Accounting
Anthropology
Archaeology
Art History
Banking
Biology & Life Science
Business
Business Communication
Business Development
Business Ethics
Business Law
Chemistry
Communication
Computer Science
Counseling
Criminal Law
Curriculum & Instruction
Design
Earth Science
Economic
Education
Engineering
Finance
History & Theory
Humanities
Human Resource
International Business
Investments & Securities
Journalism
Law
Management
Marketing
Medicine
Medicine & Health Science
Nursing
Philosophy
Physic
Psychology
Real Estate
Science
Social Science
Sociology
Special Education
Speech
Visual Arts
Question
In building a rational set to teach a concept, research shows that:a. there is always a prescribed number of examples and nonexamples comprising the set.
b. individual learning needs should not be a factor in developing the set.
c. the ideal number of examples and nonexamples varies based on the characteristics of the concept.
d. the same number of type of examples and nonexamples should be given to all students to be fair.
Answer
This answer is hidden. It contains 1 characters.
Related questions
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.
Q:
Observations, conferencing, responses to spontaneous teacher questions, grading homework, quizzes, and free writing are particularly good examples of:
a. Pre-assessment
b. Formative assessment
c. Summative assessment
d. Standardized assessment
Q:
Types of summative classroom-based assessments do not include:
a. traditional, written modes to gain information about learning
b. alternative modes (i.e., verbal or physical modes) to gain information about learning
c. standardized tests assessed outside of the classroom
d. authentic modes (i.e., written, verbal, or physical modes) to gain information about learning
Q:
Summative classroom-based assessments benefit learners in the following ways:
a. provide recognition of student success; identify areas for future growth; result in self-awareness
b. provide recognition of teacher success; identify areas for future growth; result in self-awareness
c. provide recognition of student success; identify areas for future growth; provide data of student growth in relation to global comparisons
d. provide recognition of student success; emphasize areas of student failure; result in self-awareness
Q:
Which of the following may be used as an effective formative assessment strategy?
a. Lecturing
b. Reflective journaling
c. High-pressured performances
d. High-stakes standardized assessments
Q:
Key questions to ask during the evaluation of the dialogue in the Socratic Seminar model include all except the following:
a. Were students allowed to speak as often and as long as they wanted to contribute?
b. How well did our class accomplish the learning goals during the dialogue?
c. How did you contribute individually?
d. What can we use from this experience to improve future Socratic Seminar model lessons?
Q:
During the fourth step of the Socratic Seminar model:
a. the teacher assists students in reviewing major points in the dialogue.
b. the students reflect on and assess their contribution to the discussion.
c. the teacher explains the goals for the student participation in the discussion.
d. the students respond to questions posed by the teacher by addressing one another.
Q:
During the third step of the Socratic Seminar model:
a. the teacher assists students in reviewing major points in the dialogue.
b. the students reflect on and assess their contribution to the discussion.
c. the teacher explains the goals for the student participation in the discussion.
d. the students respond to questions posed by the teacher by addressing one another.
Q:
Dialogue, based on the Socratic Seminar method, does not involve:
a. open-ended, flexible reciprocal interchange.
b. questioning, discussing, interrogating ideas.
c. being respectful listeners of others' views and working together.
d. developing an understanding of the topic independent of others' views.
Q:
How should instructional tools (i.e., instructional strategies, models, or technologies) make learning more efficient, effective, or engaging?
Q:
In examining an organized body of knowledge :
a. students should not be concerned with the smaller parts that make up the body of knowledge.
b. graphic organizers and questions from the revised Bloom's taxonomy support students in examining how smaller parts within the organized body of knowledge relate to one another.
c. the synthesis of larger generalizations can distract students from key learning points.
d. gaining a "big picture" is not realistic " only studying the smaller parts of the body of knowledge.