The Inductive model
a. is based on a kind of thinking that focuses primarily on general conclusions.
b. involves making generalizations through examination and analysis of particular
examples.
c. is commonly associated with the visual and performing arts.
d. is integral to math and science only ” not other content areas.
The first step in planning for teaching with the inductive model is to:
a. develop divergent and convergent questions
b. select and organize access to source materials
c. plan for closure and application
d. conduct assessments
The Inquiry Model of Teaching primarily supports 21st century learning in which of the
following ways?
a. provides practice in attentively listening to authority figures
b. promotes problem-solving skills and scientific ways of knowing
c. promotes skills for productive collaboration
d. fosters listening and other communication skills
Technology integration in the planning stage of a Problem-Based Learning lesson
focuses on:
a. organizing, analyzing, documenting, and sharing resources.
b. researching potential problems and creating materials to scaffold learning.
c. documenting understanding at the individual, peer, and group level.
d. helping the teacher to be the primary person to monitor progress.
The more recent proliferation of information sources and the need to teach the synthesis
and appropriate management of these resources fostered the development of which
Inquiry model?
a. The WebQuest model (Dodge, 2007)
b. The Biological Science Inquiry model (Schwab, 1963)
c. The Learning Cycle (Karplus, 1977)
d. The Suchman Inquiry Training Model (1962)
Descriptors of high-quality instructional tools include the following:
a. powerful in impact, dependable in use, focused on one use
b. powerful in impact, flexible in use, enduring in utility
c. powerful in impact, enduring in utility, focused on one use
d. flexible in use, enduring in utility, designed for high achievers primarily
Common, essential, fixed, and specific characteristics unique to a concept are:
a. Variable attributes
b. Examples
c. Noncritical attributes
d. Critical attributes
The Cooperative Learning Model of Teaching primarily supports 21st century learning
in which of the following ways?
a. promotes skills for productive collaboration and communication
b. fosters independent learning of procedures
c. fosters application of knowledge to real-world contexts
d. promotes inductive reasoning, observation skills, and pattern recognition
Teachers can support students in the third phase of the Integrative model by:
a. asking students to brainstorm explanations for what they are studying under different
conditions.
b. asking students to examine the similarities and differences noted, and then consider
what the outcomes might have been if circumstances (e.g., history) had been different.
c. helping students to achieve a deeper meaning and understanding of content
examined.
d. All of the above.
The Concept Attainment Model may be used effectively for conducting:
a. pre-assessments and post-assessments
b. pre-assessments only
c. post-assessments only
d. formative assessments only
Assessments for group accountability
a. indicate how well the group has functioned together to accomplish the learning task.
b. indicate how individuals within a group have fulfilled their responsibilities.
c. should not focus on the extent to which the group supported all of its individuals.
d. are not as important as assessments for individual accountability.
Which of the following describes instructional models?
a. Instructional models provide step-by-step instructions to follow with precision, so
that teachers do not need to worry about the larger theory-based methods or approaches
involved.
b. Instructional models are sophisticated, research-based, and developed structures for
learning experiences.
c. Instructional models are practice-orientated and are not grounded in research-based
theory.
d. Instructional models focus learner attention on basic steps and do not involve
cognitive, psychomotor, or affective learning.
The Problem-Based Learning model is effective in helping students to:
a. engage in a competitive, independent learning process.
b. operate as self-directed learners able to work cooperatively in a group.
c. complete standardized test-like learning tasks.
d. follow prescribed learning tasks to solve a problem identified by the teacher.
The instructional design model, ADDIE, stands for the following five steps:
a. Assessment, Design, Development, Implementation, Evaluation
b. Analysis, Development, Design, Implementation, Evaluation
c. Analysis, Design, Development, Implementation, Evaluation
d. Analysis, Design, Development, Individualization, Evaluation
When engaging students in a Problem-Based Learning lesson:
a. teachers should have students work independent of others.
b. teachers should consider if student groups will be heterogeneous or homogenous
according to certain criteria.
c. students should not be involved in determining how groups will be formed.
d. teachers should minimize student interaction.
Who is credited with initiating the first documented use of collaborative structured
group learning?
a. John Dewey
b. Don Kauchak and Paul Eggen
c. Hilda Taba
d. Thomas Estes
Instructional Design (ISD) is:
a. the colors and other visual styles with which the instructional materials are made
b. a systematic and scientific approach for designing instruction and creating
instructional materials
c. the manner in which classrooms are arranged to best support effective learning
d. the philosophical belief that humans are made to engage in instructional learning
The P21 Framework highlights the importance of engaging students in the 4Cs as a
mark of 21st century classrooms. The 4C’s include the following:
a. Creativity, Caring, Collaboration, Critical Thinking
b. Creativity, Caring, Communication, Critical Thinking
c. Creativity, Communication, Collaboration, Critical Thinking
d. Caring, Communication, Collaboration, Critical Thinking
The Vocabulary Acquisition model is best applied:
a. by presenting new vocabulary in one context, to avoid student confusion.
b. by cultivating deep understanding that will transfer to other contexts.
c. by engaging student in rote memorization of definitions to retain word knowledge.
d. by keeping technology out of the learning process, to avoid student confusion.
The integration of technology in the Vocabulary Acquisition model
a. has been shown to be less effective than using traditional methods of instruction.
b. typically is useful for assessment purposes only.
c. can enhance the planning and implementation of instruction, as well as the
assessment of learning.
d. does not require any planning or training to implement.
Which of the following describes best Technological Pedagogical Knowledge (TPK)?
a. TK refers to the knowledge teachers must have to teach effectively within a particular
content area.
b. TK refers to the knowledge teachers have about the technologies that exist for
instruction, their capabilities, and their suitability for combining with instructional
models and strategies.
c. TK is knowledge that teachers have about educational technologies that support
classroom teaching and productivity.
d. TK is the understanding teachers develop about the way that technology supports
understanding the content area they teach.
In building a rational set to teach a concept, research shows that:
a. there is always a prescribed number of examples and nonexamples comprising the
set.
b. individual learning needs should not be a factor in developing the set.
c. the ideal number of examples and nonexamples varies based on the characteristics of
the concept.
d. the same number of type of examples and nonexamples should be given to all
students to be fair.
During which phase of the ADDIE Instructional Design Model should the instructional
designer connect curriculum and instruction with standards?
a. Analysis Phase
b. Design Phase
c. Develop Phase
d. Implement/Evaluate Phase
During the third step of the Socratic Seminar model:
a. the teacher assists students in reviewing major points in the dialogue.
b. the students reflect on and assess their contribution to the discussion.
c. the teacher explains the goals for the student participation in the discussion.
d. the students respond to questions posed by the teacher by addressing one another.
Successful implementation of the Integrative model should result in:
a. improved social skills leading to greater cooperative learning.
b. a clearer comprehension of a concept based on examples and nonexamples.
c. growth in ability to think, analyze, and draw conclusions from rich content materials.
d. enhanced problem-solving skills, particularly in group contexts.
A lesson effectively using of the Direct Instruction model in Language Arts may focus
on:
a. developing a critical stance on news article from the media.
b. writing an autobiographical reflection on a formative life experience.
c. diagramming the grammatical components of a sentence.
d. participating in a Socratic Seminar to cultivate effective listening skills.
During the Regrouping step of the Concept Development model,
a. items should not be reclassified into different groups.
b. labels of groups should not be changed.
c. new labels should not be generated.
d. the teacher should explain that understanding evolves as information is gained.
In allocating time for a Problem-Based Learning lesson:
a. students will need plenty of time to develop, implement, and evaluate a plan.
b. students only should be given time to implement a plan.
c. the teacher should be the primary person to allocate and monitor use of time.
d. the time allocated should be independent of unique student learning needs.
What is a key question to ask in seeking to differentiate instruction at the content level?
a. Are the materials selected accessible and relevant to all learners?
b. Based on the pre-assessment, how might students best be grouped to promote
learning?
c. What tools might students be offered to present their learning in different formats?
d. Which materials will support the needs of the majority student population primarily?
Who developed the TPACK model?
a. Shulman
b. Kilbane & Milman
c. Mishra & Koehler
d. Dewey
Benefits of the Inductive 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 Problem-Based Learning model has roots in which professional field?
a. Medicine
b. Law
c. Education
d. Engineering
What are Shulman’s Knowledge Domains?
a. Pedagogical Knowledge, Content Knowledge, and Technological Knowledge
b. Pedagogical Knowledge, Content Knowledge, and Application Knowledge
c. Pedagogical Knowledge, Content Knowledge, and Pedagogical Content Knowledge
d. Pedagogical Knowledge, Content Knowledge, and Technological Pedagogy and
Content Knowledge
What is the key difference between the Design Phase and the Develop Phase of the
Addie Instructional Design Model?
How might technology be used in the planning stage to support an Inquiry model
lesson.
When are ideal times to apply the Vocabulary Acquisition model and why?
How can the Concept Development model particularly be useful in developing
knowledge of abstract concepts?
How should instructional tools (i.e., instructional strategies, models, or technologies)
make learning more efficient, effective, or engaging?
Describe ADDIE and name the key steps involved.
Describe the history origins of the Inquiry model, including examples of more recent
inquiry models.
According to Nagy and Scott (2000), what five factors illustrate the complexity of word
knowledge?
What are the three main thinking skills cultivated by the Concept Development model,
and how are they cultivated as students engage in practicing the model?
Describe how the Concept Attainment Model may be used to develop generalization
and discrimination skills, including close in and far out nonexamples.
Describe the different attributes of high-quality instructional tools (i.e., instructional
strategies, models, or technologies).
Describe the five major steps of the Vocabulary Acquisition model.
Define and describe the role of a rational set in developing student understanding of
concepts.
How are graphic organizers helpful instructional tools in planning to teach with the
Integrative model?
What is pre-assessment, and what is its primary purpose in classroom-based
instruction?
Describe some of the major benefits of applying the Socratic Seminar model.
When is the Direct Instruction model most effective in instruction? What problems
might arise when attempting to teach vague, complex, or inconsistent knowledge by
using the Direct Instruction model?
What are key procedures to follow in planning to teach with any Cooperative Learning
model?