Chapter 12: Classroom Management: Developing Self-Regulated Learners
CHAPTER THIRTEEN
LEARNING AND EFFECTIVE TEACHING
Planning for Instruction
* 1. Of the following, which is the best definition of effective teaching?
a. Teaching that puts students into groups
b. Teaching that builds students’ self–esteem
c. Teaching that maximizes student participation
d. Teaching that maximizes student learning
** 2. Although teachers will apply aspects of a number of theories when they plan and implement their
instruction, on which of the following will they primarily ground their efforts?
a. Behaviorism, with particular emphasis on operant conditioning
b. Self-worth motivation theory
c. Goal theory of motivation and learning
d. Cognitive learning theory
* 3. Instruction is typically described as existing in three phases. Which of the following is not one of those
phases?
a. Planning for instruction
b. Implementing instruction
c. Preparing the physical environment
d. Assessing student learning
Items 4 and 5 are related.
** 4. To help your first graders understand the concept of living things, you bring a pet hamster to class and have
your first-graders pet it and feel it breathing. You also show your students two different bean plants, one
that they planted a week ago, and a second that they planted two weeks ago, and pictures of other plants
and animals. You guide the students with questions, such as noticing that the bean plant they planted two
weeks ago is taller than the one planted one week ago, as well as others to help them to the idea of living
things. Your actions best illustrate which phase of instruction?
a. Planning for instruction
b. Implementing instruction
c. Assessing learning
d. Diagnosing students
* 5. As you thought about your lesson, you decided that primarily you want your students to understand that
living things grow and develop, which led you to the decision to bring in the hamster, the bean plants, and
the pictures. Of the following, which phase of instruction is best illustrated by your thinking?
a. Planning for instruction
b. Implementing instruction
c. Assessing learning
d. Diagnosing students
* 6. When planning for instruction, teachers must first:
a. decide what students should know or be able to do.
b. decide what strategies to use.
c. decide what topics to study.
d. decide what examples are needed.
Chapter 12: Classroom Management: Developing Self-Regulated Learners
Items 7 and 8 are related to each other.
** 7. One of your standards focuses on place value (such as understanding that 21 is two 10’s and one 1, whereas
12 is one 10 and two 1s). So, you decide to do several lessons on place value. Which of the following
planning decisions does your thinking best illustrate?
a. Identifying topics
b. Specifying learning objectives
c. Preparing and organizing learning activities
d. Planning for assessment
** 8. You decide that you want your students to be able to correctly identify the number of 10s and 1s in a series
of numbers, such as 8, 13, 23, and 31. Which of the following planning decisions does your thinking best
illustrate?
a. Identifying topics
b. Specifying learning objectives
c. Preparing and organizing learning activities
d. Planning for assessment
** 9. You decide that you will give the students a worksheet with a series of numbers on it, such as 11, 21, 32,
and 6, and ask them to identify the number of 10s and 1s on the worksheet. Which of the following
planning decisions does your thinking best illustrate?
a. Identifying topics
b. Specifying learning objectives
c. Preparing and organizing learning activities
d. Planning for assessment
* 10. What teachers want students to know or be able to do with respect to a topic is best described as a:
a. learning activity.
b. learning objective.
c. learning process.
d. learning task.
* 11. Other than selecting topics, all of teachers’ planning decisions are guided by:
a. assessments.
b. students’ interests.
c. learning objectives.
d. learning activities.
* 12. The learning domain that focuses on mental processes involved in learning different forms of knowledge
best describes which of the following?
a. The cognitive domain
b. The metacognitive domain
c. The affective domain
d. The psychomotor domain
* 13. A statement that describes the knowledge students are expected to construct and the mental process that
describes what they will be able to do with that knowledge best describes which of the following?
a. An objective in the affective domain
b. An objective in the psychomotor domain
c. An objective in the cognitive domain
d. An objective in the psychosocial domain
Chapter 12: Classroom Management: Developing Self-Regulated Learners
* 14. The taxonomy for learning, teaching, and assessing, as presented in your text, uses a matrix to classify
learning objectives. This matrix is a revision of the famous original taxonomy developed by:
a. Mager and his colleagues.
b. Tyler and his colleagues.
c. Bloom and his colleagues.
d. Gronlund and his colleagues.
* 15. You want your students to be able to be able to solve problems, such as the following:
Damien’s cell phone plan allows him 500 free minutes a month for a rate of $90 per month, and he pays a
rate of 40 cents a minute for all calls exceeding the 500 minutes. His phone bill for last month was $105.
How many minutes did he use for the month?
Of the following, this objective would best be classified at what level of Bloom’s taxonomy?
a. Knowledge
b. Comprehension
c. Application
d. Evaluation
* 16. You have displayed pictures of a gerbil, butterfly, cockroach, shrimp, clam, robin, beetle, spider, ant, and
scorpion and you want them to identify the animals that are insects. This objective would be best classified
at which level of Bloom’s taxonomy?
a. Knowledge
b. Comprehension
c. Application
d. Analysis
* 17. Of the following, the cell in the cognitive taxonomy table that receives the most focus in teachers’
instruction is likely to be:
a. the cell where factual knowledge intersects with remember.
b. the cell where factual knowledge intersects with understand.
c. the cell where conceptual knowledge intersects with remember.
d. the cell where procedural knowledge intersects with understand.
** 18. The cognitive objective “Students will use the rules for forming plural nouns in their own writing” is best
classified in the taxonomy table in:
a. the cell where factual knowledge intersects with apply.
b. the cell where procedural knowledge intersects with apply.
c. the cell where conceptual knowledge intersects with remember.
d. the cell where procedural knowledge intersects with understand.
** 19. The cognitive objective “Students will learn to state the rule for forming plural nouns in their own words”
is best classified in the taxonomy table as:
a. the cell where factual knowledge intersects with understand.
b. the cell where procedural knowledge intersects with apply.
c. the cell where conceptual knowledge intersects with remember.
d. the cell where conceptual knowledge intersects with understand.
** 20. Into which cell of the cognitive taxonomy table would the objective “Students will learn to look for bias in
newspaper editorials” be best classified?
a. The cell where factual knowledge intersects with apply
b. The cell where conceptual knowledge intersects with understand
c. The cell where procedural knowledge intersects with apply
d. The cell where metacognitive knowledge intersects with understand
Chapter 12: Classroom Management: Developing Self-Regulated Learners
** 21. Into which cell of the cognitive taxonomy table would the objective “Students will know their times tables
from 1 through 12” be best classified?
a. The cell where factual knowledge intersects with remember
b. The cell where factual knowledge intersects with understand
c. The cell where conceptual knowledge intersects with remember
d. The cell where procedural knowledge intersects with understand
** 22. All the actions teachers take to help students reach their learning objectives best describe which of the
following? “Students will learn to write original poems using iambic pentameter.” Into which cell of the
taxonomy table would this objective be best classified?
a. A task analysis
b. A standard
c. An assessment
d. A learning activity
** 23. You want your students to understand the rules for punctuating singular and plural possessive nouns and
how to differentiate them from contractions. You display a paragraph with sentences in it, such as:
All the boys’ and girls’ parents were invited to the school’s open house. One boy’s parents
couldn’t make it, so his grandparents came instead. A women’s club provided refreshment, and
one woman’s comment, “I can’t tell you how much I enjoy this kind of thing,” was significant.
You have your students study the paragraph and use questioning to guide them to an understanding of the
differences in the use of the apostrophes.
Your actions—displaying the paragraph and using your questioning to help your students understand
the rules—best illustrate which of the following?
a. A standard
b. A learning objective
c. A learning activity
d. A task analysis
* 24. The first step in preparing and organizing learning activities is:
a. sequencing the components of the topic.
b. identifying the components of the topic.
c. preparing examples for students’ use.
d. ordering the examples with the most concrete first.
* 25. The process of breaking content down into component parts and making decisions about sequencing the
parts refers to which part of the instructional process?
a. Writing learning objectives
b. Conducting a task analysis
c. Sequencing examples
d. Instructional planning
* 26. After one has identified the component parts of content, the next step in a task analysis is to:
a. assess learners.
b. prepare examples.
c. order examples.
d. align instruction.
* 27. The final step in a task analysis is to:
a. identify component parts.
b. sequence the components.
c. prepare examples.
d. order examples.
Chapter 12: Classroom Management: Developing Self-Regulated Learners
** 28. A language arts teacher remembers that his students have trouble differentiating metaphors from similes, so
he first plans to define figurative language. He then plans to provide several examples of metaphors and
several other examples of similes. He then plans to have the students compare the characteristics of each.
The teacher’s thoughts and actions best illustrate:
a. knowledge of content.
b. task analysis.
c. authentic tasks.
d. pedagogical content knowledge.
** 29. Brenda Ruiz, a science teacher, wants her students to understand the makeup of atoms and molecules. She
plans to begin with protons, neutrons, and electrons, and use models to identify the protons and neutrons in
the nucleus. She then plans to display several models, beginning with simple elements, such as hydrogen
and helium, and gradually progress to elements with larger numbers of protons, neutrons, and electrons.
Finally, she plans to have the students identify elements on the periodic table. Brenda’s thinking in this
example best illustrates which of the following?
a. Knowledge of learners and learning
b. A task analysis
c. Teaching to a standard
d. Instructional alignment
* 30. Which of the following parts of the planning process answers the question, “How can I determine if my
students have reached the learning objectives?”
a. Preparing learning objectives
b. Organizing learning activities
c. Planning for assessment
d. Ensuring instructional alignment
* 31. Instructional alignment refers to:
a. the match between learning objectives, learning activities, and assessments.
b. the correspondence between classroom activities and standardized assessments.
c. the relationship between teacher-made assessments and standardized tests.
d. the tie between learning objectives and state standards.
* 32. Learning activities that focus on objectives, and assessments that measure the extent to which the objective
have been met, best describe which of the following?
a. A task analysis
b. Knowledge of learners and learning
c. Instructional alignment
d. The cognitive domain
* 33. Statements that are generated at the state or national level and that describe what students should know or
be able to do at the end of a prescribed period of study are best labeled:
a. task analyses.
b. domains.
c. taxonomies.
d. standards.
Essay Items
Use the following information for items 34-37.
Celena Ramos, a math teacher, prepares the following lesson plan and writes it in her plan book:
1. Multiplying fractions
2. Understand multiplication of fractions:
Multiply fractions accurately
Explain why multiplying two fractions results in a smaller fraction
Chapter 12: Classroom Management: Developing Self-Regulated Learners
3. Fold papers
4. Derive rule for multiplication
5. Have students solve problems on p. 115
“What is this?” Cal Wygart, one of Celena’s friends and colleagues asks, pointing to the note about folding
papers in the book.
“Oh, I have them fold papers into thirds, we write the fraction on the board, and then I have them take a half of
the third, write it again, and they see that one-half of one-third is one-sixth, and then I fold the papers into some
other fractions. They see a pattern, and we derive the rule for multiplying fractions. Then I have them practice, and
on their tests they have to solve problems like those.”
“Why don’t you just show them on the board instead of messing with folding papers?” Cal asks.
“I’ve done that, and they just memorize the rule,” Celena responds. “They don’t really get it.”
** 34. Identify the objectives in Celena’s lesson plan. .
** 35. Identify the part of Celena’s plan that most closely relates to preparing and organizing learning activities.
** 36. Identify the part of Celena’s plan that most closely relates to planning for assessment.
** 37. Classify Celena’s objective—understand why multiplication of two fractions results in a smaller fraction—
into one of the cells of the cognitive taxonomy table, and explain your classification. Also, classify the
objective into one of the categories in Bloom’s original taxonomy.
** 38. As he prepares lesson plans, Ben Davis always begins with a specific objective, such as, “Students will
understand and be able to identify examples of ratios in their day–to–day experience.” He then writes,
“Have students describe the ratio of girls to boys in the class. Have them describe the ratio of boys to girls.
Have them identify some additional personalized examples.”
Ben then conducts his lesson, during which several examples of ratios are discussed and explained. On
Friday he gives the students a quiz, and the following is one of the items on the
quiz.
You’re riding your bike along a bike path in your neighborhood, and you meet 6 people jogging, 8 people
walking, and 5 people on bicycles. Counting yourself, what is the ratio of people on bikes to
people on foot? Explain your answer in one or two sentences.
Was Ben’s instruction aligned? Explain why it was or why it was not?
** 39. Describe the concept of instructional alignment. Explain why it is so important for planning and
conducting lessons.
** 40. Describe the process of planning in a standards-based environment and compare it to planning in general.
Implementing Instruction
* 41. Basic abilities that all teachers, including those in their first year of teaching, should have to maximize
student learning are best described as:
a. task analyses.
b. instructional alignments.
c. essential teaching skills.
d. models of teaching.
* 42. Which of the following is NOT an essential teaching skill?
a. Personal teaching efficacy
b. Questioning
c. Focus
d. Training
Chapter 12: Classroom Management: Developing Self-Regulated Learners
* 43. High expectations are an example of which of the following essential teaching skills?
a. Teacher beliefs and behaviors
b. Feedback
c. Questioning
d. Organization
* 44. When a teacher believes he or she can positively affect student learning, that teacher is said to possess:
a. effective attitudes.
b. teaching efficacy.
c. empathetic effectiveness.
d. proactive attitudes.
** 45. Marta Reyon was reflecting on the problem of Luiz. He was in her third-period English class, and he was
failing. She had tried gentle reminders to him to complete his work and made sure she recognized him
when he did so; she had tried simplifying directions; she had tried counseling him; she had tried drawing
him out in class and elaborating on his comments and questions. “So far, none of those has really worked
for very long,” she mused, “I know I can get him to learn. I wonder what I should try next. I think I’ll call
his parents and ask for their help.” Which of the following statements best describes Marta’s behavior in
the episode you just read?
a. She has demonstrated high teaching efficacy.
b. She has demonstrated modeling and vicarious learning.
c. She has demonstrated effective organizational skills.
d. She has demonstrated a commitment to ethnic diversity.
** 46. Tony Martin’s students are convinced that he loves teaching English. Of the following, their belief is most
likely related to:
a. Tony’s personal teaching efficacy.
b. Tony’s expectations.
c. Tony’s modeling.
d. Tony’s organization.
** 47. Rick Reynolds calls on all his students as equally as possible. Of the following, his practice most
closely relates to which essential teaching skill?
a. Teacher expectations
b. Teacher modeling
c. Teacher caring
d. Teacher warmth and empathy
** 48. Gamal is a second-year teacher in a large urban district. He is concerned for one of his learners, Hasani, as
he does not seem to understand the content in his geometry class. Gamal has tried several different ways to
teach the content, to no avail. This concern for Hasani and his understanding best reflect which essential
teaching skill?
a. Organization
b. Focus
c. Caring
d. Communication
** 49. Roger is a world history teacher. He peppers his presentation with questions to the students in the class. If
Roger’s behavior is consistent with existing research, which of the following students is Roger most likely
to call on?
a. Pete, a low achiever.
b. Jon, a passive student who rarely participates in class.
c. Burton, who tends to be disruptive.
d. Fritz, a high-achieving student.
Chapter 12: Classroom Management: Developing Self-Regulated Learners
* 50. Developing automatic routines is an example of which of the following essential teaching skills?
a. Teacher beliefs and behaviors
b. Feedback
c. Questioning
d. Organization
** 51. After school the day before she was going to have the class do an experiment, a teacher checked to see if
she had the worksheets for the students and the test tubes and other equipment she needed for the
experiment. This best illustrates which of the following?
a. Organization
b. Connected discourse
c. Withitness
d. Academic focus
* 52. Which of the following characteristics of effective communication refers to the cues that alert students to
important information in a lesson?
a. Transition signals
b. Connected discourse
c. Emphasis
d. Precise language
* 53. Which of the following characteristics of effective communication refers to the teacher talk that eliminates
vague terms from explanations and responses to students’ questions?
a. Transition signals
b. Connected discourse
c. Emphasis
d. Precise language
* 54. Which of the following characteristics of effective communication refers to instruction that is thematic and
leads to a point?
a. Transition signals
b. Connected discourse
c. Emphasis
d. Precise language
* 55. Which of the following characteristics of effective communication refers to verbal statements indicating
that one idea is ending and another is beginning?
a. Transition signals
b. Connected discourse
c. Emphasis
d. Precise language
Chapter 12: Classroom Management: Developing Self-Regulated Learners
** 56. Compare the following two examples of teacher statements to students. The first is:
“Sometimes we don’t make a literal statement. This is hyperbole, like when you say, ‘I never worked so
hard in my life.’ This probably isn’t true, so you grossly overstate the point.”
The second is:
“Grossly overexaggerated statements, such as ‘I’ve never worked so hard in my life,’ are a form of figurative
language called hyperbole.”
Of the following essential teaching skills, the second, by contrast with the first, best illustrates:
a. an effective transition signal.
b. connected discourse.
c. emphasis.
d. feedback.
** 57. “We have been talking about stages of cognitive development. We are going to shift now to a new but
related topic. The rest of class today will deal with psychosocial development, in terms of theoretical way
of looking at behavior.”
The statement best illustrates the use of which of the following concepts of effective teaching?
a. Transitional signals
b. Emphasis
c. Connected discourse
d. Precise terminology
Items 58 and 59 are related.
** 58. Ms. O’Brian was teaching a unit on health and nutrition to her middle school class. In referring to the
national exercise recommendations for children, she repeated the amount of activity time recommended for
children three times and paused so her students could write it down in their notebooks. In so doing, Ms.
O’Brian was best illustrating:
a. transition signals.
b. connected discourse.
c. emphasis.
d. feedback.
** 59. The essential teaching skill best reflected in Ms. O’Brian’s preceding example is:
a. organization.
b. focus.
c. teacher beliefs and behaviors.
d. communication.
** 60. Ms. Thornton says to her students, “Let’s do this once more so everyone understands. What did Timmy
just say about the setting of the story?” This question is most closely related to:
a. emphasis.
b. enthusiasm.
c. closure.
d. feedback.
* 61. When teachers tie lessons to a main point and then provide support for that point, they are displaying
aspects of which of the following essential teaching skills?
a. Teacher beliefs and behaviors
b. Focus
c. Feedback
d. Communication
Chapter 12: Classroom Management: Developing Self-Regulated Learners
** 62. Mrs. Barnhart is teaching her students about main idea. She displays a paragraph on the document camera
with a summary sentence below it that states the main idea. Her display on the document camera would be
best described as:
a. focus.
b. organization.
c. review.
d. connected discourse.
** 63. Robin uses colored wooden rods to help her students understand equivalent fractions and goes through four
examples with them. Her procedures illustrate the concept of:
a. focus.
b. organization.
c. closure.
d. perceptual reorganization.
** 64. Mr. Steward passes arrowheads around the classroom and shows slides of the different shapes the
arrowhead took as the technology of the Native Americans improved. This best illustrates:
a. connected discourse.
b. emphasis.
c. focus.
d. visual discrimination.
** 65. Siri is teaching her students how to regroup. She uses some interlocking cubes to assist her students’
understanding. The use of these and other manipulatives in mathematics classes is best related to the
concept of:
a. focus.
b. working memory.
c. metacognitive knowledge.
d. transitional signals.
* 66. Information about current behavior that can be used to improve future performance is called:
a. review.
b. closure.
c. monitoring.
d. feedback.
* 67. Which is not an essential characteristic of effective feedback?
a. It is general.
b. It is immediate.
c. It provides corrective feedback.
d. It has a positive emotional tone.
* 68. Of the following, which is the most accurate statement regarding praise?
a. Praise is used frequently, more than 5 times, during most classes.
b. Praise is more often given to low-achieving students.
c. Teachers praise creative answers more than accurate answers.
d. Praise for good behavior is rare in most classrooms.
* 69. Regarding praise, research suggests that in practice teachers:
a. praise too often.
b. praise student behavior, not their work.
c. praise low achievers too much.
d. praise too generally.
Chapter 12: Classroom Management: Developing Self-Regulated Learners
** 70. Min is teaching English as a second language courses. She provides a take–home assignment to her class
that requires the students to ask for directions to a known location. She wants to be sure her students have
practice qualifying knowledge they were receiving from others. She collects the assignments and gives the
students grades and a model answer. The use of the model answer in this case is an example of which
essential teaching skill?
a. Teacher beliefs and behaviors
b. Organization
c. Feedback
d. Focus
** 71. A teacher is working on finding percents of numbers and displays the problem 20% of 45 = ? He asks,
“What’s the answer to this problem, Jack?” After thinking a few seconds, Jack responds, “900.”” Based on
research examining teacher feedback, of the following, what is the best teacher response?
a. “Not quite, Jack. Can someone help Jack out on this one?”
b. “Not quite, Jack. It’s point two zero times 45.”
c. “Not quite, Jack. Remember, the first thing we must do is change the percent to a decimal. What is
the decimal equivalent of 20%?”
d. “Not quite, Jack. The answer is 9. Now, think about that one for a minute while the rest of us look at
another problem.”
** 72. A teacher asks the class to identify a triangle, square, and circle. When called upon, Mary identifies the
triangle as the square. According to research, of the following, the most effective feedback is:
a. “No, Mary. See the triangle has three sides and the square has four sides.”
b. “No, Mary. Not quite. George, can you help her out?”
c. “No, Mary. This one is the square.” (Points to the square)
d. “No, Mary. Arminta, identify the square for us.”
** 73. According to research, of the following, the most significant result of teacher questioning is:
a. a greater difference between the achievement of faster compared to slower learners.
b. higher levels of student involvement from all students.
c. a tendency for high achievers to process information more efficiently.
d. greater recall from working memory.
** 74. At the end of the class Suzy stopped by Mr. Barber’s desk and commented, “Mr. Barber, you called on
everybody else, but you didn’t call on me even once, today.” Suzy’s comment most closely relates to:
a. teacher caring.
b. equitable distribution.
c. prompting.
d. organization.
** 75. Susan heard that posing questions to her students while teaching a topic will make her presentations better,
so she has started to pose questions. However, she has found not many students are trying to answer, and
most often those that do are the best students. Susan’s problems with questioning are most likely tied to:
a. asking too many questions.
b. not asking enough questions.
c. not providing enough wait time.
d. not practicing equitable distribution.
** 76. Which of the following teachers is most likely to use prompting?
a. Anne, because she asks a large number of memory-level questions during her class.
b. Gayle, because she has a large number of high-achieving learners.
c. Sam, because he asks a number of higher-order questions during his class.
d. Dan, because he teaches a small class of learning-disabled students in a math class.
Chapter 12: Classroom Management: Developing Self-Regulated Learners
** 77. A teacher notices Mary being inattentive in a class discussion on the factors leading up to the American
Revolutionary War. Based on research examining effective teaching behaviors, of the following, what is
the best teacher action?
a. Ask, “What is one of the things the British did that angered the colonists? Mary?”
b. Ignore the inattention.
c. Say, “Mary, please pay attention to this topic. Information from this discussion will be on the next
test.”
d. Say, “Mary, please pay attention to what we’re doing here. This information is important.”
* 78. A teacher calls on a student, and the student fails to respond. The teacher then asks another question
designed to illicit a response. This process is best described as:
a. equitable distribution.
b. prompting.
c. repetition.
d. review.
* 79. Ideally, wait-time should be approximately:
a. less than a second.
b. between 1 and 3 seconds.
c. between 3 and 5 seconds.
d. between 5 and 7 seconds.
* 80. According to research, teacher wait-times tend to be about how long?
a. 1 second
b. 3 seconds
c. 5 seconds
d. 10 seconds
* 81. The form of review occurring at the end of a lesson is referred to as:
a. closure.
b. transition.
c. discourse.
d. focus.
** 82. A teacher says, “Okay, summarize in your own words what we have found out in today’s discussion,
Carol.” Of the following, this statement best illustrates:
a. repetition.
b. rehearsal.
c. organization.
d. closure.
* 83. Which of the following is most closely related to clear teacher communication during learning activities?
a. Clearly stated learning standards
b. Teacher knowledge of content
c. Teacher caring
d. Teacher expectations
Essay Items
** 84. Describe each of the essential teaching skills, and explain how they increase learning.
* 85. Describe the essential characteristics of effective feedback.
** 86. Describe the characteristics of effective questioning, and explain how each increases learning.
Chapter 12: Classroom Management: Developing Self-Regulated Learners
Models of Instruction
* 87. Prescriptive approaches to teaching designed to help students acquire a deep understanding of specific
forms of knowledge is referred to as:
a. models of instruction.
b. essential teaching skills.
c. sensory focus.
d. instructional alignment.
** 88. Given that you would like your students to be able to identify verbs in sentences rapidly and accurately,
which of the following instructional models would you most likely employ?
a. Cooperative learning
b. Lecture-discussion
c. Direct instruction
d. Guided discovery
** 89. Which of the following content is best suited for direct instruction?
a. Literature
b. Social studies
c. Mathematics
d. Reading comprehension
* 90. Guided practice is an important element in which of the following models of instruction?
a. Guided discovery
b. Discovery
c. Cooperative learning
d. Direct instruction
* 91. Developing automaticity with a skill occurs during which phase of the direct instruction model?
a. Introduction and review
b. Developing understanding
c. Guided practice
d. Independent practice
* 92. The phase of the direct instruction model that accesses prior knowledge from long-term memory is:
a. developing understanding.
b. guided practice.
c. introduction and review.
d. independent practice.
* 93. A benefit of direct instruction is that it:
a. works well for higher-level objectives.
b. is based upon a social constructivist model of instruction.
c. works well with both high– and low-ability students
d. is suited for social science and literature classes.
** 94. Gwen is a secondary mathematics teacher. She starts each day with an introduction of what she will cover
that day and a brief review. Next she develops student understanding by describing and modeling the skill
she wants the students to understand. Based on the model Gwen has chosen, she is next most likely to:
a. provide a homework assignment.
b. provide guided practice.
c. access students’ prior knowledge.
d. give students a test.
Chapter 12: Classroom Management: Developing Self-Regulated Learners
** 95. Given the following teachers, which has considered the characteristics of effective homework?
a. John assigns a new type of problem and will use the homework as a pre-assessment of student
knowledge.
b. Paul only periodically assigns homework, so that when he does the students really try hard to do an
exceptional job.
c. Dave assigns homework daily. Students are “on their honor” to complete it. He does not grade the
homework, because he believes the students know that it is important.
d. Ron assigns homework almost daily that includes problems related to the learning activity. He scores
the homework and discusses the homework with the students.
* 96. Which of the following instructional models is best suited to help learners acquire organized bodies of
knowledge?
a. Direct instruction
b. Lecture-discussion
c. Guided discovery
d. Cooperative learning
* 97. Which of the following is a disadvantage of lectures?
a. Lectures can overload learners’ working memories.
b. Lectures allow teachers to organize information in understandable ways.
c. Lectures are efficient, since the teacher needs to focus primarily on the content.
d. Lectures are flexible; they work in a variety of content areas.
* 98. The phase of the lecture-discussion model during which students acquire knowledge of the topic is:
a. introduction and review.
b. presenting information.
c. comprehension monitoring.
d. integration.
* 99. A teacher arranges data and examples so that patterns can be found and then questions the students in
leading them to a description of the patterns. Of the following, the teacher’s approach could best be
described as:
a. direct instruction.
b. guided discovery.
c. lecture-discussion.
d. cooperative learning.
* 100. The second phase of guided discovery is:
a. introduction and review.
b. the convergent phase.
c. the open-ended phase.
d. closure.
* 101. The phase in the guided discovery model of instruction during which teachers activate student prior
knowledge is:
a. introduction and review.
b. the convergent phase.
c. the open-ended phase.
d. closure.
Chapter 12: Classroom Management: Developing Self-Regulated Learners
** 102. Melinda wants to help her students understand the concept of velocity. She provides a large number of Hot
Wheels cars and small ramps and scales, stopwatches, and rulers for her students so that they can work to
find patterns. Melinda then questions the students as a group, and they come to a description of the patterns
that emerged. Of the following, the Melinda’s approach could best be described as:
a. direct instruction.
b. cooperative learning.
c. guided discovery.
d. lecture-discussion.
** 103. In teaching a current events class you would like to convey some content to your learners but also would
like them to have the opportunity to hear others’ opinions on some environmental legislation. Given this
scenario, which of the following instructional models would you most likely employ?
a. Cooperative learning
b. Lecture-discussion
c. Direct instruction
d. Guided discovery
** 104. It is August, and Susan has decided to use cooperative groups in her fourth-grade science class for the
upcoming year. Based upon effective cooperative learning practice, which of the following is a valid
recommendation for Susan to consider as she plans this instruction?
a. Group children together by ability so higher-achieving students are not brought down by lower-
achieving students and lower -achieving students are not pressured by higher–achieving students.
b. Provide the learners a difficult task as the first assignment so that they know they will have to take
cooperative learning seriously.
c. Grade all the students individually so that one student’s grade cannot hurt another student who did
more of the work.
d. Provide instruction on social cooperation and group skills so that students better understand the role
that these skills play in learning.
** 105. Consider the following goal: Your students have been learning about different mammals. You would like
to have different students become experts on a particular system within mammals (e.g., circulatory,
respiratory, reproductive, etc.) and share that knowledge with the class. Which cooperative learning model
is likely to be most successful in reaching this goal?
a. Reciprocal questioning
b. Scripted cooperation
c. Jigsaw II
d. STAD
** 106. Steve Hendricks, a history teacher, is working with his students in a unit examining factors common to
most revolutions, such as the American and French revolutions. Over a weekend, he has a colleague video
record him delivering a lecture in an empty classroom, where he outlines events leading up to each
revolution. He uploads the video recording on YouTube, and on Monday he gives his students the link and
assigns them the task of watching the video and gives them Monday and Tuesday evening to watch the
video-recorded lecture. On Wednesday he has the students work in pairs to respond to questions asking
them to find relationships in the revolutions. He carefully monitors the pairs as they work.
Which of the following is Steve best illustrating with his approach to his unit on revolutions?
a. Jigsaw II
b. Scripted cooperation
c. Flipped instruction
d. Differentiated instruction
Chapter 12: Classroom Management: Developing Self-Regulated Learners
** 107. Jocelyn used a modified direct instruction for a thematic instructional unit on measurement in her fifth–
grade class. Instead of assigning homework for independent practice, however, she replaced the homework
with a team study, game-like scenario. She followed up with a quiz covering the content. She found her
students really enjoyed the instruction. Based upon the scenario, Jocelyn best displayed:
a. guided discovery.
b. STAD.
c. lecture-discussion.
d. Jigsaw II.
Essay Items
** 108. Describe an objective that would be appropriately taught with the direct instruction model. Then, do the
same for the lecture-discussion model, the guided discovery model, and cooperative learning models.
** 109. Which of the steps in the direct instruction model is most important for promoting students’ understanding?
Explain why this step is so important.
** 110. Use learning theory to describe three weaknesses of lectures. Explain how the “discussion” component of
the lecture-discussion model helps overcome these weaknesses.
** 111. Use cognitive learning theory to explain why guided discovery is often a more effective model for
promoting learning than are more teacher-centered approaches.
** 112. Describe two problems that often occur with students when teachers use cooperative learning. Explain how
these problems can be overcome.
Assessment and Learning: Using Assessment as a Learning Tool
* 113. Which of the following are characteristics of effective assessments?
1. The assessments provide students with positive reinforcement for their efforts.
2. The assessments are aligned with teachers’ learning objectives.
3. The assessments increase student learning.
4. The assessments allow students to compare their performance to their classmates.
a. 1, 2, 3, 4 b. 2, 3, 4 c. 1, 2, 4 d. 2, 3
* 114. Of the following, which is the most essential characteristic of effective assessments?
a. Assessments must use an objective format, such as multiple-choice.
b. Assessments must be given immediately after learning activities are conducted.
c. Assessments must allow a majority of students to respond to the items correctly.
d. Assessments must provide information about students’ thinking.
* 115. Of the following, the most important purpose of assessments is to:
a. provide teachers with information that they can use to assign grades.
b. provide parents with information about their child’s learning progress.
c. provide students with information they can use to increase their learning.
d. provide students with information about how their performance compares to their classmates.
* 116. Which of the following is not an essential characteristic of effective assessments?
a. The assessment is aligned with the teacher’s learning objectives.
b. The assessment is a form of positive reinforcement for students.
c. The assessment provides information about students’ thinking.
d. The assessment promotes learning in students.
Chapter 12: Classroom Management: Developing Self-Regulated Learners
Essay Item
* 117. Describe two essential characteristics of effective assessments, and explain why each is important.
Chapter 12: Classroom Management: Developing Self-Regulated Learners
CHAPTER THIRTEEN ANSWERS
Planning for Instruction
Implementing Instruction
Chapter 12: Classroom Management: Developing Self-Regulated Learners
Chapter 12: Classroom Management: Developing Self-Regulated Learners
Models of Instruction
Chapter 12: Classroom Management: Developing Self-Regulated Learners
Assessment and Learning: Using Assessment as a Learning Tool