Inquiry in which students confirm a principle via a prescribed activity when the results
are known is:
a. Confirmation/Verification Inquiry
b. Structured Inquiry
c. Guided Inquiry
d. Open Inquiry
In the Socratic Seminar model, the students are viewed as:
a. blank slates on which the teacher must make an impression.
b. novices in need of insight and ultimately correction.
c. learners who gain more by silently seeking greater understanding from the teacher.
d. learners who already possess knowledge and have ability to gain greater
understanding.
What is a final culminating step the authors suggest as teachers grow in their use of
TPACK?
a. Teachers can become familiar with what TPACK is.
b. Teachers can conduct research on their own applications of TPACK within the
instructional models in this text and other learning designs.
c. Teachers can integrate technology into their instructional plans in meaningful and
transformative ways.
d. Teachers can participate in technology-focused learning opportunities such as
graduate-level education, workshops, and learning communities.
Which of the following statements is true about the Partnership for 21st Century Skills
(P21)?
a. P21 advocates for 21st century learner readiness.
b. P21 is an organization based in Europe.
c. P21 is composed of educational leaders only.
d. P21 was formed in the 1970’s.
Cooperative Learning models positively impact learning and achievement:
a. for high-achieving students only.
b. for groups as a whole, but not for individuals in the group.
c. only for students in preschool and elementary school
d. by increasing motivation and desire to help the team.
The Problem-Based Learning model often cultivates cooperative social skills in that:
a. it allows students to learn from and with one another.
b. students must agree on and divide up responsibilities to solve the problem.
c. students may engage in cross-cultural communication to work together to solve the
problem.
d. All of the above.
The Socratic Seminar model:
a. does not require student understanding for the relevance of the topic explored.
b. involves focused discussion of topics separate from larger context-based
understandings.
c. engages students in learning about the relevance of the content explored, in relation
to other key concepts or topics.
d. engages students in developing opinions without reference to informing documents
(i.e., newspaper articles, podcasts, novels, etc.).
The Vocabulary Improvement Project has asserted that the vocabulary acquisition of
English Language Learners (ELLs) is best supported by all of the following, except:
a. allowing students to encounter words in several different contexts
b. focusing instruction on a long list of target words
c. engaging students in study of the spelling of words
d. helping students to infer meaning from context
A key revision made to the Revised Bloom’s Taxonomy is the addition of which
Knowledge Dimensions?
a. Deductive and Inductive
b. Factual, Conceptual, Procedural, Metacognitive
c. Numerical, Linguistic, Historical, Scientific
d. Proven and Unproven
Formative assessments help educational designers to:
a. examine students’ development of procedural knowledge about a topic.
b. gather information about student learning without sharing it with students.
c. discourage off-track discussions that connect the content to students’ lives.
d. streamline instruction to meet the needs of the majority.
Effective assessment practices promote a teacher’s design of instruction based on the
students who:
a. teachers would like to be teaching.
b. teachers think they are teaching.
c. teachers actually are teaching.
d. the strongest achievers in the class.
How can VoiceThread (a multimedia-centered discussion tool –
http://www.voicethread.com) enhance student learning in the Direct Instruction model’s
Guided or Independent Practice steps?
a. VoiceThread increases student motivation by expanding the learner’s audience
b. VoiceThread allows the teacher to catch any mistakes by assessing a recorded
presentation.
c. VoiceThread allows students to remain anonymous, so it is best to use this tool when
the presentation is not being formally assessed.
d. VoiceThread increases student performance anxiety.
During the Listing step of the Concept Development model,
a. the teacher should correct any mistakes in items students associate with a concept.
b. the teacher should not intervene by point out that certain items do not “fit” with a
concept.
c. students should anticipate being assessed in the items they associate with a concept.
d. the resultant inventory of items will be the final list.
In Cooperative Learning models, specifying goals and objectives is:
a. important for some cooperative learning models, but not others.
b. involves establishing learning goals based on academic standards and social skills.
c. involves establishing learning goals based on academic standards only.
d. involves establishing learning goals based on academic standards only.
Manipulating physical objects, physical movement, and activity best exemplifies the
benefit of using the Concept Development model to:
a. help teachers learn more about their students.
b. help students to retain content understanding.
c. promote active hands-on learning.
d. acknowledge prior knowledge.
Which of the following is a key benefit for teachers using the instructional design
process?
a. The ISD process allows instructional goals to emerge as they come up in class.
b. The ISD process guides teachers in identifying and basing instructional decisions on
learner needs.
c. The ISD process encourages teaching texts with a long history of use within U.S.
curriculum.
d. The ISD process does not focus on the effect of instructional materials and methods.
Differentiating instruction at the content level in an Integrative model lesson plan may
involve:
a. asking students in the class to vote on the American Indian tribes they want to study.
b. directing different groups of students to study only one American Indian tribe, and
then for the different groups to “teach” one another about their different tribes.
c. allowing students to select an alternative mode of demonstrating their learning in the
lesson.
d. directing more advanced learners to go beyond summarizing information learned to
completing a performance assessment of the new understandings reached from the
lesson.
The duration of lessons using the Integrative model:
a. ideally lasts 1-2 class periods.
b. will always take longer than 1-2 class periods.
c. should not extend beyond a few days of instructional time.
d. may extend across months of instructional time.
Research shows that the Inquiry method is:
a. always effective, regardless of how it is applied.
b. only effective with a few subject areas and grade levels.
c. effective, regardless of alignment with the assessment method chosen.
d. can be effective with nearly every subject area and grade level.
The most successful instruction in 21st century classrooms is that which:
a. results in the greatest growth and achievement for all students.
b. most closely aligns with state and district standards
c. centers on the teacher’s areas of strength
d. practices what has traditionally worked well in the past
An example of integrating technology into the implementation stage of a lesson plan
includes:
a. using online surveys to determine what students have learned from the lesson.
b. locating online databases, search engines, collections, or directories that can serve as
meaningful resources to explore.
c. using technology tools to organize, document, and share resources in the learning
task.
d. It is not helpful to integrate technology into this stage of the lesson plan.
In the data gathering step of the Inquiry model, the teacher should:
a. require students to attempt the task without any modeling.
b. model the learning task to help students gradually learn.
c. anticipate students to reach conclusions to the questions quickly.
d. not provide too much structure to hinder the learning process.
Standardized assessments:
a. compare student achievement against “norms’ and measure students’ proficiency
against grade-level standards.
b. are focused and purposeful communication with students about important dimensions
of the learning process at distinct stages of that process.
c. have the primary purpose of promoting students’ learning within the classroom in the
academic content areas.
d. capture evidence of student learning in non-written modes.
Which of the following describes instructional strategies?
a. Instructional strategies are simple, powerful ideas and devices that help teachers
accomplish instructional goals in efficient, effective and/or engaging ways.
b. Instructional strategies are given the same names across settings.
c. Instructional strategies are difficult to incorporate, taking much time and energy to
implement.
d. Instructional strategies provide support for linguistically gifted learners only.
Technology integration makes assessment more engaging in the following ways:
a. adding familiarity via tradition
b. providing a clear divide between school and personal life, so students know to be
serious
c. separating the key stages of the learning process
d. allowing students to participate in a community with their teacher and each other
Authentic assessments:
a. capture evidence of student learning in written modes only.
b. are measures of student learning that have meaning to and are motivational for
learners.
c. compare student achievement against “norms’ and measure students’ proficiency
against grade-level standards.
d. are not as popular as standardized assessments among students and teachers.
During the second step of developing a plan for solving a problem:
a. the students work independently of the teacher in developing the plan.
b. individual student learning needs are not a consideration for the teacher.
c. the teacher scaffolds, monitors, and reviews students’ progress.
d. the teacher makes sure not to work too closely with any group.
Multidimensionality involves
a. words having more meanings the more frequently the word occurs in a language.
b. words depending on other words and ideas for meaning.
c. word learning taking place in steps of increasing depth of understanding.
d. both connotative and denotative meanings of a word.
In the Inquiry model, hypotheses are not regarded as:
a. Proposed explanations
b. Conclusions
c. Inferences
d. Educated guesses
Which type of the following concept maps organizes concepts with the superordinate
concept on the top?
a. Flow chart
b. Hierarchical
c. Pictorial
d. Web, spider, bubble, or cluster
Which of the following describes Technological Content Knowledge (TCK) accurately?
a. TK is knowledge that informs a teacher’s decision-making process about appropriate
methods for teaching specific content in his or her subject area.
b. TK refers to the knowledge teachers must have to teach effectively within a particular
content area.
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.
The key steps of the Concept Development model are in the following order:
a. Grouping and labeling
b. Listing and grouping
c. Synthesizing, labeling, grouping, listing
d. Listing, grouping, regrouping, labeling, synthesizing
Explain how the four phases of the Integrative model develop critical-thinking skills.
How does the Socratic style of dialogue promote learning? What are distinguishing
traits of dialogue within the Socratic Seminar model discussion framework, and what
are the six primary types of questions involved in Socratic questioning within a Socratic
Seminar model discussion?
What is involved in differentiating instruction in regards to the product, and how is
student choice valuable in this step?
How is the Inductive model useful for teaching concepts, and in what way does it differ
from both the Concept Attainment and Concept Development models?
Who first advocated for using Socratic pedagogies in modern K-12 settings? What were
the three goals that this educator argued to be a foundation for education, and how did
he communicate this?
What is the difference between instructional design models and models of instruction?
What is the difference between direct and indirect assessment measures? Which is a
more effective means for conducting a summative assessment, and why?
Name and describe the primary goals and activities of the five steps of the Concept
Development model.
Explain the key aspects of pedagogical knowledge, content knowledge, and
pedagogical content knowledge, particularly to show how these three knowledge
domains are different.
Why is it necessary for multiple Inquiry models to exist? Include a discussion of what
influences different community approaches to solving problems, and provide an
example of one community’s approach.
What are the key steps in the Problem-Based Learning model?
Describe the work of an “educational designer.”
What are key characteristics of 21st century learners, and why must educational
designers consider them?
Describe the four major steps involved in the Concept Attainment model.
Describe key ways in which technology may add value to the Problem-Based model in
lesson planning, implementation, and assessment.