Scaffolding learning in a Problem-Based Learning lesson:
a. is not important to student learning.
b. should not involve the teacher.
c. involves crafting questions to foster student thinking.
d. does not involve documenting progress toward learning goals.
The Direct Instruction model is different from the Lecture model in which of the
following ways?
a. The Direct Instruction model is teacher directed.
b. The Direct Instruction model emerges from a behaviorist view of teaching and
learning.
c. The Direct Instruction model involves learning as listening.”
d. The Direct Instruction model involves a significant amount of guided and
independent practice for students.
Teachers can benefit from TPACK in the following ways, except:
a. TPACK offers teachers a mental framework for visualizing the complex relationships
between the different domains of their knowledge and strategies for leveraging them
when planning and implementing educational technologies.
b. TPACK helps teachers practice using technology in instruction, regardless of whether
this use has true impact on student learning. The key is to integrate technology into the
lesson plans.
c. TPACK can serve as a tool for analyzing a teacher’s knowledge and for planning
future professional development related to educational technology.
d. TPACK can provide teachers a “language” for talking with each other.
If the students are directed to determine themselves a question to pursue via inquiry,
then this would be an example of:
a. Confirmatory inquiry
b. Structured inquiry
c. Open inquiry
d. Guided inquiry
Engaging students with more authentic (e.g., newspapers, magazines, radio broadcasts,
etc.) and less authentic (e.g., textbooks) resources is an example differentiating at which
level?
a. Content
b. Process
c. Product
d. None of the above
Polysemy 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.
The correctly ordered steps in the Inductive model include the following:
a. Lesson introduction, Convergent phase, Divergent phase, Closure, Application
b. Lesson introduction, Divergent phase, Convergent phase, Application, Closure
c. Lesson introduction, Divergent phase, Convergent phase, Closure, Application
d. Lesson introduction, Convergent phase, Divergent phase, Application
During the Synthesizing step of the Concept Development model,
a. students operate independent of the teacher in their learning.
b. students examine groups and labels to summarize the relationship between them.
c. the teacher is not involved in asking questions that interfere with student thinking.
d. teachers should expect students to understand what a generalization is.
Which of the following best reflects individual accountability 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.
Which descriptor applies to the Concept Development Instructional Model?
a. is teacher-centered
b. focuses on fostering student collaboration
c. promotes ability to classify and make generalizations
d. focuses on applying knowledge to problems in real-world contexts
Which of the following is not one of the six types of questions traditionally employed in
Socratic dialogues?
a. Questions that probe reasons and evidence
b. Questions about viewpoints and perspectives
c. Questions that have one correct response.
d. Questions that probe implications and consequences
Technological Pedagogical Content Knowledge (TPACK) is:
a. a learning model that advocates for online learning strategies above all others.
b. a model that encourages taking a traditionally technical approach to analyzing one’s
practice.
c. a model for organizing the different knowledge domains that teachers must develop
and integrate to teach effectively in the 21st century.
d. curricular content and instructional practices for developing students’ technology
skills only.
Differentiating instruction is beneficial in that it helps to develop:
a. rote memory skills
b. ability to follow instructions
c. dependent learning
d. knowledge of self
The P21 Framework emphasizes the importance of which major areas of student
outcomes?
a. 1. Reading, 2. Writing, and 3. Arithmetic
b. 1. Math, 2. Language Arts, 3. Social Studies, 4. Science
c. 1. National Standards, 2. State Standards, 3. District Standards, 4. School Objectives
d. 1. Core Subjects and 21st Century Themes; 2. Learning and Innovation Skills; 3.
Information, Media, and Technology Skills; and 4. Life and Career Skills
A concept that is well-suited for teaching with the Concept Attainment Model includes:
a. Democracy
b. Success
c. Community
d. Mammal
Which type of the following concept maps organizes information around an important,
central concept and position all of the subordinate concepts surrounding it?
a. Flow chart
b. Hierarchical
c. Pictorial
d. Web, spider, bubble, or cluster
During the first phase of the Integrative model:
a. teachers do not need to guide students’ initial explorations of the organized bodies of
knowledge.
b. students should be expected to navigate the organized bodies of knowledge
independent of scaffolded teacher or peer support.
c. teachers should guide initial explorations of information in the body of knowledge
with general and open-ended questions.
d. any students who want to begin the phase two and three activities of explaining
similarities or differences and synthesizing hypotheses may begin to do so.
What is involved in the fourth phase of the Integrative model?
a. Students describe, compare, and search for patterns in the content that represents an
organized body of knowledge.
b. Students make broad generalizations about the content, and form synthesizing
conclusions.
c. Students form hypotheses based on their examination of the content.
d. Students explain the identified similarities and differences by examining content
more closely.
Technology integration in the assessment 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 Concept Development Model is best used when a teacher wants to help students
a. to build on existing knowledge about a concept and refine understanding of it
b. to practice both convergent and divergent thinking skills
c. to study the etymology and morphology behind words
d. to teach procedural knowledge
In the Divergent 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.
The roots of the Inductive model are traced back to:
a. B.F. Skinner
b. Merrill & Tennyson
c. Sir Francis Bacon
d. Thomas Estes
In which step of the Vocabulary Acquisition model might the teacher gather information
about what students already know, to inform subsequent learning activities?
a. Exploring patterns of meanings
b. Evaluating and post-testing
c. Pretest of knowledge
d. Elaboration on hypothesizing meanings
What is a benefit of the new “language” that TPACK provides for teachers?
a. This new language allows teachers to create a new “club,” drawing a clear line
between teachers who do and do not use technology in instruction.
b. Teachers will begin to operate more independently in their teaching practices, and
will be more effective by not depending too much on the work of others.
c. Teachers familiar with TPACK can communicate and collaborate more effectively
because they share the same vocabulary, ideas, and concepts.
d. Being more familiar with TPACK decreases the need to engage in professional
development.
In which step of the Concept Development model would the following questions occur?
“What do you know about x concept? Can you think about some examples or items
related to this concept?”
a. Listing
b. Grouping
c. Labeling
d. Synthesizing
Research shows that cooperative learning:
a. results more often in students “liking” one another if they are in the same ability
group.
b. results more often in students “liking” one another, as long as the students have the
same ethnic and social class background.
c. results more often in students of diverse backgrounds “dis-liking” one another.
d. results more often in students of diverse backgrounds “liking” one another, regardless
of student background, including student ability, gender, ethnicity, social class, etc.
Questions to consider in the Implementation and Evaluation phases of the ADDIE
model include:
a. How much effort did students expend and how did instruction influence this?
b. How much learning occurred? To what extent were learning goals were met?
c. How much student growth occurred from the beginning to the end of instruction, and
how instrumental was the instruction in promoting student growth?
d. All of the above.
What is one consequence of trying to teach complex knowledge using the Direction
Instruction model?
a. It may not be necessary to develop learning goals, due to the complexity of the
information.
b. The teacher can skip guided practice to allow students to independently express their
opinions.
c. Students may complete the learning task too early and become bored.
d. It may be difficult to break down such knowledge into discrete steps for presentation,
practice, and clearly measured assessment.
Summative classroom-based assessments benefit learners in the following ways:
a. provide recognition of student success; identify areas for future growth; result in
self-awareness
b. provide recognition of teacher success; identify areas for future growth; result in
self-awareness
c. provide recognition of student success; identify areas for future growth; provide data
of student growth in relation to global comparisons
d. provide recognition of student success; emphasize areas of student failure; result in
self-awareness
In which of the Inquiry model steps does the teacher help students to reflect on what
they did and what they learned?
a. Presenting/posing questions
b. Gathering data
c. Analyzing the process
d. Presenting/posing questions
In the Direct Instruction model:
a. it is important for teachers to think creatively about how learners might experiencing
learning.
b. it is more important for the student to understand the teacher’s view than it is for the
teacher to understand the learner’s view.
c. differentiating instruction is not necessary, as all are expected to reach the same
goals.
d. teachers do not need to be concerned with areas where additional clarification or
other support might be needed; students should recognize and voice their learning
needs.
Cooperative Learning models impact creative and critical thinking by:
a. reducing individual innovation and motivation.
b. stimulating a greater interchange of ideas.
c. presenting less complicated tasks for groups to approach together.
d. hindering cooperation toward a common goal.
Instructional planning is different from instruction in each of the following ways,
except:
a. Instructional planning involves identifying the standards to be addressed.
b. Instructional planning involves making choices about which instructional approaches
to use.
c. Instructional planning involves selecting curriculum resources or developing one’s
own.
d. Instructional planning involves assessing the extent to which students met the
learning goals.
What are “organized bodies of knowledge,” as discussed in the Integrative model?