Chapter 13 Test Bank:
Promoting Excellence Through the Teaching and Learning Connection
Multiple Choice:
13.1 The goal of study skills and strategy instruction is to
a. create independent learners
b. improve the school’s standardized test scores
c. give students an additional instructional device
d. Promote student-centered organization
13.2 Students often have difficulties articulating what they want and need in appropriate ways. These
skills are referred to as
a. Self Evaluation Skills
b. Subject-Centered Skills
c. Teacher-Centered Skills
d. Self-Advocacy Skills
13.3 Fran, a tenth-grade Humanities teacher, asks her students to set goals and provide written
documentation of their incremental progress in meeting those goals. This goal setting strategy is
referred to as
a. learned helpfulness
b. self-recording
c. the communication approach
d. interdisciplinary studies
13.4 All of the following are effective ways to organize notebooks EXCEPT:
a. including a semester calendar and to-do lists on the calendar
b. having a pouch for school supplies in the notebook
c. using a spiral-bound notebook
d. labeling all dividers
13.5 Audrey distributes a schedule form to all of her students and has them keep track of their
activities each week. This strategy is used to help students with
a. understanding reading assignments
b. analyzing coursework
c. time management skills
d. test taking skills
13.6 The plan developed by Van Reusen, Deshler & Schumaker (1998) that helps students develop
advocacy skills is referred to as the
a. I PLAN strategy
b. PIRATE strategy
c. HIGH expectation strategy
d. Organizational design strategy
13.7 The two-column note taking style helps students organize:
a. Important Information/Trivia
b. Essay Facts/Opinions
c. Key Concepts/Notes
d. None of the above
13.8 Which purpose setting activity uses lists of words to be clustered by the students in order to
illustrate relationships among ideas?
a. AOK
b. semantic maps
c. SLANT
d. discussion web
13.9 Another term for executive learners is
a. homogoneous learners
b. leaders
c. independent learners
d. application learners
13.10 Which is NOT a component of the I-PLAN self-advocacy strategy?
a. goals
b. strengths
c. areas to improve
d. previous assessments
13.11 The SHARE strategy is used to
a. promote positive communications
b. increase understanding of various academic concepts
c. increase articulation
d. assess academic progress
13.12 According to Gunning (2012), students need to master four key areas in note-taking skills. They
are:
a. Legibility, Cognizant Thought, Posture and Penmanship
b. Selectivity, Organization, Consolidation and Fluency
c. Handwriting skills, Auditory processing, Consistency and Style
d. None of the above
13.13 Which of the following is a metacognitive strategy used to model and learn where teachers
verbalize how they think through problems?
a. graphic organizers
b. mnemonics
c. emphasis cues
d. think alouds
13.14 The purpose of homework assignments is to
a. cover material teachers didn’t get to in class
b. teach students responsibility
c. increase self-determination
d. provide opportunities to reinforce learning
13.15 The strategy first provides demonstrations by the teacher, a student, and then the class is known
as:
a. demonstration plus model strategy
b. think aloud
c. lecture
d. Body Talk
13.16 _________________ is the organization and monitoring of time so that tasks can be scheduled
and completed in a timely manner.
a. Time management
b. Self-monitoring
c. Note taking
d. Metacognition
13.17 Which of the strategy instruction guidelines would you be addressing with your students if you
were teaching strategies in stages?
a. guideline 1
b. guideline 2
c. guideline 3
d. guideline 4
13.18 Which of the strategy instruction guidelines would you be addressing with your students if you
were presenting content and strategies concurrently?
a. guideline 1
b. guideline 2
c. guideline 3
d. guideline 4
Fill-in-the-Blank Questions:
13.19 The authors discuss executive learning and refer to four guidelines related to the strategy
instruction. The first guideline, _____________________, discusses several books marketed for
secondary students.
13.20 The authors discuss executive learning and refer to four guidelines related to strategy instruction.
The second guideline, ____________________, is where the use of SQ3R and other strategies are
taught in isolation to students.
13.21 The authors discuss executive learning and refer to four guidelines related to strategy instruction.
The third guideline, ____________________, involves a gradual release of responsibility from
the teacher to the learner.
13.22 The authors discuss executive learning and refer to four guidelines related to strategy instruction.
The fourth guideline, ____________________, uses targeted strategies in class and students pick
up constructive learning tips from others.
13.23 In your class you have a student who is having a difficult time staying in his seat during class
discussions. In order to help the student you have decided to use the_________________ self-
management strategy where the student is taught to document their incremental progress toward
the overall goal.
13.24 Students with learning disabilities often have difficulty with organizational and study skills. One
skill that is often addressed is _______________________ where you help students organize and
monitor time so the tasks they work on are completed in a timely manner.
13.25 As a teacher of students with disabilities you will often have to help students become
_______________ so they can negotiate their interests, desires, needs, and rights.
13.26 Note taking is an important skill for all children to learn. However, if you teach note taking you
need to include the four areas by Gunning (2007) of __________________,
___________________, ______________________, and __________________.
13.27 The _____________ strategy was created to help students who have trouble completing
assignments. The strategy is used with students with learning disabilities to provide structure for
completing assignments.
13.28 Students with learning disabilities often have difficulty with memory. One way to help students
with their memory is the use of _______________ where the teacher breaks information to be
learning into manageable chunks. The teacher will also run short study sessions with students.
13.29 Why do some students struggle with being independent, successful learners? Describe some of
the factors that may affect students’ performance at school and some of the strategies you can use
to support your students to become independent learners.
13.30 List three difficulties in typical content area classes that pose problems for students. Provide a
strategy that teachers in the content areas can use to assist students with each of the difficulties
you listed.
13.31 Why is self-advocacy an important goal for students? Describe several techniques that teachers
can use to help students accomplish this goal
13.32 What does the research conclude about note-taking instruction for students with disabilities?
Describe the note taking style that has been proven to be effective and a brief summary of the
research that supports this practice.
13.33 Discuss the guidelines for effective note taking. What are some of the characteristics of a good
note-taker?
13.34 Imagine you are teaching tenth grade language arts. Your students’ abilities are diverse and some
have difficulty understanding your classroom lecture. What are three strategies you can use to
make sure that the students will be able to keep up and understand the material you are
presenting?
13.35 Note taking is a learned skill. Develop an informal lesson plan that describes how you would
incorporate teaching note-taking skills into your daily curriculum. Include the strategy you plan to
use to teach the skill, and you will assess whether the students are mastering their note-taking
skills.
13.36 What are the advantages of teaching goal setting? Describe how can you incorporate goal setting
into a thematic unit in your classroom?
13.37 What are the five “Stages of Strategy Learning”? List all of the five components of this study
strategy and a brief description of each in your own words.
CHAPTER 13
