Deck 6: What Is Taught and How Is It Taught

Question 1

Debates over what should be taught in schools include:
1. What is worth knowing and how can it be taught?
2. Do schools have a responsibility to teach values, character, and ethical behavior?
3. Should the teacher teach personal values to students whose parents are neglecting their duties?
4. Do schools have a responsiblity to teach students skills that society needs in workers?

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

Answer 1

1, 2, 4

Question 2

The answer to what is worth knowing is influenced by
1. how the respondent views the role of schools in society.
2. the respondent's understanding of how one learns.
3. the respondent's understanding of traditional and contemporary education.
4. the respondent's understanding of the neighborhood in which the school is located.

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

Answer 2

1, 2

Question 3

Which of the following is (are) possible definition(s) of curriculum?

A) a course to be followed to reach an educational goal
B) a sequence of learning experiences
C) a course to be run
D) all of the above

Answer 3

all of the above

Question 4

There is (are)

A) only one curriculum per grade.
B) A standard curriculum.
C) several types of curricula.
D) A formal and informal curriculum.

Question 5

The formal curriculum refers to

A) the goals, objectives, and content to be taught.
B) the series of planned events that are intended to have educational consequences.
C) the explicit or planned curriculum.
D) all of the above

Question 6

The inner curriculum serves as a ________ that helps individuals develop their unique understandings

A) framework
B) scaffold
C) structure
D) all of the above

Question 7

The learning that occurs within learners from diverse language, cultural, ethnic, and
economic backgrounds is called the

A) silent curriculum.
B) hidden curriculum.
C) inner curriculum.
D) null curriculum.

Question 8

The hidden curriculum is

A) taught explicitly.
B) taught implicitly.
C) both A and B
D) neither A nor B

Question 9

Curriculum and instruction are

A) interrelated.
B) not related to assessment.
C) related.
D) best integrated with assessment.

Question 10

Classroom Instruction deals with

A) teaching strategies.
B) classroom management.
C) specific means of achieving curricula goals.
D) A, B, but not C

Question 11

A test used to compare scores of students in a given classroom with norms is best termed a(n)

A) standardized test.
B) authentic test.
C) normed test.
D) high stakes test.

Question 12

Parents, school boards, and citizens use the results of standardized tests to

A) judge school districts, schools, teachers, ands administrators.
B) pressure teachers to cover the content in the test.
C) both A and B

Question 13

Specific kinds of content and learner activities are set by

A) the individual school in consultation with parents.
B) the local school district.
C) the NCLB legislation.
D) the department responsible for instruction in the individual state.

Question 14

Individual state departments of instruction are influenced by

A) content specialty organizations.
B) school boards.
C) parents.
D) national teachers' organizations.

Question 15

Jean-Jacques Rousseau was an early proponent of

A) constructivism.
B) the open classroom.
C) the child-centered curriculum.
D) the teacher-centered curriculum.

Question 16

Rousseau wanted schools that would

A) allow children's natural good instincts to unfold.
B) protect children from social restraints and let them experience the consequences of their actions.
C) both A and B

Question 17

A curriculum that produces learners capable of maintaining and expanding broad social goals is a(n)

A) academic-subjects curriculum.
B) learner-centered curriculum.
C) state curriculum.
D) needs-of-society curriculum.

Question 18

Rousseau details ________ distinct growth phases.

A) 3
B) 6
C) 4
D) 5

Question 19

Needs-of-society curricula motivate learners because

A) the content is highly relevant to their lives.
B) the transfer of knowledge keeps up with the job market.
C) they prevent content fragmentation.
D) all of the above

Question 20

The academic curriculum organizes programs into

A) disciplines.
B) divisions.
C) standards.
D) majors.

Question 21

Teacher dispositions include all of the following except:

A) perceptions.
B) religion.
C) work ethics.
D) attitudes.

Question 22

Desirable teacher dispositions do the following

A) develop student self-esteem.
B) provide leadership.
C) helps learners grow.
D) all of the above

Question 23

Modeling expected behaviors and expected products of learning are part of a teacher's

A) needs-of-society curriculum.
B) effective lesson planning.
C) disposition.
D) hidden curriculum.

Question 24

The constructivist teacher assumes that

A) young children learn new information primarily through rewards and extrinsic motivation.
B) young children learn new information primarily from memorizing facts.
C) young children primarily learn new information through active involvement in new experiences.
D) all of the above

Question 25

Instructional effectiveness is influenced by

A) dispositions.
B) parent involvement.
C) books and equipment.
D) materials and supplies.

Question 26

When engaged in active teaching you
1. engage the students with new information.
2. assess and monitor student progress.
3. provide practical application opportunities.
4. re-teach to those students who need help with mastery.

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

Question 27

An effectively taught lesson includes the following

A) application and reinforcement activities.
B) activities and questions to engage learners.
C) an instructional pace that accommodates the learning pace of diverse learners.
D) A and B only
E) all of the above

Question 28

Teacher clarity involves the ability to provide cogent explanations, as well as

A) effective lesson plans.
B) verbal, pre-verbal and nonverbal styles.
C) monitoring learner progress.
D) lesson presentation-style.

Question 29

Research indicates that assigning homework can sometimes help the students' level of achievement because

A) it benefits high school students more than middle school students.
B) it benefits middle school students more than elementary school students.
C) both A and B

Question 30

Time sampling, event sampling, and components of the two are all included in

A) random samples.
B) reflections.
C) observations.
D) normal tests.

Question 31

Wait Time refers to

A) the time a professor waits before refusing to allow students admittance to class.
B) the time a teacher waits before answering a question.
C) the time a teacher waits for a student to answer a question.
D) the time students are to wait for a professor.

Question 32

When an observer selects a particular event and relates everything related to it, it is called

A) frequency counts.
B) the narrative approach.
C) selective verbatim.
D) scripting.

Question 33

The best known advocate of learner-center education is

A) Dewey.
B) Gardner.
C) Rousseau.
D) Piaget.

Question 34

The induction phase of teaching refers to

A) the initial period of teaching, when mentors help new teacher grow and develop.
B) the last semester of college, when the candidate engages in student-teaching.
C) the period during which the teacher studies to become a Master Practitioner.
D) the later period of teaching, when the teacher is inducted into the teacher hall of fame.

Question 35

Teaching is a complex act because

A) the school board decides the curriculum and the state sets the standards.
B) the teacher has little control over the environment.
C) there are confusing theories about how children learn as well as what they should learn.
D) it takes place in a public forum where unpredictable event happen while several activities are in progress.

Question 36

In 250 words or more, explain why what one does is sometimes more important than what one teaches.

Question 37

Construct an idea for a lesson plan with a hidden curricular goal. The goal must be one that can be discussed within the parameters of the rules and procedures of this classroom.

Question 38

Compare/contrast the form and function of the formal curriculum with the hidden curriculum.

Question 39

Should states departments of public instruction decide the curricula goals, or the local community, to include parents? Develop an argument for or against, citing information discussed in this chapter.

Question 40

Identify and define each of the curricular orientations. Then expand the discussion to include the relevance, if any, of each in today's schools.

Question 41

The contemporary influences on today's curricular goals causes agreement and disagreements. Identify the primary influences discussed in this chapter, evaluate their importance, and expand the argument to include at least two influences that are not discussed, but that are crucial.

Question 42

Develop a concept paper on teacher dispositions. The student decides the focus of the paper, which must be at least 500 words and include some of the information from this chapter, but is not limited to the scope of information provided.

Question 43

The student will write an essay titled "Is constructivism overrated or underused?" Defend the answer.

Question 44

Define "Wait Time" telling how to use it and why, then evaluate its importance as an effective teaching strategy in a classroom challenged by diverse learners.

Question 45

Describe "time sampling" and "event sampling." Prepare a list of criteria to judge an observation checklist that is used to observe a learner with diverse learner. The student may choose the diversity.