Deck 9: The Learning Sciences and Constructivism

Question 1

The principle characteristics of constructivist teaching are complex, real-life learning environments and

A) guided discovery.
B) inquiry methods.
C) social negotiation.
D) testing hypotheses.

Answer 1

social negotiation.

Question 2

A structure for teaching, developed by Jerome Bruner, that introduces the fundamental structure of all subjects during the early school years and then revisits the subjects in increasingly more complex forms over time, is called what type of curriculum?

A) Advanced
B) Cultural
C) Spiral
D) Vicarious

Answer 2

Spiral

Question 3

Vygotsky's approach to learning is an example of what type of constructivism?

A) Both externally and internally directed
B) Externally directed
C) Internally directed
D) Logically directed

Answer 3

Both externally and internally directed

Question 4

Putting learning in a social and cultural context is best described as

A) second wave constructivism.
B) appropriation.
C) first wave constructivism.
D) assimilation.

Question 5

Which of the following is a research finding of instruction and the brain?

A) Intensive instruction in letter-sound combinations is unlikely to have any impact on the functioning of the brains of poor readers.
B) People with ADHD have smaller frontal lobes, basal ganglia, and cerebellums that people without ADHD.
C) There are no significant cultural differences in brain activity evident.
D) Stroke victims are unlikely to benefit from intensive instruction as the brain is unlikely to form new connections.

Question 6

Vygotsky's notion that learning is inherently social and embedded in a particular cultural setting is consistent with

A) guided learning.
B) relativistic learning.
C) situated learning.
D) sociological learning.

Question 7

A structure for teaching that introduces the fundamental structure of all subjects early in the school years, then revisits the subjects in more and more complex forms over time is known as

A) social negotiation.
B) spiral curriculum.
C) problem based learning.
D) guided instruction.

Question 8

Ms. French would like to have her students, while experimenting with their own structured materials, discover some key principles of gravity. Which one of the following teaching methods should be most appropriate for this purpose?

A) Discussion
B) Inquiry
C) Lecture
D) Reciprocal learning

Question 9

Mr. Shaikh, in order to help his students understand aspects involved in creating a household budget, gets students to provide visuals, use examples, and create appropriate metaphors for concepts used in their group project. He is encouraging his students to

A) create multiple representations of the content.
B) apply principles of a spiral curriculum.
C) adopt an intersubjective attitude.
D) take advantage of direct learning.

Question 10

Which of the following is NOT a basic assumption of the learning sciences approach?

A) Experts have deep conceptual knowledge.
B) Learning comes from the learner.
C) Knowledge constructed in schools is the foundation of new knowledge.
D) Reflection is necessary to develop deep conceptual knowledge.

Question 11

Sociological constructionists are concerned primarily with how

A) cognition creates culture.
B) cultural context explains learning.
C) individuals create knowledge.
D) public knowledge is created.

Question 12

Being able to internalize or take for yourself knowledge and skills developed during interactions with others or with cultural tools is referred to as

A) constructionism.
B) appropriation.
C) self-efficacy.
D) radical constructivism.

Question 13

The guided inquiry model developed by Magnusson, Palincsar, and their colleagues involves both firsthand investigations and

A) discovery methods.
B) pattern investigations.
C) secondhand investigations.
D) sequences of inquiry.

Question 14

When applying neuroscience and brain-based education, teachers should:

A) avoid requesting neurological testing of learning disorders.
B) understand that the brain is quite fixed and unlikely to benefit from differentiated instruction.
C) recognize that there are no cultural differences in brain activity and therefore students of different cultures are likely to approach learning tasks very similarly.
D) recognize that although learners have different preferred modes of processing, the different modalities do not necessarily provide advantages for learning.

Question 15

Which one of the following ways of learning an applied skill is most consistent with a constructivist approach?

A) Have the teacher "walk" the students step-by-step through the process.
B) Provide well-constructed worksheets with which students can practice individually.
C) Use simplified, artificial materials in order to make the task easier for students.
D) Use realistic materials and a group format to provide support for individuals.

Question 16

Piaget's approach to learning is an example of what type of constructivism?

A) Both externally and internally directed
B) Externally directed
C) Internally directed
D) Logically directed

Question 17

Based on the research of Shaywitz and colleagues (2004), which of the following is TRUE about the brains of poor readers?

A) Poor readers underused parts of their brains' left hemisphere and sometimes overused their right hemispheres.
B) Poor readers underused parts of their brains' right hemisphere and sometimes overused their left hemispheres.
C) Despite extensive instruction, the brains of poor readers did not change in functioning.
D) There are no observable differences in FMRIs of good readers and poor readers.

Question 18

The notion that "there is no reality or truth in the world, only the individual's perceptions and beliefs" can be ascribed to

A) radical constructivism.
B) first wave constructivism.
C) social constructivism.
D) second wave constructivism.

Question 19

A social situation or context in which ideas are judged useful or true is referred to as

A) accommodation.
B) organization.
C) appropriation.
D) community of practice.

Question 20

Constructivist views of learning are grounded in the research of

A) curriculum designers.
B) Gestalt psychologists.
C) many psychologists and educators.
D) Piaget and Vygotsky primarily.

Question 21

Teams of four students compete to determine which team's member can amass the greatest improvement over previous achievement levels. This is a good example of

A) problem-based learning.
B) reciprocal teaching.
C) STAD.
D) jigsaw.

Question 22

Using instructional conversations as a teaching tool is designed to provide a means for

A) arranging the environment so that students can discover on their own.
B) grappling with problems in students' zones of proximal development and providing scaffolding.
C) guiding learning by expectations and demonstrations of the students.
D) placing students in situations where they have to reach for understanding.

Question 23

Research findings suggest that students who tend to benefit most from cooperative learning experiences are those who

A) are active in explaining things to others.
B) are shy or introverted.
C) have high goal expectations.
D) receive individual tutoring from others

Question 24

Jigsaw, an early format for cooperative learning, emphasizes what relationship among group members?

A) High dependence
B) High interdependence
C) Low dependence
D) Low interdependence

Question 25

In organizing cooperative learning groups, Woolfolk suggests that it is best to

A) balance the number of boys and girls in each group.
B) group students of similar backgrounds together.
C) keep groups together for at least half the year.
D) make shy or introverted students the group leader.

Question 26

Which one of the following elements does NOT define a true cooperative learning group?

A) Collaborative skills
B) Homogenous grouping
C) Individual accountability
D) Positive interdependence

Question 27

Which of the following is TRUE of reciprocal questioning?

A) It is a form of structured controversies.
B) It requires special materials and testing procedures for effectiveness.
C) Is only appropriate to use among students in Piaget's concrete operations stage.
D) The teacher provides question stems to start.

Question 28

A small group is assigned to research whether or not capital punishment should be used in Canada. Each pair of the four person group researches the issue, develops a pro or con position, presents their position and evidence to the other pair. They reverse positions and argue for the other perspective. The group collaboratively develops a report that summarizes the best arguments for each side and reaches a consensus. This best describes the use of

A) a formalized debate.
B) guided discovery.
C) structured controversy.
D) reciprocal questioning.

Question 29

Which one of the following students is playing the role of reflector in a cooperative learning group?

A) Amanda makes certain that the questions of all group members are asked and answered.
B) Gary makes sure that the group is aware of its progress or lack of progress toward the group goal.
C) Helen is responsible for keeping the noise level of the group at a reasonable pitch.
D) Lawrence solicits equal participation of group members and restrains dominance by any group member.

Question 30

The five elements of cooperative learning listed by David and Roger Johnson (1994) include positive interdependence, individual accountability, group processing, collaborative skills and

A) group grading.
B) large groups of 10 or more students.
C) single sex groups.
D) face-to-face interactions.

Question 31

A way of working with others to attain a shared goal, is best described by the term

A) collaboration.
B) cooperation.
C) interdependence.
D) social loafing.

Question 32

Which one of the following behaviors is one of the teacher's roles in problem-based learning?

A) Avoid assisting groups and independent investigations.
B) Demonstrate the steps in scientific investigations.
C) Discourage students to conduct experiments.
D) Help students to reflect on their investigations.

Question 33

In cooperative learning groups, the role of the student who makes certain no one dominates the group is called the

A) checker.
B) coach.
C) gatekeeper.
D) taskmaster.

Question 34

Which of the following is NOT a guideline by Palincsar for effective reciprocal teaching?

A) Shift gradually.
B) Match demands to abilities.
C) Group according to abilities.
D) Diagnose thinking.

Question 35

In his assigned role, Sean Paul helps the group to understand difficult academic concepts related to the learning task by explaining and giving examples. His role is referred to as the

A) task master.
B) question commander.
C) checker.
D) coach.

Question 36

In their writing group, Aron has become the expert on how to write an introductory sentence. When students teach other students about the part in which they have expertise, they are engaged in what type of cooperative learning structure?

A) Jigsaw
B) Group work
C) Reciprocal questioning
D) Service learning

Question 37

Lishuan was assigned the role of making sure her group understands the learning task. Her role is referred to as the

A) reflector.
B) quiet captain.
C) checker.
D) gatekeeper.

Question 38

Cooperative learning involves the following:

A) Elaboration, interpretation, and argumentation
B) Shared values, lack of conflict, and creativity
C) Cognitive flexibility, competition, and self-respect
D) Extrinsic rewards, elaboration, and autonomy

Question 39

In a cooperative learning situation, the role of the encourager is to

A) encourage all students to participate.
B) encourage the group to monitor its progress.
C) encourage the group to use all of its resource materials.
D) encourage the group to develop a concrete plan.

Question 40

In using cooperative learning, it is recommended that teachers

A) do not assign any roles in advance.
B) assign roles only to one or two students.
C) use the assignment of roles as a way to encourage participation.
D) grade students based on how well they performed their role.

Question 41

Locating the source of knowledge in the interaction between learners and their environment is the internally-directed constructivist view of learning.

Question 42

According to The Alliance for Children (2000), at what age should computer use in schools be discouraged?

A) Early childhood education
B) Adolescents
C) Computer use in schools has been shown to be detrimental for all ages.
D) Computer use in schools should be encouraged for all ages.

Question 43

Which of the following is NOT a feature of cognitive apprenticeship models in general?

A) Students observe an expert model the performance.
B) Students reflect on their progress.
C) Students receive external support through coaching.
D) Students' "teaching" is used to diagnose thinking.

Question 44

Inquiry teaching methods are very similar to expository teaching methods.

Question 45

The externally-directed constructivist view emphasizes that learners construct their own knowledge by means of transforming and reorganizing their existing cognitive structures.

Question 46

The "digital divide" is the term used to differentiate between

A) the older generation less experienced with computers and the current generation.
B) those in high versus low socioeconomic status with regards to access to technologies.
C) Web 1.0 and Web 2.0.
D) those in rural versus urban areas with regards to levels of internet connectivity.

Question 47

Once effective cooperative learning groups are established for problem-based learning activities, the teacher's role is primarily that of observer.

Question 48

Although there are many cognitive apprenticeship models, they all share the feature of conceptual scaffolding that is gradually reduced as students become more competent and proficient.

Question 49

Julie consults the Internet, books at her local library, and even interviews experts at the zoo to learn more about animal habitats. She is conducting

A) reciprocal questioning.
B) first-hand investigations.
C) second-hand investigations.
D) problem-based learning.

Question 50

The learning environment developed by the Vanderbilt University Group is a problem-based approach called anchored instruction.

Question 51

Which of the following is NOT a good example of service learning?

A) Robert tutors students in an afterschool program in the inner city.
B) Joyce designs and distributes posters about a food drive.
C) Amy learns about homelessness in her social studies class.
D) Ping collects food for local shelters after studying about hunger among children.

Question 52

Which of the following questions best represent a teachers' conceptual dilemma of constructivism in practice?

A) How do I manage a classroom in which students talk to one another rather than me?
B) How do I gain the support of administrators and parents for teaching in such a radically different way?
C) If certain ideas are considered correct by experts, should students internalize those ideas instead of constructing their own?
D) Can I trust students to accept responsibility for their own learning?

Question 53

10) According to McCaslin and Good (1996), the advantages of group learning are so superior to individual learning approaches teachers do not need to question the possible disadvantages of group learning.

Question 54

Which of the following is NOT a part of the process associated with fostering communities of learners (FCL)?

A) Students engage in independent and group research one aspect of the topic of class inquiry.
B) Students share their expertise with others.
C) Students focus on developing an independent deep understanding of the topic.
D) Students performance is directed towards a consequential and meaningful task.

Question 55

According to Woolfolk, how large should a cooperative group be?

A) two to four members
B) five to ten members
C) never more than ten members
D) the smaller the better

Question 56

According to Woolfolk, group work and cooperative learning are simply different terms used for the same instructional approach.

Question 57

Which of the following would a "psychological constructivist" focus on?

A) group identity
B) individual's cognitive structures
C) appropriation
D) public knowledge

Question 58

According to McCaslin and Good (1996), one of the potential disadvantages of group learning is that status differences among students may be increased rather than decreased.

Question 59

Which of the following questions best represent a teachers' pedagogical dilemma of constructivism in practice?

A) Which version of constructivism is suitable as a basis for my teaching?
B) What skills and strategies are necessary for me to become a facilitator?
C) How can I accommodate the worldviews of students from diverse backgrounds while transforming my own classroom culture?
D) How can diverse problem-based experiences help students meet specific provincial and Board-level standards?

Question 60

Cognitive apprenticeships are appropriate for nearly all subject areas, but are not appropriate for learning mathematics.

Question 61

Two major characteristics of constructivist teaching are complex learning environments and ________.

Question 62

Social constructivist theorists view learning as occurring within a specific ________.

Question 63

The alternative conception of learning based on the view that students actively create their own knowledge through their interactions with tasks and resources is the ________ perspective.

Question 64

On the question of whether computer use supports academic learning, there are no strong conclusions in the review of the research literature.

Question 65

In the Linebarger and colleagues study (2004), children who were on track and developing as readers benefitted the most from exposure to the educational television program.

Question 66

When students are confronted with real situations that have meaning for them, the learning is ________.

Question 67

A teaching strategy in which the teacher presents a problem and students ask yes/no questions to gather data and test hypotheses is called ________ learning.

Question 68

Several studies have found that children and adults with ADHD have smaller frontal lobes, basal ganglia, and cerebellums than people without ADHD.

Question 69

Bruner's notion of teaching, in which more complex forms of learning build upon fundamental concepts taught early in the school years, is called the ________ curriculum.

Question 70

Vygotsky's notion that learning is inherently social and embedded within a particular cultural setting is consistent with ________.

Question 71

One of the reasons Mr. Brakefield assigns students to cooperative learning groups is so that he can rotate leadership roles and opportunities amongst his students. Mr. Brakefield's rationale for assigning groups is a valid one.

Question 72

In cooperative learning groups, the primary role of the materials monitor is to select the material to be studied.

Question 73

In the Jigsaw method, one student leader is responsible for teaching the material to the group.

Question 74

Service learning refers to problem-based learning projects which are outside of the student's curriculum.

Question 75

Martha strongly believes that the world was in fact flat prior to Christopher Columbus's journal of the world. Martha's teacher does not correct Martha's construction of this knowledge because she wants to validate Martha's current understanding of the world. In this example, the teacher is most aligned with ________ constructivist teaching perspectives.

Question 76

Teachers who want to encourage dialog in reciprocal questioning should not begin sentences with the word "why."

Question 77

According to Woolfolk, cooperative learning should be limited to learning situations that involve routine tasks.

Question 78

Collaboration with others in learning is believed by many constructivists to involve working together to co-construct meaning through ________.

Question 79

When pre-service teachers engage in a student teaching or capstone experience they are learning with the support and guidance of an expert teacher, which is based on that knowledge and skills are best learned in the context in which they will be later used in the real world setting. This model of teacher preparation emphasizes ________ learning.

Question 80

Mr. Schwab's class engaged in a week-long project to pick up trash around the school grounds. This activity is an example of service learning.