Deck 14: What Is the Research Base That Informs Ideas About Powerful Social Studies Teaching

Question 1

Brophy, Alleman, and Halvorsen encourage teachers to plan home assignments that promote memorization to ensure students do well on standardized tests.

Answer 1

False

Question 2

The principles of teaching rest on a few fundamental assumptions about optimizing curriculum and instruction including that different types of learning call for

A)social construction as the most important teaching strategy
B)transmission and social construction as the methods of choice
C)a mixture of instructional methods and learning activities
D)instructional methods selected exclusively by students

Answer 2

C

Question 3

Teachers can prepare students for learning by providing an initial structure to clarify intended outcomes and cue desired learning strategies. These learning orientations are often referred to as scaffolding.

Answer 3

True

Question 4

Given time constraints, Brophy, Alleman, and Halvorsen suggest that instruction should be limited to whole-class.

Question 5

Comprehensive assessment does not just document students' abilities to supply acceptable answers to questions or problems;

A)it also examines the students' reasoning and problem-solving processes
B)it also examines the students' scoring on standardized test
C)it also examines the students' scoring on critical thinking skills
D)it also examines the students' inquiry skills

Question 6

Teachers' expectations concerning what their students are capable of accomplishing do little to change what students come to expect from themselves.

Question 7

Students need sufficient opportunities to practice and apply what they are learning and to receive improvement-oriented feedback.

Question 8

Brophy, Alleman, and Halvorsen encourage teachers to go beyond the content and skills allocated to their grade level in an effort to provide meaningful context and enrichment to social studies units.

Question 9

Research suggests that students learn best within cohesive and competitive learning communities.

Question 10

Some of the most successful social studies teachers cover less content not because they run out of time, but because they:

A)follow district mandates, pacing guides and quarterly testing.
B)adhere to students' interests and make time for classroom discussions.
C)follow a sequence that alternates social studies and science instruction.
D)reduce content coverage and make time for student thinking.

Question 11

The principle of maximizing opportunity to learn implies

A)broad coverage rather than deep development and thoughtfulness.
B)available classroom time allocated to curriculum-related activities.
C)deep development of attitudes, values, dispositions, and appreciation of content.
D)explanations and demonstrations by teachers that project enthusiasm for the content.

Question 12

The curriculum standards identify expected skill learning as well as appropriate:

A)depth of student learning
B)quality of student learning
C)level of student interest
D)content for students

Question 13

Thoughtful discourse emphasizes

A)review or recitation featuring rapid pacing and short answers.
B)questions that stimulate students to process and reflect on the content
C)clear explanations of coherent content transmitted by the teacher
D)questions that are close-ended, factual, and replicate test items

Question 14

Cognitive modeling by teachers involves their thinking out loud while modeling the use of the strategy for students.

Question 15

Social studies curriculum standards identify content and expected student learning, and describe the curriculum elements including learning activities.

Question 16

The twelve principles of good teaching are meant to be understood as

A)mutually supportive components of a coherent approach to effective instruction
B)mutually exclusive components of an effective approach when addressed separately
C)a twelve-step plan for improving classroom instruction and learning
D)a twelve-step plan for ensuring higher scores on standardized tests

Question 17

High stakes testing has enriched and expanded the social studies curriculum.

Question 18

One promising way to improve test scores in social studies and literacy is to:

A)emphasize grill and drill practice using the standards in both content areas as a guide.
B)use social studies texts and literature selections as the content base for some literacy activities.
C)teach each content area separately and culminate the units with integrative activities.
D)emphasize memorization for specific social studies content and drill for isolated skills.

Question 19

While education is partly art, it should have balance as an:

A)experimental science grounded in extreme measures based on political ideology.
B)applied science with an established base of validated procedures that are gradually expanded and refined
C)experimental science with an established political base that is expanded and grounded in educational ideology.
D)applied science accompanied by calls for dramatic measures grounded in educational or political ideology.

Question 20

Brophy, Alleman, and Halvorsen encourage teachers to:

A)ignore the standards, the tests, pacing guides, and the pressure associated with them.
B)view the standards as a complete curriculum and focus exclusively on test preparation.
C)become familiar with the standards, including the content and skills specified for other grade levels.
D)plan home assignments that focus primarily on skills practice and test preparation.

Question 21

How do you plan to cope with the challenges brought on by high-stakes testing in the social studies curriculum and maintain the integrity of what it means to be a powerful teacher?

Question 22

What are five significant insights you have acquired as a result of reading Chapter 14 and what is your plan for implementing them in your classroom?

Question 23

What are the five most powerful insights you acquired as the result of reading this textbook and how will you incorporate them into your social studies teaching?