CHAPTER 9 ASSESSMENTS
FIVE GREAT TEACHING STRATEGIES
I. MULTIPLE CHOICE (CHOOSE THE BEST RESPONSE.)
1. Concepts are:
a. Facts.
b. Ideas.
c. Illustrations.
d. Examples.
2. What is concept formation?
a. Studying examples of a concept and grasping the critical similarities among them.
b. Deciding whether something is an example or a nonexample.
c. A teaching strategy that relies upon forming cooperative learning groups.
d. Providing experiences for students in which they must discern the common aspects of
examples and non-examples by themselves.
3. Classifying as part of the concept-formation procedure is:
a. A teaching strategy that emphasizes understanding the impact of students’ social class
membership.
b. An organizational structure for placing students into ability groups.
c. A creative way for students to organize their materials.
d. A method for students to apply the concept they have formed.
4. What is the connection between Pluto’s demotion from planetary status and the teaching
strategies called concept formation and classifying? The case of Pluto demonstrates that:
a. Concepts are facts.
b. Concepts are social agreements.
c. Physical concepts like planet are stable while social concepts like democracy change.
d. Classifying is more relevant to the social sciences than to the natural sciences.
5. Inquiry is the chief method historians and scientists use to:
a. Develop new knowledge and correct mistaken knowledge.
b. Understand concepts.
c. Organize existing information.
d. Create scaffolds for learning.
6. Students who have developed inquiry skills are able to:
a. Read texts and write summaries.
b. Draw conclusions based on evidence.
c. Judge whether conclusions are based on evidence.
d. Both B and C.
7. According to the author, a well-balanced Social Studies program ensures the development of
skills through:
a. Identifying the skills to be taught.
b. Systematic instruction.
c. Assessing the skills students possess.
d. Teaching strategies.
8. Why does the text’s author suggest teacher’s questions are so powerful?
a. They direct the intellectual work of students.
b. They are recommended by teacher’s manuals.
c. They are a form of instructional objectives.
d. They are a skill students need to learn.
9. Which of the following is NOT a purpose of asking questions according to the author?
a. Assessment.
b. Giving directions.
c. Guiding thinking.
d. Facilitating participation.
10. According to the text, what are the two main ingredients of cooperative learning?
a. Student independence and group accountability.
b. General tasks and open directions.
c. Positive interdependence and individual student accountability.
d. Reading and listening skills.
II. DATA-ORGANIZATION CHART
Compare and contrast Concept Formation with its two variations. All are concept learning
strategies.
Strategy
Purpose
Procedure
Advantages
Disadvantages
Concept
Formation
Concept
Attainment
List, Group, &
Label
III. SHORT ANSWER
1. Review the five purposes of questions. Then, decide whether it is possible to rank order them
by importance. You may decide that they are equally important, depending on the purpose at
hand, or you may decide that the attention-focusing purpose of questions is all-important, or….
2. A colleague in your school is impressed that you systematically introduce your students to
cooperative groupwork and that you are adept at teaching concepts. She asks for your advice on
how to combine the two. Relying on these two sections of the chapter, explain to her how you
would do it.
IV. EXTENDED RESPONSE
The key to successful groupwork is identifying and teaching groupwork skills. Some teachers
complain that groupwork doesn’t work, but you are different. You make sure it works by
V. DISCUSSION
Discuss the following claim with a group of classmates. Do you agree with it? Then, use one of
the rubrics found in Chapter 3 to assess your participation.
CHAPTER 9 FIVE GREAT TEACHING STRATEGIES