Which of the following is a question to consider in the Develop phase of the ADDIE
model?
a. How much growth occurred from the beginning to end of instruction?
b. What must I teach to fulfill state, district, and local standards?
c. Are the learning materials and activities responsive to the identified needs of the
learners?
d. How many learning goals did students achieve?
3-2-1, Brainstorming, and Exit cards are examples of:
a. Instructional strategies
b. Instructional models
c. Technologies
d. Steps in the ADDIE instructional design model
Which of the following statements describes an educational designer?
a. An educational designer develops a traditional mindset and sets traditional learning
objectives.
b. An educational designer draws from an expanded skill including systematic
approaches to instruction
c. An educational designer employs common technologies that are not too difficult to
learn.
d. An educational designer looks primarily to old methods that have worked in the past.
During the fourth step of evaluating the results of the implemented plan:
a. only the teacher evaluates the results of the implemented plan.
b. students determine the implemented plans effectiveness and/or accuracy.
c. students should have limited time to assess the outcomes of the plan.
d. the teacher should emphasize the most correct solution to the problem addressed.
Regardless of the type of Inquiry model used, key commonalities include:
a. active engagement in the discovery process
b. the use of higher-order thinking skills in the revised Blooms taxonomy
c. emphasis on the learning process and product
d. all of the above
Differentiating the degree of support students receive when completing the graphic
organizers to document their learning is an example of differentiating instruction at
which level?
a. Content
b. Process
c. Product
d. None of the above.
Which of the following best reflects interpersonal and small group social skills 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 ones 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.
The Concept Development model was developed by:
a. Thomas Estes
b. Hilda Taba
c. Jerome Bruner
d. Sir Francis Bacon
Groups that are designed to bring learners with different characteristics together are:
a. Informal Groups
b. Cooperative Base Groups
c. Heterogeneous Groups
d. Homogeneous Groups
The best problems, examples, or models to use in the Direct Instruction model are those
which:
a. relate indirectly to the content presented.
b. represent different and increasing levels of difficulty for use in guided and
independent practice.
c. challenge the learner to apply the content in complex contexts
d. allow multiple ways to answer the question.
Observations, conferencing, responses to spontaneous teacher questions, grading
homework, quizzes, and free writing are particularly good examples of:
a. Pre-assessment
b. Formative assessment
c. Summative assessment
d. Standardized assessment
The cognitive processing skill dimensions addressed in the Revised Blooms Taxonomy
include:
a. remembering, understanding, applying, analyzing, evaluating, and creating.
b. understanding and applying.
c. analyzing and critiquing.
d. discussing, cooperating, and creating.
In which of the Inquiry model steps does the teacher consider if the problem-based
learning will be interesting, open-ended, reasonable, researchable, and justifiable?
a. Making hypotheses
b. Assessing hypotheses
c. Generalizing about findings
d. Presenting/posing questions
The final steps 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 Socratic Seminar model engages students in:
a. comparing and contrasting ideas.
b. analyzing and synthesizing ideas.
c. exploring and relating ideas.
d. all of the above
When planning to use the Concept Development model, teachers should plan to:
a. carefully analyze the concept to clarify their understanding of and purpose for
teaching it.
b. allow students to figure out the steps for learning the model on their own.
c. focus on concrete aspects of learning the concept ” not metacognitive thinking.
d. focus on the learning needs of the majority population of learners only.
Which of the following is not one of the four major goals in the Analysis phase of the
ADDIE model?
a. To determine the instructional goals and objectives
b. To examine the current and desired learner needs and characteristics
c. To make a final assessment of student learning in a unit
d. To identify contextual factors that might promote or hinder instruction
Utilizing video and audio recording tools to capture student learning is beneficial in
that:
a. individual student learning in a whole class setting can be reviewed.
b. the teacher can share the learning recorded with the student in a private conference.
c. student learning can be document over time to record learning progress and
challenges.
d. All of the above.
Types of summative classroom-based assessments do not include:
a. traditional, written modes to gain information about learning
b. alternative modes (i.e., verbal or physical modes) to gain information about learning
c. standardized tests assessed outside of the classroom
d. authentic modes (i.e., written, verbal, or physical modes) to gain information about
learning
The Inquiry model can be applied when teaching content that is:
a. factual or conceptual only
b. factual or procedural only
c. metacognitive only
d. factual, conceptual, procedural, or metacognitive
Conceptual knowledge is not knowledge about:
a. Classifications and categories
b. Facts and statistics
c. Theories, models, and structures
d. Impressions and broad generalizations
Understanding by Design (UbD) is a curriculum design approach helping teachers to:
a. align curricular goals, instruction, and assessment of student learning.
b. use the final assessment to show students what they should have learned in the unit.
c. work “forward” by first establishing lesson goals and activities, then assessments for
learning.
d. teach for more breadth than depth of understanding.
Dialogue, based on the Socratic Seminar method, does not involve:
a. open-ended, flexible reciprocal interchange.
b. questioning, discussing, interrogating ideas.
c. being respectful listeners of others views and working together.
d. developing an understanding of the topic independent of others views.
The Socratic Seminar model is named after Socrates, who is a noted:
a. Roman orator
b. French artist
c. Greek philosopher
d. British author
Which type of the following concept maps uses connecting lines to organize
information in a procedural manner to show the sequence or order for completing a
task?
a. Flow chart
b. Hierarchical
c. Pictorial
d. Web, spider, bubble, or cluster
Presenting a pictorial representation of a sphere for visual learners, while engaging
kinesthetic learners in manipulating a 3-dimensional representation of a sphere is an
example of differentiation of:
a. Content
b. Process
c. Product
d. None of the above
Differentiating instruction in regards to content means that a teacher:
a. holds high expectations for all learners but does not differentiate the content learned.
b. differentiates the learning goals along with the instruction, as some standards are
unrealistic for some students.
c. believes that changing the format of the presented material will not impact a students
ability to grasp new knowledge.
d. gives more difficult material to high achieving students, and easier material to low
achieving students.
Which of the following is not true about Technological Pedagogical Content
Knowledge (TPACK)?
a. TPACK involves the interplay and integration of knowledge a teacher possesses in
different professional knowledge domains
b. TPACK involves a teachers decisions about educational technology uses and how
they impact ones instructional practice.
c. TPACK involves that understanding that effective instruction always involves
technology.
d. Behind TPACK is the idea that true and effective technology integration requires a
foundational knowledge in all teaching domains and a specialized knowledge of their
integration.
Having students complete in-class work both as individuals and in groups is an example
differentiating at which level?
a. Content
b. Process
c. Product
d. None of the above
Inductive reasoning differs from deductive reasoning in that:
a. inductive reasoning is an open-ended, exploratory process.
b. inductive reasoning reaches conclusions viewed as “truth.”
c. inductive reasoning is a focused testing of hypotheses
d. inductive reasoning does not involve observation or analyses of facts.