Key ways in which globalization has impacted the field of education include which of
the following?
a. More homogenous classrooms, broader teacher and student perspectives, more global
social networks, and more rigorous education standards
b. More diverse classrooms, more traditional teacher and student perspectives, more
global social networks, and more rigorous education standards
c. More diverse classrooms, broader teacher and student perspectives, more global
social networks, and more rigorous education standards
d. More diverse classrooms, broader teacher and student perspectives, more local social
networks, and more relaxed education standards
What is the correct order of the Inquiry model steps?
a. Posing a question, Making hypotheses, Gathering data, Assessing hypotheses,
Analyzing the process, and Generalizing about the findings
b. Posing a question, Making hypotheses, Gathering data, Assessing hypotheses,
Generalizing about the findings, and Analyzing the process,
c. Posing a question, Gathering data, Making hypotheses, Assessing hypotheses,
Analyzing the process, and Generalizing about the findings
d. Gathering data, Posing a question, Making hypotheses, Assessing hypotheses,
Analyzing the process, and Generalizing about the findings
Shulman’s Knowledge Domains, as well as TPACK have been derived from
a. educational practices that are most popular at the time.
b. suggestions made by policy makers and the creators of state standards.
c. administrative requirements of teachers.
d. research insights and the wisdom of practice.
By using Survey Monkey, an online survey tool, teachers can:
a. conduct a simple pre-assessment before implementing an Inquiry model lesson.
b. glean information about students’ existing understanding of a concept.
c. consider whom students might work best with in a small group.
d. All of the above.
Technology integration makes the assessment process more efficient in the following
ways:
a. giving students the chance to play with new “gadgets’ during class breaks
b. slowing down student access to information
c. aiding in the analysis of individual learning needs only ” not shared group needs
d. making the recording of student learning less time consuming
According to Wiggins and McTighe (2005), which of the following is not a key
characteristic of a critical understanding?
a. An understanding is an important inference, drawn from the experience of experts.
b. An understanding refers to transferable, big ideas having enduring value.
c. An understanding is content-specific, and typically does not pertain to other content
areas.
d. An understanding summarizes important strategic principles across skill areas.
What is not one of the major trends marking significant worldwide changes of the 21st
century ?
a. Increasing use of digital technologies
b. Increasing homogeneity of mindsets within nations
c. Increasing globalization and access to information
d. Increasing accountability across and within institutions worldwide
The Concept Attainment Model was developed by:
a. Bruner, Goodnow, & Austin
b. Taba & Elkins
c. Merrill & Tennyson
d. Tennyson & Park
Which activity occurs during the first 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.
The student’s role in the Direct Instruction model traditionally is to:
a. listen, learn, apply, teach
b. listen, apply, revise, teach
c. listen, learn, practice, repeat.
d. learn, practice, apply, innovate
Exploring the morphology and etymology of a word:
a. does not impact student ability to retain the meaning of words.
b. does not impact student ability to spell words.
c. helps students to navigate the meaning of new words more effectively.
d. involves studying only modern uses of a given word
A “good” problem to address in a Problem-Based Learning lesson plan:
a. has one ideal solution.
b. is not necessarily encountered outside of the classroom.
c. may or may not be interesting to the students.
d. motivates students to want to learn more.
The Socratic Seminar model aims to achieve all of the below learning goals, except:
a. to develop students’ factual, conceptual, and metacognitive knowledge.
b. to develop students’ listening, communication, and other social skills.
c. to develop students’ knowledge and cognitive processes.
d. to teach concepts with clear attributes using examples and nonexamples.
If a learning goal is specifically focused on developing conceptual knowledge, which of
the instructional models presented in Part II of the textbook would be particularly
useful? (See Appendix B for help.)
a. The Concept Attainment Model
b. The Direct Instruction Model
c. The Vocabulary Acquisition Model
d. The Cooperative Learning Model
Instructional design models differ from instructional models in that:
a. Instructional design models involve instructional steps.
b. Instructional design models always follow the five steps of the instructional design
process.
c. Instructional design models have a theoretical basis.
d. Instructional design models are approaches for implementing instruction.
The Direct Instruction model is used most effectively in teaching:
a. socially intuitive knowledge
b. personal and reflective knowledge
c. abstract and theoretical knowledge
d. factual and conceptual knowledge
The Problem-Based Learning model:
a. is a teacher-directed model in which the teacher introduces new content in a directive
or prescriptive way.
b. focuses on helping students acquire new knowledge and situate new concepts and
their characteristics into existing conceptual frameworks.
c. creates opportunity for students to hone problem-solving skills for practical purposes.
d. is a teacher-guided model through which students develop an understanding of a
concept by examining examples and nonexamples.
Why does the instructional design process lead to a more effective instructional
“product”?
a. The instructional design process strategically identifies the needs of the learners to
inform the design of instructional products.
b. The instructional design process focuses much more on standards than on students to
make sure the instructional product is sound.
c. The instructional design process focuses more on engaging activities than on learning
goals
d. The instructional design process does not worry about desired learning results until it
is time for students to be assessed.
In which step of the Concept Development model would the following questions occur?
“Examine the items you listed. How can these be grouped together?”
a. Listing
b. Grouping
c. Labeling
d. Synthesizing
During which major step of the Concept Attainment model does the teacher help
students form a working definition of the concept based on the critical attributes noted
across key examples of the concept?
a. Presentation of examples
b. Formation and analysis of hypotheses
c. Closure
d. Application
The Direct Instruction model endures today for the following reasons:
a. This model engages students in reflecting critically on complex topics.
b. This model supports the quick development of foundational skills and knowledge.
c. This model engages students in deeper learning via elaborate instructional practices.
d. This model is particularly useful in teaching intuitive and theoretical knowledge.
The phases of the Integrative model include the following:
a. Describe, compare, and search for patterns, and explain any similarities and
differences.
b. Describe, compare, and search for patterns; (2) explain similarities and differences;
(3) hypothesize outcomes for different conditions; and (4) generalize to form broad
relationships.
c. List, group, regroup, label, synthesize
d. Confirmatory inquiry, structured inquiry, guided inquiry, and open inquiry.
What is one possible challenge found in measuring student growth during the Evaluate
Phase of the ADDIE Instructional Design Model?
a. Measuring growth requires comparison with prior knowledge and skills, and this
information is available only to students’ previous instructors.
b. Measuring growth requires comparison with prior knowledge and skills, and can only
take place when a pre-assessment has been completed.
c. It is important to measure growth without making any comparisons to students’ prior
knowledge and skills, because this information may bias the teacher as to what the
student is able to learn.
d. Growth in student learning can only be measured accurately by the students
themselves; self-assessments need to be developed to measure such growth.
The Cooperative Learning models cultivate which possible pattern of group interaction?
a. Students compete with one another to see who can be the “best.”
b. Students work independently toward their own goals without acknowledging others.
c. Students work together cooperatively with a vested interest in each other’s learning.
d. None of these reflect the nature of the Cooperative Learning models.
Pre-assessment as a classroom-based practice enables educational designers:
a. to ascertain students’ readiness for the learning experience and gauge the utility of a
given instructional model selected for a certain purpose and specific group of learners.
b. to establish baseline data regarding students’ level of knowledge and skills to
compare their achievement and learning to that of others as a basis for a class ranking.
c. to help students to review content covered and should have learned.
d. to compare student achievement against “norms’ and measure students’ proficiency
against grade-level standards.
One of the key premises of the Concept Development model is:
a. teachers should pre-construct conceptual understanding to present to students.
b. students primarily should gain knowledge through rote memorization.
c. teachers should teach students to think by structuring meaningful learning
experiences for them.
d. curriculum primarily should consist of factual knowledge.
The Socratic Seminar model:
a. employs structured questioning with debate or dialogue primarily to promote
learners’ development of argumentation skills to build a convincing case against an
opposing side, regardless of the learners’ true opinions on a topic.
b. employs structured questioning with debate or dialogue primarily to promote
learners’ development of critical-thinking skills and exploration of ideas.
c. employs open debate or dialogue with little structure to guide student interchanges.
d. ultimately results in independent learner construction of knowledge.
Which of the following includes key steps in the Jigsaw 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
The Inquiry model aims to cultivate in students:
a. the skills knowledge, and dispositions required for thinking systematically to answer
important questions
b. the skills knowledge, and dispositions developed by those who have forged ahead of
them in developing new knowledge.
c. the skills knowledge, and dispositions important for engaging in direct instruction.
d. the skills knowledge, and dispositions required for the field of science only.
The Direct Instruction model is similar to the Direct Instruction method (or DI) in that:
a. The Direct Instruction method is similar to a “pre-packaged product” involving
intensive teacher training and scripted teaching.
b. The Direct Instruction method was developed specifically to support disadvantaged
elementary school students.
c. The Direct Instruction method emerges from a behaviorist view of teaching and
learning.
d. The Direct Instruction method applies behavioral analysis by Siegfried Engelmann
and Wesley Becker in the 1960’s.
Which of the following is a good example of a Socratic Seminar model discussion
focus?
a. Students examine the relationship between heart rate and breathing rate.
b. Students analyze graphs from USA Today and consider how media bias might
contribute to the communication of statistical ideas.
c. Students study the geometric differences between concave and convex structures.
d. Students learn explore the different types of habitats for water mammals.
In the Closure phase of the Inductive model,
a. students examine and compare examples and nonexamples using focused questions.
b. students examine and compare examples and nonexamples using open-ended
questions.
c. students apply their learning to real-life scenarios.
d. students demonstrate their learning of the concept using their own words, artwork,
etc.
Which of the ADDIE Instructional Design Model’s phases is considered to be the
“messy” phase?
a. Analysis Phase
b. Design Phase
c. Develop Phase
d. Implement/Evaluate Phase
Which of the following is not true about the Develop Phase of the ADDIE instructional
design model?
a. The instructional designer (ID) creatively connects learner needs with appropriate
materials.
b. This phase typically is very straightforward process marked by much clarity.
c. The ID creates plans to differentiate materials and instructional approaches.
d. New information discovered in this phase may lead to revisiting previous ADDIE
steps.
How does application of the Socratic Seminar model develop students’ faculty,
conceptual, and metacognitive knowledge?
Describe some of the key benefits of applying the Vocabulary Acquisition model.
What is the difference between inductive and deductive reasoning, and how was this
central to the work of Sir Francis Bacon in developing the Inductive model?
Describe how the Concept Attainment Model might be used for pre- and
post-assessment purposes.
What are the origins of the Integrative model? How is constructivism a foundational
principle to this model, as well as other teaching models that the Integrative model
builds on?
How does the Inductive model promote student understanding? According to Wiggins
and McTighe (2005), what are indicators of genuine understanding?
What are the history and origins of the Problem-Based Learning model?
Why is it important for the teacher to review the knowledge/skills to be taught?
What is the Problem-Based Learning model, and what impact does it have on student
learning?
What is the Inquiry model, and what are primary outcomes for students engaging with
this model?
How are Cooperative Learning models unique from other teaching models? Include a
discussion of each of the five essential attributes of the Cooperative Learning models.
Describe the Vocabulary Acquisition model as Thomas Estes coined the model and
formalized its steps. Include a description of deep understanding of vocabulary, which
is central to this model.
What are the key benefits of applying the Inductive model?
Explain the concept and origins of instructional design, including key steps involved.
When should the Inquiry model be applied? Include a discussion of why the Inquiry
model particularly is effective in teaching the procedural knowledge of problem
solving.
What are potential benefits of integrating technology into the planning stage of the
Direct Instruction model by videotaping one’s presentation of new knowledge or
demonstration of a procedure?
What is the Concept Development model, and what do learners practice while engaging
in this model?