In comparing cooperative learning to traditional teaching methods, most research
consistently favors cooperative learning, provided that two essential conditions are met.
According to our text, there should be some group recognition and there must also be:
a) group assessment.
b) extended learning duration.
c) individual accountability.
d) continuous instructor feedback.
In Bandura’s classic study on modeling, children who observed a tilm
of an aggressive adult being punished:
a) appeared unaected by the tilm.
b) engaged in more aggressive acts in subsequent play than did the
control group.
c) engaged in fewer aggressive acts during subsequent play than did
the control group.
d) showed less desire to see movies in later classes.
When planning her lessons for the week, Mrs. Garcia keeps in mind Carroll’s model of
school learning. Which one of the following would she NOT consider when planning
the TIME NEEDED for a particular lesson?”
a) How much time students spend in out-of-classroom activities, such as physical
education and library time
b) What her students already know from prior lessons
c) How quickly her students learn new material
d) The degree to which the lesson draws on common knowledge that the students
probably have learned outside the classroom
What is the focus of operant conditioning?
a) Animal learning rather than human learning
b) Re*exive types of responses
c) Treating learning as associating stimuli, rather than acting on one’s
surroundings.
d) The relationship between a behavior and its consequence
The most common reinforcer for misbehavior in the classroom is:
a) removal from the learning setting.
b) attention.
c) escape from cooperative groups.
d) tangible rewards.
Sheila is in fourth grade but is still reading at the first-grade level. She has normal
intelligence and is able to understand concepts and contribute to class discussions.
When Sheila is given a written quiz, however, she hands in a blank paper. Which of the
following best describes Sheila’s underlying difficulty?
a) Sheila has autism.
b) Sheila has an intellectual disability.
c) Sheila has a behavioral disorder.
d) Sheila has a learning disability.
An educational application of the primacy and recency effect is to:
a) cover the most important or most difficult concepts in the middle part of a lecture.
b) provide a preview of the next period, at the end of class, rather than a review of what
was covered today.
c) whenever possible, start a class with seatwork, teach new material, and then end the
class with seatwork.
d) teach important materials at the beginning or end of class and deal with
administrative tasks in the middle.
Taunting, harassment, and aggression toward weaker or friendless peers occur at all age
levels, but can become particularly serious as children enter:
a) preschool.
b) elementary school.
c) early adolescence.
d) post secondary years.
Which of the following is an effect of the extension of P.L. 94-142 beyond its original
focus?
a) Mainstreaming has been eliminated.
b) IEPs are now the sole responsibility of the regular education teachers of those
needing special services.
c) Preschool children needing special services can receive them more readily.
d) Students with special needs are now labeled “children with handicaps.”
The cognitive theory of learning that describes how individuals take in, work with,
store, and retrieve information about the world is called:
a) behaviorism.
b) dual code.
c) serial learning.
d) information processing.
Semantic memory would be most directly involved in trying to remember:
a) how to drive a car with a stick shift.
b) information from a textbook.
c) which classes you took last semester.
d) the names of one’s new classmates as they are introduced.
Rote learning can be characterized as:
a) involving arbitrary associations.
b) relating new material to existing knowledge.
c) underused in the traditional classroom.
d) involving innate knowledge.
Which of the following recommendations regarding independent practice is most
appropriate?
a) Limit the amount of instructions and directions, to encourage student independence.
b) Make the assignments highly challenging.
c) Keep the assignments fairly short.
d) Orient much of the assignment around new material that will soon be introduced.
The process of comparing oneself to others to gather information and to evaluate and
judge one’s abilities, attitudes, and conduct is referred to as:
a) social comparison.
b) appraisal.
c) composition.
d) adaptation.
What role should the teacher play in the classroom when using a constructivist
approach?
a) Interested bystander
b) Conveyer of knowledge
c) Facilitator
d) Remediator
A grade-equivalent score should be interpreted as a(n):
a) accurate reflection of a student’s raw score.
b) rough approximation.
c) accurate measure of the student’s knowledge of the curriculum of more advanced
grade levels.
d) predictor of how quickly a student will progress through the year’s curriculum .
Ms. Eagen uses a Jigsaw II cooperative learning group activity in her language arts
class. Each member of the group receives a topic on which to:
a) write an essay.
b) develop an outline.
c) teach the whole class.
d) become an expert.
Mr. Welch understands that Tommy sometimes means to obey, but fails to control his
behavior. Tommy loves to play with his peers, but tends to annoy them with impulsive
actions. Mr. Welch avoids using long time-outs at recess to discipline Tommy, because
he wants Tommy to have a chance to be active. Mr. Welch helps Tommy by making
rules extra clear, adjusting seating arrangements as needed, and sending home daily
report cards. Which of the following disabilities best fits Tommy’s characteristics?
a) Withdrawn behavior
b) Autism
c) ADHD
d) Hearing impairment
Ms. Baden began using a sticker chart to reward students for on-task behaviors and
recorded her students’ behavioral responses. She continued using the sticker chart for
one week, then discontinued the chart and again recorded behavioral responses. Finally
she compared the behavior records to determine if the sticker chart had made a
difference. The study Ms. Baden conducted would be known as:
a) Correlational
b) Baseline
c) Single-case
d) Triangulation
Ms. Snodgrass designs a survey to assess students’ test anxiety. In field-testing the
survey, the teacher finds that students score the same from one testing to the next, and
that scores correlate with dropout rates, although the test scores do not correlate with
those of three standardized tests on test anxiety. The teacher’s test is most DEFICIENT
in:
a) discriminant evidence of validity.
b) predictive evidence of validity.
c) concurrent evidence of validity.
d) content evidence of validity.
A criticism of both Piaget’s and Kohlberg’s work is that they did not observe that young
children can often reason about moral situations in:
a) abstract terms.
b) ways similar to adults.
c) hypothetical dilemmas.
d) more sophisticated ways than the theories would suggest.
Which position regarding the use of intelligence scores is supported by your text
author?
a) Intelligence should be measured and reported as a linguistic score and a
mathematical score.
b) Intelligence scores are basically invalid and should not be used for educational
decision making.
c) Teachers should be more concerned with students’ actual performance than with their
general intelligence.
d) Knowing students’ general intelligence scores can be helpful to teachers in planning
lessons.
A current problem with standardized achievement testing used for accountability is that:
a) the public has limited interest in standardized test scores.
b) the tests have low reliability.
c) there are no real consequences for teachers with poor test scores.
d) districts may adopt policies which artificially inflate scores.
In applying consequences for routine misbehavior, the teacher should present the
consequence:
a) after a sufficient delay
b) with another adult present
c) as soon as possible
d) for a long duration
Which of the following terms describes the capacity of working memory?
a) limited
b) long-term
c) network
d) random
Retention of learned material is increased when practice is spaced over time. What
implication does that statement have for teachers?
a) When teachers plan lessons, they will have to set aside time for students to respond
to questions.
b) Reviewing and recapitulating important information from earlier lessons enhances
learning.
c) Reviewing and recapitulating important information from earlier lessons will not
interest students.
d) Students who are in year-round school programs will find homework to be difficult.
An advantage of holding schools accountable for students’ success in learning is that:
a) states are decreasingly reporting “disaggregated” scores.
b) schools can refuse to use outside innovative techniques.
c) students of all ethnic groups may be excluded from testing.
d) teachers are pressured to pay attention to students who might otherwise fall through
the cracks.
According to Erikson, vigorous exploration of physical and social behavior is a
behavior typical of children in which stage?
a) Trust versus mistrust
b) Autonomy versus shame
c) Autonomy versus doubt
d) Initiative versus guilt
Mrs. Davis calls on a student who seems unprepared to answer the question. Mrs. Davis
restates the question and stays with the student, who is having difficulty responding.
How would your text author evaluate this approach?
a) It is not a good approach because it places the student and teacher in a power
struggle.
b) It is not a good approach because it communicates negative expectations to the
student.
c) It is a good approach because it shows the teacher’s authority.
d) It is a good approach because it communicates positive expectations to the student.
A researcher carefully planned a study and randomly assigned children to one of two
groups, ensuring that:
a) The two groups were essentially equivalent
b) The children could not sit with friends
c) The dependent variable was easily identified
d) The treatment and control group received random input
The four Rs in the acronym PQ4R stand for:
a) ready, recite, respond, and repeat.
b) read, reflect, recite, and review.
c) recite, react, reflect, and remedy.
d) repeat, react, recite, and respond.
The Student Teams-Achievement Division involves:
a) cooperative learning within small mixed ability groups.
b) competition between individuals, within their small homogenous groups.
c) small-group preparation for standardized assessments.
d) achievement division standards applied to grade level.
Gavin has developed a solid understanding of the rules associated with playing
checkers. According to Piaget, Gavin has moved beyond the stage of:
a) morality of cooperation.
b) conventional morality.
c) preconventional reasoning.
d) heteronomous morality.
Mr. Sherbloom is teaching a lesson on federal law and wants to be certain students are
grasping the information. Which step in a direct instruction should Mr. Sherbloom
utilize to obtain a brief student response to lesson content, in order to assess level of
understanding and correct students’ misconceptions?
a) Provide distributed practice and review.
b) Conduct learning probes.
c) Orient students to the lesson.
d) Present new material.
Ms. MacIver asked her senior math students to solve the following problem:
Make three rows of three dots on a piece of paper. Without lifting your pencil, and
using four straight lines, connect all of the dots.
The students tried to solve the problem, but could not. Ms. MacIver then said to her
students, “I’ll show you how to connect the dots.” She then drew the following solution
on the overhead.
“You have to go outside the boundaries of the dots in order to solve the problem,”
explained Ms. MacIver.
How did the students initially represent the problem? In other words, state how the
students described the problem to themselveshow they pictured it, interpreted it or
defined it?
Explain how the students’ representation of the problem interfered with finding the
solution. What could students learn from this experience that might help in solving
problems in the future?
What is contingent praise? Give an example of how it might be used to increase student
motivation.
Make a list of questions you need to answer before you teach a lesson.
Rank in order the following steps of a direct instruction lesson.
________ present new material
________ provide independent practice
________ orient students to the lesson
________ assess performance and provide feedback
________ state learning objective
________ provide distributed practice and review
________ review prerequisites
________ conduct learning probes
Ms. Aretti likes her 7th graders this year, but there is one student, Mira, who is very shy.
Mira never speaks up in class. Ms. Aretti can only get her to whisper an answer when
called on. There are many ways that Ms. Aretti could try to help Mira, but the problem
calls for creative problem solvingit is not well structured.
Illustrate how two of the following might be helpful to Ms. Aretti’s thinking, as she tries
to solve her classroom problem: incubation; suspension of judgment; appropriate
climates; analysis.
Think of the two strategies you illustrated, as they relate to the IDEAL model of
problem solving. For each strategy, explain why it would be relevant when performing
one of the steps in IDEAL.
Your text shares the story of Mr. Arbuthnot. List all of the ways in which Mr. Arbuthnot
was ineffective in addressing individual student differences.
Some students with hearing loss can be accommodated by an advantageous seating
assignment. Describe three other classroom or teaching modifications that could benefit
a student with hearing disability. Use specific examples in describing how you would
implement your suggestions.
A teacher was excited when all of his fourth-grade students were able to reduce
fractions to their lowest common denominator. On a test he had given, the students
were able to reduce, for example, 18/20 to 9/10 and 18/24 to 3/4 correctly. The teacher
told his class how pleased he was with their performance, then he said, “For a review,
let me ask you which you would prefer: 18 pieces of a cake that has been cut into 24
pieces or 3 pieces of a cake that has been cut into 4 pieces?” To his astonishment, the
teacher listened as half the class said they would prefer 18 pieces because there were
more pieces, and the other half said they would prefer 3 pieces because they were
bigger. Explain what happened with the students, by discussing rote versus meaningful
learning.
You have a student who has difficulty getting to your class on time, which you find
unacceptable. Using principles from applied behavior analysis, explain how you would
set up a program for the student. Use concrete examples to illustrate each step of
analysis.
Make lists of multicultural classroom activities that would be appropriate for
elementary, middle level, and secondary students.
Based on Erikson’s work, James Marcia created four categories of identity development
during adolescence. Each category reflects the degree to which adolescents have made
firm commitments to occupational, religious, and political values. Below are
descriptions of four adolescents, each of who fits one of Marcia’s categories. Read the
description of the adolescent, then label the individual as identity foreclosure, identity
diffusion, moratorium, or identity achievement. Provide an explanation for your
selection.
– Suzette comes from a family of teachers. Her parents’ dream is that she become a
teacher. Suzette agrees that teaching is the only occupation that she can pursue since it
would break her parents’ hearts if she did anything else.
– Mali finds the political debate that his teachers, parents, and peers engage in to be
boring. He couldn”t care less who is in office and who is not.
– Catrina is a good student, a strong athlete, and an excellent musician. She has ideas
about a future career, but hasn”t yet decided which of her many interests to pursue.
– After winning a contest to be a guest announcer at a large radio station, Anthony
decides that he will go to college to study broadcasting.
A teacher assigned each student in the class to a six-member group to work on a lesson.
Each group is assigned to a section of the text chapter. The teacher then reassigns each
group member to another group in which each student knows about the same section of
the chapter. This group reviews together; then each member returns to her or his
original group. What type of classroom activity is this? Explain how the characteristics
of the scenario described above correspond to the defining features of the method you
identified.
Describe one change the teacher could make in this lesson while maintaining the same
method.
Indicate one way in which this lesson reflects a constructivist approach to learning.
Characterize working memory in terms of its limitations. With two examples from your
experience or personal observation, illustrate how an excessive load on working
memory can cause problems in learning tasks, skills (such as reading or writing), or
problem solving.
Describe a situation in which a learner could use practice, or a learning strategy, to help
overcome learning problems caused by working memory overload. Using concepts
from the information-processing model, explain how the practice or learning strategy
aids learning.
Erik Erikson’s theory describes the basic issues that individuals confront as they
progress through life; however, he has been criticized about several of his ideas. What
are some of these criticisms?
Mr. Bachmann is ready for the challenges of teaching 11thgrade geometry. Although he
is a little nervous about his first day of class he believes he is well prepared for this day.
As he attempts to introduce himself to his new students, a group of students at the back
of the room begins talking loudly to each other. Mr. Bachmann moves to the back of the
classroom thinking his proximity to them will quiet them; however, when he gets closer
to the students they begin to talk more loudly. There are several actions Mr. Bachmann
can take. Based on ideas presented in the chapter, what do you suggest he do and why?
Write an ending to the story that demonstrates a positive solution to the problem and
identify the principle of classroom management that he demonstrates.
A student completes a series of standardized tests. On one test, the student scores at the
50th percentile. On another test, the student scores at the 5.0 grade equivalent. And, on
yet another, the student’s stanine score is 5. What do you know about this student?