Deck 14: Teaching Every Student

Question 1

Whitney presents and defends her personal views on the desirability of having the current president nominate Supreme Court Justices.What level of thinking in Bloom's taxonomy is illustrated by Whitney's task?

A)Application
B)Comprehension
C)Evaluation
D)Synthesis

Answer 1

Evaluation

Question 2

Which one of the following is likely to be an objective written by a teacher from the cognitive viewpoint?

A)Students will list four characteristics of classic drama.
B)Students will define and conjugate ten French verbs.
C)Students will calculate the answers to distance problems.
D)Students will understand "aesthetic distance" in drama.

Answer 2

Students will understand "aesthetic distance" in drama.

Question 3

What level of Bloom's taxonomy is most difficult,if not impossible,to measure with multiple-choice tests?

A)Analysis
B)Comprehension
C)Knowledge
D)Synthesis

Answer 3

Synthesis

Question 4

Woolfolk suggests that advanced planning is important primarily because such planning

A)allows the teacher more time to correct daily work.
B)dictates course readings and requirements.
C)eliminates uncertainty in teaching.
D)influences what students will learn.

Question 5

Which one of the following objectives is complete according to Mager's guidelines?

A)Given colored pictures of fruits and vegetables,students will correctly classify them with a high degree of accuracy.
B)Students will correctly identify the function of the four major organs in the digestive system without using notes.
C)Students will correctly recall the major bones of the human body.
D)Using a calculator,students will solve division problems containing fractions.

Question 6

In order to measure the outcomes of cognitive objectives more easily,the objectives should be

A)based on test questions.
B)clarified with specific examples.
C)conceptualized as a general case.
D)presented to the class prior to a lesson.

Question 7

A student in a biology class examines a slide of an unfamiliar cell and describes its major parts and how they interrelate.What element in Bloom's taxonomy is most directly exemplified?

A)Analysis
B)Comprehension
C)Evaluation
D)Synthesis

Question 8

Which one of the following objectives would probably be the most difficult to measure?

A)Analysis
B)Application
C)Receiving
D)Reflex actions

Question 9

Ms.Smith would like to measure her first graders' mastery of their personal information (address,phone number,spelling of name).What level of Bloom's taxonomy do her questions illustrate?

A)Application
B)Comprehension
C)Evaluation
D)Knowledge

Question 10

After teaching about classical conditioning,Ms.Lennon explained the function of each major component in the model (conditioned response,unconditioned stimulus,etc. ).What level of the new cognitive taxonomy is most directly exemplified by Ms.Lennon's apparent instructional objective?

A)Apply
B)Create
C)Remember
D)Understand

Question 11

An advantage of Gronlund's approach to writing objectives over Mager's is

A)clearer specification of the criterion for evaluation.
B)easier procedures for writing the statements.
C)greater flexibility for expressing cognitive learning outcomes.
D)inclusion of the three major components of valid objectives.

Question 12

Which one of the following objectives illustrates an appropriate behavioral example of the cognitive objective,"Students will be able to understand the concept of correlation"?

A)"Achieve mastery on a quiz dealing with correlation issues."
B)"Appreciate how and when correlation is used."
C)"Comprehend the meaning of the concept of correlation."
D)"Identify instances of positive and negative correlation."

Question 13

Which one of the following statements is TRUE with regard to instructional planning?

A)For experienced teachers,daily planning is more important than unit or weekly planning.
B)It is more critical at the beginning of the year for teachers than at any other time.
C)It is more critical in elementary grades than in the higher grade levels.
D)Once plans are devised,they should generally be followed without variation.

Question 14

The primary value of Bloom's taxonomy of cognitive objectives is that it can

A)lead educators to think carefully about the objectives they construct.
B)provide a valid hierarchy of learning from simple to complex.
C)provide administrators with an objective means of evaluating the effects of courses.
D)rank different types of learning according to their relative importance.

Question 15

Indicate the HIGHEST level of Bloom's taxonomy in which the following question can be classified: "How should government classes judge the feasibility of a court decision?"

A)Analysis
B)Application
C)Evaluation
D)Synthesis

Question 16

What is the taxonomic domain of the following objective? "After learning about the properties of magnetism,students will build a vacuum and observe whether there is magnetic behavior present."

A)Action
B)Affective
C)Cognitive
D)Psychomotor

Question 17

To what taxonomic domain does the following objective belong? "Students will share their reactions about the appeal of a painting after a trip to a local gallery."

A)Action
B)Affective
C)Cognitive
D)Psychomotor

Question 18

Given the objective "students will be able to write complete sentences using words from a new vocabulary list," identify whether Mager's three criteria for a correctly stated behavioral objective are present or absent in this objective. Behavior Condition Criterion

A)Absent Absent Absent
B)Absent Present Absent
C)Present Present Absent
D)Present Present Present

Question 19

Larry identifies the names of all present members of the President's Cabinet.What element from Bloom's taxonomy is most directly exemplified?

A)Analysis
B)Comprehension
C)Knowledge
D)Synthesis

Question 20

Indicate the level of Bloom's taxonomy represented by the following objective: "Student teachers will design a module of instruction in their own content areas."

A)Analysis
B)Application
C)Knowledge
D)Synthesis

Question 21

A classification scheme for educational objectives is called a(n)________.

Question 22

Instructional planning is shared by teachers and students in the ________ approach to learning.

Question 23

The constructivist approach to planning learning experiences emphasizes what roles for teachers and students?

A)Both students and teachers determine the content and activities,but teachers select the learning strategy to be used.
B)Students and teachers together determine the content,activities,and learning strategies to be used.
C)Students determine the broad learning goals,while teachers determine the specific learning objectives and activities.
D)Teachers determine the learning goals,activities,and strategies for optimal learning.

Question 24

The revised cognitive taxonomy has an added dimension of four kinds of ________.

Question 25

The type of objective that uses verbs such as tabulate,state,total,and measure is a(n)________.

Question 26

Mager's three-part system for formulating instructional objectives includes student behavior,conditions under which that behavior is to be performed,and ________.

Question 27

Which one of the following is one of the ISTE Standards (International Society for Technology in Education)?

A)Using general objectives before specific objectives
B)Promoting cooperative learning rather than independent computer use
C)Promoting digital citizenship and responsibility
D)Promoting personal face-to-face interactions before electronically mediated interactions

Question 28

Teacher plans should be regarded as flexible frameworks as opposed to rigid specifications.

Question 29

In Bloom's cognitive taxonomy,the type of objective that involves creating something new out of different ideas is ________.

Question 30

Objectives seem to be most helpful in promoting student achievement with activities that are loosely rather than highly structured.

Question 31

In the constructivist perspective,it is important for students to have a role in designing objectives for learning.

Question 32

In the highest level of the affective domain,students are expected to

A)adopt,and act consistently with,a new value.
B)be aware of how other people feel.
C)demonstrate an overt response to an idea or thing.
D)show a new behavior as a result of experience.

Question 33

In Pianta's three aspects of classroom climate,teacher sensitivity is a component of the ________ dimension.

A)affective
B)constructive
C)social-cognitive
D)behavioral

Question 34

A constructivist approach to assessment,compared to a traditional approach,would include use of

A)fewer teacher comments about each student's work.
B)more norm-competitive projects designed by students.
C)students and teachers sharing authority for evaluating students' work.
D)teacher-designed projects that students evaluate on the basis of predetermined criteria.

Question 35

A clear specification of what a teacher intends students to accomplish on a learning task is called a(n)________.

Question 36

The quality of a performance skill demonstration can be assessed by means of numerical rating scales.

Question 37

Mrs.Savage is hoping that her students will really appreciate the importance of earthquakes following the unit that she is about to teach.The type of affective response that she should expect to occur FIRST for this outcome is

A)organizing.
B)receiving.
C)responding.
D)valuing.

Question 38

The type of objective that uses verbs such as comprehend,design,acknowledge,and address is a(n)________.

Question 39

The revision of Bloom's Cognitive Taxonomy has an added dimension of four levels of conceptual knowledge.

Question 40

For evaluating a student's achievement in psychomotor skills,the most appropriate instrument would typically be a(n)

A)essay test.
B)objective test.
C)checklist or rating scale.
D)personal interview.

Question 41

Which one of the following strategies is appropriate regarding the use of seatwork?

A)Seatwork should be counted as part of the course grade.
B)Seatwork should involve only minimal monitoring by the teacher.
C)Students should not be permitted to help each other with their seatwork.
D)Teachers in the United States use seatwork relatively infrequently when compared to those in other countries.

Question 42

Write three possible cognitive objectives for your teaching specialty,using Mager's and Gronlund's approaches.Each objective should address a different level in Bloom's taxonomy.

Question 43

The recommended waiting time while questioning students is

A)one to two seconds.
B)three to five seconds.
C)six to eight seconds.
D)10 seconds or longer.

Question 44

The questions on the objective test that you are taking right now are what type of question?

A)Analytical
B)Convergent
C)Divergent
D)Evaluation

Question 45

An instructional objective that contains the word "appreciate" is most aligned to Gronlund and Brookhart's type of cognitive objectives.

Question 46

High-ability students generally appear most likely to benefit from

A)a lower pace with little emphasis on correcting errors.
B)a mixture of factual and higher-level questions.
C)a nurturing atmosphere for learning.
D)highly structured lesson plans.

Question 47

Constructivist teaching methods can be incorporated into any educational situation or setting.

Question 48

In constructivist approaches to learning,teachers make the decisions about content and teaching strategies,and students plan the activities.

Question 49

In what type of situation would it be most desirable for a teacher to use the lecture approach?

A)Application and analysis levels are key cognitive objectives for the material.
B)Cognitive and affective objectives stress lower-level concepts and develop interest in the material.
C)Students are relatively low in ability level and have limited experience with the material.
D)Students differ widely in ability levels and background experiences.

Question 50

From your own experiences,identify at least one example of objectives in the psychomotor and affective domains that you have for yourself.

Question 51

If a student who is called on to respond to a question gives a partially wrong answer,the recommended procedure is to

A)ask "does anyone have a different answer?" Then call on the first volunteer.
B)correct the student's answer and go on with the lesson.
C)provide a prompt or cue and stay with the student for a little while.
D)say "that's almost correct" and then call on another student.

Question 52

Which one of the following students is responding to a divergent question?

A)Alice identifies the category name for a group of objects.
B)Dave adds to simple lines as many lines as he wants to make a meaningful figure.
C)Janelle indicates which one of five figures is concealed in a complex figure.
D)Mario gives a word to satisfy a definition and a given first letter.

Question 53

The BEST method by which active learning can be incorporated into lectures is to use

A)lower-level cognitive objectives.
B)questioning strategies.
C)scripted cooperation.
D)techniques involving small groups.

Question 54

The heart of the recitation approach to teaching that has been around for many years is

A)praising.
B)reacting.
C)soliciting.
D)setting a framework.

Question 55

Rather than using specific objectives to guide planning,constructivist teachers have overall goals to guide learning.

Question 56

Research on the effectiveness of higher-level questions for learning has shown that such questions

A)are consistently inferior to lower-level questions.
B)are consistently superior to lower-level questions.
C)are equally as effective as lower-level questions.
D)vary in effectiveness depending upon the situation.

Question 57

Group discussions are most appropriate for use when

A)questions require convergent answers.
B)students are young or less mature.
C)students have difficulty expressing themselves.
D)the class is well prepared to evaluate and synthesize.

Question 58

Demonstrate your understanding of Bloom's taxonomy for the cognitive domain by listing and describing each level.Be sure to list the levels in order and explain the significance of the sequence.

Question 59

Research shows that the average amount of time teachers wait for students to answer questions is about

A)one second.
B)three seconds.
C)five seconds.
D)seven seconds or more.

Question 60

A frequent criticism of seatwork as a classroom learning strategy is that it

A)is often overused.
B)may require learning skills that students might not possess.
C)places the student in a passive mode.
D)tends to reduce student motivation.

Question 61

Scripted cooperation is a learning strategy for pairs of students to take turns summarizing material and criticizing their summaries.

Question 62

Lecturing is an appropriate and economical method for teaching a large amount of material to students.

Question 63

After reviewing about 50 studies of teaching,Rosenshine and Furst concluded that the most promising teacher behavior for future research on effective teaching is ________.

Question 64

Recent research on the effects of direct instruction suggests that there is ample evidence identifying what to be at the heart of the direct instruction teaching model?

A)Guided and independent practice with feedback
B)Inductive reasoning activities and examples
C)Models of expert performance
D)Student-controlled learning activities

Question 65

Rosenshine's teacher-centered instruction is called direct instruction,or ________.

Question 66

In productive group sessions,a student's questions and comments are directed to another student.

Question 67

An instructional strategy in which teachers pose questions and students answer is called ________.

Question 68

An effective approach for teaching basic skills to low achievers is to use lecture presentations with minimal homework and seatwork.

Question 69

Teachers who use systematic instruction for teaching mastery of basic skills,facts,and information are using active or explicit teaching,or ________ instruction.

Question 70

Analysis of the relationship between teachers' knowledge of a subject and students' learning suggests that knowledge is

A)necessary but not sufficient to improve learning.
B)negatively correlated with students' attitudes about the class.
C)the best predictor of student achievement.
D)the most important quality of a good teacher.

Question 71

Questions that ask for many possible answers rather than one answer only are called ________ questions.

Question 72

Which one of the following procedures is recommended for teachers when using the discussion method?

A)Ask another student to summarize the first student's response if uncertain about what that student has said.
B)Discourage students from mentally rehearsing or writing responses before speaking.
C)Let shy children decide to participate in the discussions whenever they are ready.
D)Remain as uninvolved as possible during the discussion period.

Question 73

A major criticism of direct instruction is that it

A)has proven ineffective in evaluation studies.
B)is often limited to lower-level objectives.
C)overemphasizes constructivist viewpoints.
D)works well with high-ability students but not with low-ability students.

Question 74

Which one of the following is NOT a typical component of direct instruction?

A)Cooperative learning
B)Guided practice
C)Independent practice
D)Review of previous day's work

Question 75

High levels of teacher interaction with students,clear explanations,and well-organized demonstrations characterize ________ teaching.

Question 76

Although similar to the recitation strategy,________ should be more like instructional conversations.

Question 77

One way of incorporating active learning into lectures is to use ________.

Question 78

The heart of the recitation method of teaching is ________.

Question 79

Questions dealing with concrete facts are divergent questions.

Question 80

Which one of the following methods is NOT related closely to conceptual change teaching?

A)Cognitive apprenticeships
B)Explicit teaching
C)Inquiry learning
D)Reciprocal teaching