

Question 26

In curricular planning, policy-level curricular decisions that affect large groups of students are considered _______.

A) target decisions
B) micro-level decisions
C) macro-level decisions
D) state-level decisions

Question 27

The curriculum that draws from several different subject areas and focuses on a theme or concept rather than on a single subject is called the _______.

A) inclusionary curriculum
B) student-centered curriculum
C) integrated curriculum
D) subject-centered curriculum

Question 28

In recent years the education system has emphasized higher standards to hold _____ accountable for learning

A) students
B) teachers
C) school boards
D) superintendents

Question 29

According to the text author, "standards" in education have come to be seen primarily as statements that _______.

A) reflect what students should know and be able to do
B) describe minimal achievements
C) clearly define the highest levels of academic achievement
D) limit the academic growth of students

Question 30

Standards-based education is seen as a way to ensure all of the following except _______.

A) educational equity across all states
B) educational equity in the most populous states
C) educational equity for the poorest schools
D) educational equity can be measured for accountability

Question 31

"Benchmarks" are content standards that present specific statements about what students should understand and be able to do _______.

A) before graduating from high school
B) at specific grade levels or developmental stages
C) before experiencing significant moral growth as defined by Kohlberg
D) at the end of the current academic year

Question 32

Efforts to make curriculum and textbooks parallel national and state standards and "curriculum frameworks" are known as _______.

A) curricular parallelism
B) vertical adjustment
C) curriculum balancing
D) curriculum alignment

Question 33

Generally, curriculum frameworks are _______.

A) prepared by the U.S. Department of Education
B) published by a state education agency
C) superior to classroom-based curriculum development
D) responsible for ending state authority over curriculum development

Question 34

Arguments for raising educational standards, include all of the following except _______.

A) standards and assessments, however sophisticated, should not be used as a signaling device to students, parents, teachers, and others
B) standards can improve achievement by defining what is to be taught
C) standards are necessary to equality of opportunity
D) national standards provide a valuable coordinating function

Question 35

Test score gains attributed to the standards movement _______.

A) reflect "real" gains in knowledge the tests were designed to measure
B) reflect "real" gains in skills the tests were designed to measure
C) do not reflect gains in knowledge, but do indicate moderate gains in skills the tests were designed to measure
D) do not reflect "real" gains in the knowledge and skills the tests were designed to measure

Question 36

Describe the unique characteristics of macro and micro level curriculum planning.

Question 37

Describe the two types of academic standards most often prepared by state education agencies, local school districts, and professional associations.

Question 38

What is a "curriculum framework" and what are two ways school officials can put it to practical use?

Question 39

Classroom assessment provides information to teachers do the following except______.

A) determine how well students are learning the material being taught
B) evaluate the effectiveness of textbooks
C) develop strategies for improving their teaching effectiveness
D) determine if students have reached certain levels of performance

Question 40

Each of the following are examples of standardized tests except______.

A) Iowa Test of Basic Skills,
B) the Scholastic Assessment Test (SAT)
C) school division generated end of course tests
D) the ACT Assessment (ACT)

Question 41

Standardized assessments that compare students' scores with scores of other students who are similar are called _____.

A) comparative
B) standardized
C) norm-referenced D criterion-referenced

Question 42

High-stakes testing may impact all of the following except _______.

A) a senior qualifying for graduation
B) student participation in extracurricular activities
C) an administrator being fined
D) teachers receiving merit pay

Question 43

Classroom assessment provides information that teachers use in all of the following ways except _______.

A) to determine how well students are learning the material being taught
B) to regularize feedback to students to save time for teachers
C) to develop strategies for improving teacher effectiveness
D) to determine if students have reached certain levels of performance

Question 44

The movement to assess student learning with ever-increasing numbers of tests has been brought on by _______.

A) declining test scores
B) international comparisons of student achievement
C) calls to hold teachers more accountable
D) all of the above

Question 45

"Measurement" is _______.

A) the gathering of quantitative data related to the knowledge and skills students have acquired
B) the making of judgments about or assigning value student scores on a variety of standardized tests
C) measuring students' attainment of qualitative goals related to classroom objectives
D) the determination of students' grades at the end of an academic term

Question 46

The phrase "forms of assessment that require the active construction of meaning rather than the passive regurgitation of isolated facts" defines one of the following concepts, specifically _______.

A) alternative assessments
B) formative assessments
C) summative assessments
D) pre- and post-test assessments

Question 47

Encouraging students to develop their own responses to problem situations by allowing them to decide what information is relevant and how that information should be organized and used is an example of _______.

A) formative assessment
B) curricular control
C) summative evaluation
D) authentic assessment

Question 48

"Telling the story of a learner's growth in proficiency, long-term achievement, and significant accomplishments in a given academic area" exemplifies the benefits of _______.

A) portfolio assessment
B) performance-based assessment
C) formative assessment
D) pre-test evaluation

Question 49

Most assessment approaches seek to answer the question, "Do students know content?" Performance-based assessment helps to answer which other important question?

A) Do students commit information to memory efficiently?
B) Can students reproduce what they know on tests?
C) Are students capable of creative thought?
D) How well can students use what they know?

Question 50

Which of the following is not something promoted by use of "project-based learning"?

A) student engagement with learning
B) improved memorization skills
C) better school attendance
D) improved cooperative learning skills

Question 51

What are three types of information teachers typically derive from classroom assessments?

Question 52

What are the four "guiding principles" professional educators should keep in mind when developing classroom assessments?