Deck 9: Small Group Discussions and Cooperative Learning

Question 1

The most important criterion for facilitating small-group discussions is

A)the makeup of the students in class.
B)the arrangement of furniture in the room.
C)a good choice of topics and applications.
D)the ability of the teacher and students to develop group cohesion.

Answer 1

D

Question 2

How could you install a "listening" program in your classes?

Answer 2

Answers may vary

Question 3

A benefit from discussion is enhanced motivation.

Answer 3

True

Question 4

In an elementary school classroom, a teacher is re-creating conflicts observed when students attempt to share playground equipment.  Which type of small-group exercise is being used?

A)simulation
B)tutorial
C)brainstorming ​
D)inquiry-centered discussion

Question 5

In group activity, the most important reason for the teacher to be an active observer is to

A)assess and guide individual and group growth in participatory skills.
B)record what is going on.
C)select appropriate leaders.
D)direct student plans for class presentations.

Question 6

A simulation is a simple and effective skill-building technique to use when a high level of creativity is desired.

Question 7

Discussion in the context of schooling is best defined as

A)exchange of ideas and opinions.
B)teacher lecture and student response.
C)assigned readings followed by recitation.
D) teacher questions and student response. ​

Question 8

Evaluation of small-group discussions should foremost include

A)written assessment by the teacher.
B)assessment by the group participants (students).
C)assessment by the leader of each group.
D)observations by an outsider.

Question 9

Because listening is so important when using discussion groups, probably the best teacher technique is to

A)practice the directions first on fellow teachers.
B)give directions slowly but refuse to repeat them.
C)ask if there are any questions after giving directions.
D)call on one or two students to paraphrase directions after giving them and then clear up misconceptions.

Question 10

Distinguish between a recitation and a discussion.

Question 11

Describe how you can plan for your initial student-led discussions.

Question 12

Describe how you would evaluate the interaction processes of a selected small-group discussion technique.

Question 13

Process objectives focus on

A)specific behavioral outcomes.
B)the experience of learning.
C)teacher behaviors.
D)mastery of specific content.

Question 14

Rooms cannot be arranged to promote discussion.

Question 15

Describe some of the criticisms of cooperative learning.

Question 16

Which of the following is a process objective?

A)After reading Chapter 7, students will list three causes of the Civil War.
B)Given a lesson on study skills, students will write out a personal plan for completing homework.
C)By working in cooperative groups, students will develop communication skills.
D)At the end of week 2, students will type 30 words per minute with 90 percent accuracy.

Question 17

One of the functions of the discussion leader is to bring new information to the group.

Question 18

One advantage of small-group discussions is that

A)the teacher maintains control of discussion.
B)less personal interaction takes place.
C)students take more responsibility for their own learning process.
D)topics for discussion are limited.

Question 19

Active learning can be implemented through small groups of about 6-8 students.

Question 20

The teacher's role in setting up a class to conduct discussions is to

A)be noninvolved-the teacher simply stands back and watches.
B) plan the topics to be discussed. ​
C)prepare the class with discussion skills.
D)determine the tasks for every phase of all discussions.

Question 21

Three important behaviors for a tutorial group leader to use are

A)questioning, criticizing, and praising.
B)questioning, providing feedback, and encouraging.
C)questioning, lecturing, and evaluating.
D)questioning, evaluation, and criticizing.

Question 22

Which of the following is NOT a benefit of cooperative learning?

A)It improves students' affective skills.
B)It improves academic achievement of students of varied cognitive abilities.
C)It promotes student responsibility and decision making.
D)It ensures clear and easy rating and grading measures of an individual's performance based on group accomplishments.

Question 23

The primary role of the student leader in a small group is to

A)organize group activities.
B)present main ideas through lecture.
C)plan discussions for the group.
D)assist the group in working together.

Question 24

Evaluation of cooperative learning groups includes

A)individual accountability, group accountability, and assessment of group process.
B)student evaluation, teacher evaluation, and parent evaluation.
C)individual accountability, group accountability, and class accountability.
D)product assessment and process assessment.

Question 25

Cooperative learning student groups should be formed on the basis of

A)student self-selected groups.
B)a balance of above-average, average, and below-average students.
C)a balance of academic skill levels, interests, and personality characteristics.
D)homogeneous grouping of students by gender.