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Question
How is the Inductive model useful for teaching concepts, and in what way does it differ from both the Concept Attainment and Concept Development models?Answer
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Related questions
Q:
What is the Inquiry model, and what are primary outcomes for students engaging with this model?
Q:
In the Inquiry model, hypotheses are not regarded as:
a. Proposed explanations
b. Conclusions
c. Inferences
d. Educated guesses
Q:
Describe the five major steps of the Vocabulary Acquisition model.
Q:
Describe the Vocabulary Acquisition model as Thomas Estes coined the model and formalized its steps. Include a description of deep understanding of vocabulary, which is central to this model.
Q:
Allowing students to demonstrate learning in a variety of ways (e.g., a performance, traditional test, or multimedia output) is an example differentiating at which level?
a. Content
b. Process
c. Product
d. None of the above
Q:
Planning to teach with the Vocabulary Acquisition model should involve
a. engaging students with the most relevant uses of vocabulary only.
b. selecting resources in which the vocabulary occurs in the most useful of contexts only.
c. using one medium of instruction that the majority of students are most comfortable with.
d. engaging students in reading and studying the use of the word in several different contexts and using a variety of media types.
Q:
In which step of the Vocabulary Acquisition model does the teacher design and scaffold opportunities for students to interact with the vocabulary in as meaningful and as varied contexts as possible?
a. Elaboration on hypothesizing meanings
b. Reading and studying
c. Exploring patterns of meanings
d. Evaluating and post-testing
Q:
Providing print and audio recorded versions of a poem exemplifies differentiation at which level?
a. Content
b. Process
c. Product
d. None of the above
Q:
Differentiating instruction at the application level means allowing students to:
a. influence the selection of lesson materials.
b. offer feedback on how the lesson is presented initially in class.
c. choose how they will show their learning and the tools they will use to do so.
d. select online learning tools to help them engage in divergent thinking.
Q:
The use of the tool, Voki (www.voki.com), to create a digital avatar who explains the purpose and procedures of the lesson is an example of using technology to make which step more interesting?
a. Lesson introduction
b. Divergent phase
c. Convergent phase
d. Closure
Q:
Inductive reasoning differs from deductive reasoning in that:
a. inductive reasoning is an open-ended, exploratory process.
b. inductive reasoning reaches conclusions viewed as "truth."
c. inductive reasoning is a focused testing of hypotheses
d. inductive reasoning does not involve observation or analyses of facts.
Q:
Benefits of the Inductive model is that it
a. teaches critical thinking skills
b. helps students to retain and gain content knowledge
c. acknowledges students' diverse backgrounds and prior knowledge
d. all of the above
Q:
The Inductive model may be defined as:
a. a passive teaching model, primarily focused on disseminating new information.
b. an active, engaged teaching model, primarily focused on intuitive impressions.
c. an active, engaged teaching model that encourages developing critical thinking skills.
d. an active, engaged teaching model that focuses on kinesthetic modes of learning.
Q:
What are the three main thinking skills cultivated by the Concept Development model, and how are they cultivated as students engage in practicing the model?
Q:
How can the Concept Development model particularly be useful in developing knowledge of abstract concepts?
Q:
During the Labeling step of the Concept Development model,
a. students work independent of the teacher to articulate and record their rationales.
b. students should not worry about justifying the rationale for their groupings.
c. students learn to become more metacognitive in articulating their thinking and justifying the rationale behind their groupings.
d. the teacher does not interfere by asking questions of the students.
Q:
In which step of the Concept Development model would the following questions occur? "Examine the items you listed. How can these be grouped together?"
a. Listing
b. Grouping
c. Labeling
d. Synthesizing
Q:
In which step of the Concept Development model would the following questions occur? "What are the common characteristics of items (within and among groupings)? What is one word or phrase that may be used to describe it?"
a. Listing
b. Grouping
c. Labeling
d. Synthesizing
Q:
The Concept Development model was developed by:
a. Thomas Estes
b. Hilda Taba
c. Jerome Bruner
d. Sir Francis Bacon
Q:
Describe the four major steps involved in the Concept Attainment model.
Q:
Define and describe the role of a rational set in developing student understanding of concepts.
Q:
Which type of the following concept maps uses connecting lines to organize information in a procedural manner to show the sequence or order for completing a task?
a. Flow chart
b. Hierarchical
c. Pictorial
d. Web, spider, bubble, or cluster
Q:
Recognizing that a donkey is not an example of a horse represents the process of:
a. generalization
b. discrimination of a far out nonexample
c. discrimination of a close in nonexample
d. creation of a rational set of purposefully selected examples
Q:
The Concept Attainment Model was developed by:
a. Bruner, Goodnow, & Austin
b. Taba & Elkins
c. Merrill & Tennyson
d. Tennyson & Park
Q:
When is the Direct Instruction model most effective in instruction? What problems might arise when attempting to teach vague, complex, or inconsistent knowledge by using the Direct Instruction model?
Q:
How long has research on differentiating instruction been demonstrating its effectiveness?
a. 1-2 years
b. Decades
c. Centuries
d. Research has not demonstrated the effectiveness of differentiating instruction.
Q:
What is one consequence of trying to teach complex knowledge using the Direction Instruction model?
a. It may not be necessary to develop learning goals, due to the complexity of the information.
b. The teacher can skip guided practice to allow students to independently express their opinions.
c. Students may complete the learning task too early and become bored.
d. It may be difficult to break down such knowledge into discrete steps for presentation, practice, and clearly measured assessment.
Q:
The Direct Instruction model is similar to the Direct Instruction method (or DI) in that:
a. The Direct Instruction method is similar to a "pre-packaged product" involving intensive teacher training and scripted teaching.
b. The Direct Instruction method was developed specifically to support disadvantaged elementary school students.
c. The Direct Instruction method emerges from a behaviorist view of teaching and learning.
d. The Direct Instruction method applies behavioral analysis by Siegfried Engelmann and Wesley Becker in the 1960's.
Q:
The Direct Instruction model endures today for the following reasons:
a. This model engages students in reflecting critically on complex topics.
b. This model supports the quick development of foundational skills and knowledge.
c. This model engages students in deeper learning via elaborate instructional practices.
d. This model is particularly useful in teaching intuitive and theoretical knowledge.
Q:
The final question teachers must consider in integrating technology into instruction and assessment is:
a. if they have the necessary technological skills (TK) to use a particular technological tool.
b. if they have the necessary technological pedagogical knowledge (TPK) to use the technology appropriately to support pedagogical practice.
c. if they have the necessary technological pedagogical content knowledge (TPACK), or the ability to integrate the various technology tools for pedagogical purposes and to understand if, when, and how to best use technology to achieve instructional goals.
d. if they have the appropriate content knowledge (CK) to teach in their content area.