Divergent thinking complements convergent thinking in the Inductive model in that
a. divergent thinking tends to move toward one focused concluding point.
b. divergent thinking allows a creative search that uncovers several possible answers.
c. divergent thinking is associated with analysis required by IQ tests.
d. Divergent thinking and convergent thinking are not complementary.
During the Labeling step of the Concept Development model,
a. students work independent of the teacher to articulate and record their rationales.
b. students should not worry about justifying the rationale for their groupings.
c. students learn to become more metacognitive in articulating their thinking and
justifying the rationale behind their groupings.
d. the teacher does not interfere by asking questions of the students.
Teacher purpose in using the Inquiry model helps teachers:
a. to decide how to best modify a lesson, independent of any student learning needs.
b. to develop objectives that do not need to align with outcomes or curriculum
standards.
c. to develop goals and procedures that students are responsible for learning about.
d. to provide clearer communication to foster student participation in the inquiry
process.
Instructors previously have not had much interest in teaching vocabulary primarily
because:
a. vocabulary has not been viewed as an important academic topic until recently.
b. traditional vocabulary development approaches have not resulted in authentic,
meaningful, and integrating learning.
c. teaching vocabulary was not included as an objective in state standards.
d. instructional materials did not focus on vocabulary development.
In using the Vocabulary Acquisition model, teachers:
a. help students develop their own understanding of the word meanings.
b. do not engage students in detailed analysis of word parts or meanings.
c. only engage students in summative assessments ” not pre- or formative assessments.
d. present the correct word meaning at the very start of a lesson.
Educational designers who use classroom-based assessments effectively are able to:
a. avoid educational challenges that otherwise would affect student learning.
b. identify and address educational challenges that might affect student learning.
c. modify instructional approaches to help primarily gifted learners overcome learning
challenges.
d. overlook learner challenges that do not address directly state standards.
The instructional design process was developed with funding from:
a. The U.S. Department of Defense
b. The United Nations
c. The National Teachers Association
d. Teach for America
Which of the following is not a key social skill to teach in cooperative learning?
a. Remaining neutral towards the feelings of others
b. Giving and receiving constructive feedback
c. Taking turns to speak and share ideas
d. Assisting group members who need help
The Direct Instruction model is also known as:
a. “I do it, we do it, you do it”
b. step one, step two, step three”
c. “model, lead, revise”
d. “I do it, you do it”
In examining an organized body of knowledge :
a. students should not be concerned with the smaller parts that make up the body of
knowledge.
b. graphic organizers and questions from the revised Blooms taxonomy support students
in examining how smaller parts within the organized body of knowledge relate to one
another.
c. the synthesis of larger generalizations can distract students from key learning points.
d. gaining a “big picture” is not realistic ” only studying the smaller parts of the body of
knowledge.
Project-Based Learning differs from the Problem-Based Learning teaching model in
that:
a. it seeks to promote student engagement in the learning process.
b. it structures student learning around a meaningful topic.
c. it invites student input on the direction of the learning process.
d. it always centers on a project or task for students to accomplish.
Which of the following is not a key domain of the TPACK model?
a. Technological Pedagogical Knowledge
b. Technological Content Knowledge
c. Technological Policy Knowledge
d. Technological Pedagogical Content Knowledge
It is helpful to use the Vocabulary Acquisition model to teach academic language
a. when teaching students the terms and language distinctive to any discipline.
b. only when instructing students in an English language arts class.
c. to teach students the modern uses of words only.
d. to help students memorize definitions, but not to understand concepts.
Which of the following describes Technological Knowledge (TK) accurately?
a. TK is knowledge that teachers have about educational technologies that support
classroom teaching and productivity.
b. TK is knowledge that teachers have about “high-tech” educational technologies only.
c. TK refers to the knowledge teachers must have to teach effectively within a particular
content area.
d. TK is the understanding teachers develop about the way that technology supports
understanding the content area they teach.
Benefits to engaging students in examination of a words morphology and etymology
include:
a. learning to decipher and understand word parts in other situations.
b. making inferences about a words definition by breaking it down into its various parts.
c. applying knowledge of words to new contexts to enhance understanding of new
words.
d. All of the above
Pedagogical Content Knowledge involves knowing
a. how to engage in pedagogical practices that are not transferable to other content
areas.
b. how to teach a subject matter and how to make it comprehensible to students with
different backgrounds, conception and preconceptions.
c. how to teach a subject matter and how to make it comprehensible to students who are
the most gifted.
d. how to teach a subject matter in the way comprehensible to the majority only.
Benefits of the Concept Development model is that it
a. teaches critical thinking skills
b. helps students to retain and gain content knowledge
c. acknowledges students diverse backgrounds and prior knowledge
d. all of the above
The mindset of an educational designer in regards to assessment may be described best
as:
a. intentional and deliberate
b. free-floating and flexible
c. rigid and unforgiving
d. spontaneous and unpredictable
In which step of the Concept Development model would the following questions occur?
“What is one sentence that summarizes the connection between the items you listed into
groups with different labels?”
a. Listing
b. Grouping
c. Labeling
d. Synthesizing
Allowing students to demonstrate learning in a variety of ways (e.g., a performance,
traditional test, or multimedia output) is an example differentiating at which level?
a. Content
b. Process
c. Product
d. None of the above
Problem-Based Learning should be applied primarily to:
a. solve authentic problems
b. teach academic vocabulary
c. teach concepts
d. teach metacognitive thinking
Which of the following includes key steps in the Graffiti Cooperative Learning model?
a. Introduce model; Name, teach, practice social skills; Assign students to expert and
learning groups; Assemble groups and set task; Experts teach in learning groups;
Measure group and individual accountability; Evaluate and provide team recognition.
b. Prepare questions; Divide students into groups; Explain process to groups; Identify,
explain, and practice social skills; Distribute materials; Groups answer questions;
Groups process responses to questions; Share information; Measure group and
individual accountability; Assess learning.
c. Introduce task; Name, teach, practice task; Implement lesson and monitor
interactions; Summarize learning; Measure group and individual accountability; Assess
learning
d. Lesson introduction; Divergent phase; Convergent phase; Closure; Application
Instructors of the 21st century must ask the following in integrating technology into
practice:
a. How can I integrate all new technologies into my classroom to keep up with
innovation?
b. How can I harness the potential of technology to make learning more efficient,
effective, and engaging for all students?
c. How can I adjust my instructional goals to make the use of new gadgets in the
classroom seem to be aligned with state standards and key learning objectives?
d. How can I integrate technologies that primarily support the high achievers in my
classroom?
Which of the following lists include the three “Es,” or goals for learning in instructional
tool use:
a. efficiency, elaboration, effectiveness
b. elusiveness, efficiency, effectiveness
c. effectiveness, enablement, engagement
d. efficiency, effectiveness, engagement
What do all of the Cooperative Learning models have in common?
a. Each of the models primarily focus on individual achievement.
b. Each of the models simultaneously develops social skills and academic content
learning.
c. Each of the models assumes that social construction of knowledge is not natural and
must be mechanically taught.
d. Each of the models emphasizes content memorization over peer interaction.
In which step of the Concept Development model would the following questions occur?
“What are the common characteristics of items (within and among groupings)? What is
one word or phrase that may be used to describe it?”
a. Listing
b. Grouping
c. Labeling
d. Synthesizing
During which major step of the Concept Attainment model does the teacher ask
students to reflect on their learning process in attaining understanding of the new
concept?
a. Presentation of examples
b. Formation and analysis of hypotheses
c. Closure
d. Application
The steps followed in the Problem-Based Learning model are as follows:
a. Identify the problem, Develop a plan for solving a problem, Implement the plan,
Evaluate the implementation of the plan
b. Lesson introduction, Divergent phase, Convergent phase, Closure, Application
c. Introduction, Presentation, Guided practice, Independent practice
d. Pose question, Make hypotheses, Gather data, Assess hypotheses, Generalize about
findings, Analyze the process
Which of the following may be used as an effective formative assessment strategy?
a. Lecturing
b. Reflective journaling
c. High-pressured performances
d. High-stakes standardized assessments
What professional fields continue to benefit from using the instructional design
process?
a. Education, the medical field, and corporations
b. Education, governmental agencies, and architecture
c. Education, governmental agencies, and corporations
d. Education, governmental agencies, and visual arts professions
In which step of the Vocabulary Acquisition model does the teacher design and scaffold
opportunities for students to interact with the vocabulary in as meaningful and as varied
contexts as possible?
a. Elaboration on hypothesizing meanings
b. Reading and studying
c. Exploring patterns of meanings
d. Evaluating and post-testing
Classroom-based assessment can be classified into the following three major types:
a. Standardized assessment, Pre-assessment, Summative assessment
b. Pre-assessment, Formative assessment, Summative assessment
c. Standardized assessment, Formative assessment, Traditional assessment
d. Pre-assessment, Mid-term assessment, Summative assessment