Recognizing that a donkey is not an example of a horse represents the process of:
a. generalization
b. discrimination of a far out nonexample
c. discrimination of a close in nonexample
d. creation of a rational set of purposefully selected examples
Socrates’ work serves as the basis for the Socratic Seminar model in that:
a. his teaching traditions involved direct instruction, informing students of key insights.
b. his instructional pedagogies relied on questioning and dialogue to promote critical
thinking and the illumination of ideas.
c. his cooperative approach to learning emphasized solving real-world, tangible
problems.
d. his learning tasks emphasized comparing examples and nonexamples to elucidate
concepts.
Inquiry in which students investigate a teacher-presented question via a prescribed
procedure is:
a. Confirmation/Verification Inquiry
b. Structured Inquiry
c. Guided Inquiry
d. Open Inquiry
The use of the tool, Voki (www.voki.com), to create a digital avatar who explains the
purpose and procedures of the lesson is an example of using technology to make which
step more interesting?
a. Lesson introduction
b. Divergent phase
c. Convergent phase
d. Closure
Summative classroom-based assessments enable educational designers to do all the
below, except:
a. examine how student learning compares to international standards
b. compare the learning of students to other individuals in the class
c. create a class ranking as a motivational tool
d. see what effect, if any, the lesson implementation had on student learning
Key tips for student success during a Socratic Seminar model include all of the
following, except:
a. refraining from interrupting others or constantly raising one’s hand.
b. listening carefully ” with one’s ears and body.
c. communicating precisely and concisely.
d. feeling free to explore and figure out one’s ideas while speaking, even if it takes a
while.
By participating in the Inquiry model, students:
a. memorize facts that may not be learned in context.
b. engage in individual learning that does not involve collaboration.
c. will learn the answers to the problems or hypotheses posed by others.
d. investigate a phenomenon by examining or posing a problem or hypotheses
An example of integrating technology into the planning 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.
The Integrative model was developed by:
a. Hilda Taba
b. John Dewey
c. Don Kauchak and Paul Eggen
d. Ibn al-Haytham
Allowing proficient readers to explore an online database, while providing pre-selected
texts for English Language Learners is an example of differentiating instruction at
which level?
a. Content
b. Process
c. Product
d. None of the above.
The second step of the Socratic Seminar model, facilitating the discussion, involves:
a. the teacher asking questions only, while the students respond to the teacher directly,
without much direct interaction taking place among the students.
b. the teacher encouraging idea exploration without interjecting any questions, and
allowing comfortable students to participate and lead the discussion.
c. the teacher asking questions, encouraging idea exploration, promoting equitable
participation, enforcing respectful communication, listening to students, preparing to
review the dialogue.
d. the teacher asking questions and listening to students only.
Development of conceptual knowledge
a. hinges upon the comprehension of specific concepts that form bigger ideas.
b. focuses on the intuitive development of broad, often theoretical ideas.
c. typically occurs in a few key subject areas (i.e., history and science), but not others.
d. involves memorization, but not comparison or categorization of ideas.
Technology integration in the implementation 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.
How has TPACK built on Shulman’s traditional professional knowledge domains?
a. TPACK expands the knowledge domains to include competencies for teaching in a
digital age.
b. TPACK views knowledge as a fixed entity, and that Shulman missed recognizing a
number of key knowledge domains.
c. TPACK is one of many conceptual frameworks that have already built on Shulman’s
work.
d. TPACK simplifies some of the complexities found in Shulman’s knowledge domains.
What is a key question to ask in seeking to differentiate instruction at the product level?
a. Which students are excelling or struggling with either divergent or convergent
thinking?
b. What might my students’ backgrounds inform the final assessment designed for
them?
c. Would a more broad or narrow selection of materials support student learning?
d. Are there materials that might better support the learning of my kinesthetic learners?
The Direct Instruction Model is:
a. a teacher-directed model for introducing content in directive or prescriptive ways.
b. a student-centered model for analyzing content via critical reflection.
c. a collaborative group model for introducing content understood best via
collaboration.
d. conscious of key societal issues and involves brainstorm problems and solutions.
Using a digital video camera to record the “egg in the bottle” experience about changes
in air pressure particularly supports student learning in which step of the Inductive
learning process?
a. Lesson introduction
b. Convergent phase
c. Closure
d. Application
Animoto is a web-based service (www.animoto.com) that
a. allows teachers to create online quiz tools.
b. allows students to use free online paint tools to document their learning.
c. helps students to understand a concept via online concept-mapping.
d. allows teachers to compile video, photo, or music examples and/or nonexamples
Which of the following is true about the history and origins of the Direct Instruction
model?
a. The development of the Direct Instruction model was highly influenced by B.F.
Skinner’s (1953) theory of operant conditioning, a behaviorist view of teaching and
learning.
b. The Direct Instruction model contends that an individual’s voluntary behavior is
driven primarily by one’s internal motivations.
c. The Direct Instruction model seems more authentic approaches to teaching that does
not involve breaking content up into discrete segments to digest.
d. B.F. Skinner’s Direct Instruction model is the only one of its kind; there have not
been any variations throughout America’s education history.
Planning activities that scaffold learning
a. discourages development of metacognitive thinking skills.
b. improves students’ understanding of the concept.
c. hinders the practice of independent learning.
d. supports student growth during the lesson only ” not after.
A technological tool that allow the user to sort ideas into thought bubbles or nodes is:
a. Word Cloud
b. a Tablet PC
c. Kidspiration
d. LCD projector
Which of the following best reflects group processing in the Cooperative Learning
model?
a. Working together toward a common goal in ways that supports the success of all
students.
b. Working effectively with the group due to feeling one’s individual efforts count and
will be assessed.
c. Developing and practicing active listening, trust building, conflict resolution, and
leadership skills.
d. Engaging cognitively with other group members to develop new ideas, synthesize
existing understanding, make decisions, and apply their knowledge in ways that
represent the best of group thinking.
Moving from whole-group instruction in the introduction phase, to small groups
examining the different examples in the divergent and convergent phases, exemplifies
differentiation at which level?
a. Content
b. Process
c. Product
d. None of the above
In which step of the Vocabulary Acquisition model might students explore and “play
with” different uses of the word to deepen their understanding of it?
a. Exploring patterns of meanings
b. Pretest of knowledge
c. Elaboration on hypothesizing meanings
d. Evaluating and post-testing
Which activity occurs during the last step of a Problem-Based Learning lesson plan?
a. The teacher randomly assigns students to groups.
b. The students evaluate their cooperative and individual contributions.
c. The teacher presents the problem.
d. The groups vote on their best plan.
Classroom-based assessments can cultivate strong relationships between teachers and
students by:
a. making the learning process a more independent process that is less
community-based.
b. allowing students to process questions independently, and not with the teacher.
c. serving as a two-way communication channel between the teacher and learner.
d. serving as a one-way channel for evaluation purposes primarily.
The final question teachers must consider in integrating technology into instruction and
assessment is:
a. if they have the necessary technological skills (TK) to use a particular technological
tool.
b. if they have the necessary technological pedagogical knowledge (TPK) to use the
technology appropriately to support pedagogical practice.
c. if they have the necessary technological pedagogical content knowledge (TPACK), or
the ability to integrate the various technology tools for pedagogical purposes and to
understand if, when, and how to best use technology to achieve instructional goals.
d. if they have the appropriate content knowledge (CK) to teach in their content area.
Example questions that teachers must ask in the first phase of the Integrative model to
ensure the compatibility of the learning goals with the model include all of the
following questions, except:
a. Will my students’ completion of this Integrative model lesson support their
development of the foundational knowledge necessary for understanding the topic?
b. Will using the Integrative model familiarize my students with major characteristics of
the topic?
c. Can my students learn the potential impact of the topic by exploring the resources
provided?
d. Will my students feel they have the correct view of the topic after completing this
unit?
Providing print and audio recorded versions of a poem exemplifies differentiation at
which level?
a. Content
b. Process
c. Product
d. None of the above
Implementation of the Direction Instruction model includes the following sequence of
steps:
a. Introduction / Presentation/demonstration / Independent practice Guided practice
b. Introduction / Presentation/demonstration / Guided practice / Independent practice
c. Introduction / Guided practice / presentation/demonstration / Independent practice
d. Introduction / Presentation/demonstration / Independent practice / Assessment
Effective assessment practices:
a. are not concerned with the appropriateness of instructional methods for learners.
b. may or may not be interesting at all to students.
c. focus on group characteristics above individual learner characteristics
d. help teachers understand what motivates student learning.
The Inductive model may be defined as:
a. a passive teaching model, primarily focused on disseminating new information.
b. an active, engaged teaching model, primarily focused on intuitive impressions.
c. an active, engaged teaching model that encourages developing critical thinking skills.
d. an active, engaged teaching model that focuses on kinesthetic modes of learning.
Inquiry in which students investigate topic-related questions that are student formulated
via student-designed/selected procedures is:
a. Confirmation/Verification Inquiry
b. Structured Inquiry
c. Guided Inquiry
d. Open Inquiry
Explain what is involved in the second step of facilitating the Socratic Seminar model.
Focus your response on the teacher and student roles in this second step
What is involved in the first phase of the Integrative model? Briefly include a note
about how this phase is difficult for learners, and how teachers might respond?
What is formative assessment, and how can formative assessments improve
instructional efficacy?
What is the Cooperative Learning model’s history and origins?
What are the steps in the General Cooperative Learning model?
Explain the concept of technological pedagogical content knowledge.
What was the context in which the Concept Development model was conceived?
What are the key steps involved in the Inductive model?
When should the Problem-Based Learning model be applied and why?
When should the Concept Attainment Model be applied and why? Describe 3-5
different “kinds’ of knowledge that the Concept Attainment Model particularly supports
students in learning.
Why is it important in the Direct Instruction model to articulate clear goals and
expectations at each of the various steps of instruction?
During the Analysis Phase of the ADDIE Instructional Design Model, the instructional
designer translates targeted standards into learning goals or objectives. Offer a
definition for learning goals or objectives, and note three traits of learning goals and
objectives that are effective.
What are ways in which pre-assessment benefits teachers? How does pre-assessment
benefit learners?
What is summative assessment, and what is the primary purpose of it?
What should the Cooperative Learning model be applied and why?
How are educational designers empowered in relation to their students, content, and
practice?
Explain how a teacher can develop technological pedagogical content knowledge.
Define models of teaching, and include 2-3 examples.
What are five major trends influencing education in the 21st century, and why must
educational designers become aware of their impact on 21st century classrooms?