Deck 13: How Can the Curriculum Be Expanded and Made More Powerful Through Homework

Question 1

Out-of-school learning can use the students' total environment to provide data or learning resources, which makes certain activities feasible that would not be feasible in the classroom.

Answer 1

True

Question 2

Having a sense of being able to make a difference is known as:

A)empathy.
B)self-esteem.
C)sympathy.
D)self-efficacy.

Answer 2

D

Question 3

If students forget to bring in their homework or turn it in late, Brophy, Alleman, and Halvorsen suggest their grades be lowered.

Answer 3

False

Question 4

Brophy, Alleman, and Halvorsen believe that learning is:

A)grade level specific.
B)easily measured.
C)absolute and lasting.
D)continuous and lifelong.

Question 5

Assigning students to watch a specific television show as homework:

A)could be useful when structured appropriately and tied into school goals.
B)would be considered as a waste of time even under the best conditions.
C)would be considered fluff and as a distractor to in-school learning.
D)could be useful if a follow-up quiz were administered at school.

Question 6

Meaningful homework has the potential for constructing meaning in natural ways and engendering a sense of self-efficacy.

Question 7

Families should share in opportunities for social studies to be a forum for:

A)interaction.
B)reinforcement.
C)assessment.
D)efficacy.

Question 8

The authors of this textbook believe that activities should be independently completed by students and checked by family members.

Question 9

Addressing diversity through home assignments is intended to promote chauvinism.

Question 10

Out-of-school learning opportunities provide a natural mechanism for:

A)intergenerational communication.
B)preliminary assessment.
C)appreciating presentism.
D)promoting chauvinism.

Question 11

Activities that are not feasible to do in the classroom:

A)should be eliminated from the curriculum.
B)should be discussed during the social studies lessons.
C)can be accomplished in the home and community settings.
D)can be tested in supervised simulations.

Question 12

Parents, older siblings, family friends, business owners, etc. can be great collaborators for learning if the selection of home experiences reflect the:

A)educational level of the individuals.
B)special preparation of the individuals for the task.
C)goals of your social studies lesson or unit.
D)items found on the standardized tests.

Question 13

Brophy, Alleman, and Halvorsen believe that basic skills practice including rote/reinforcement should be handled exclusively at school.

Question 14

Brophy, Alleman, and Halvorsen believe that homework should be evaluated as good or bad, meaningful or not meaningful.

Question 15

Data gathered from family members can enhance students' appreciation of:

A)ethnocentric views of social studies content.
B)sympathetic views associated with learning deficits.
C)diverse perspectives on social studies content.
D)diverse perspective on learner deficits.

Question 16

It is adequate for the classroom teacher to provide specific directions to ensure that the students will be able to accomplish the assigned homework tasks.

Question 17

Differences between students can be viewed as assets-opportunities to begin with what they know best and link:

A)their knowledge to what they have learned in the past.
B)their homework experiences to classroom experiences.
C)their knowledge to the experiences of others.
D)the big social studies ideas in natural ways.

Question 18

Social studies courses based on textbooks as their chief data sources are:

A)comprehensive in their approach to community involvement.
B)outstanding examples of resources for parents.
C)closely aligned with standards and standardized tests.
D)wanting in contemporary information regarding current events.

Question 19

Meaningful homework has the potential for contemporizing the social studies curriculum.

Question 20

According to the authors of the textbook, homework practice should be viewed on a continuum from less meaningful, focusing on compliance with little or no meaning beyond the classroom, to more meaningful.

Question 21

How and why is understanding your students' community important in planning social studies goals for learning?

Question 22

Describe your role(s)and functions as a teacher in promoting and enacting out-of-school learning in social studies. What will you do to ensure homework is effective? What will you avoid?

Question 23

Explain how homework assignments add to students' social construction of knowledge.