Q&A Hero

Q: During the Regrouping step of the Concept Development model, a. items should not be reclassified into different groups. b. labels of groups should not be changed. c. new labels should not be generated. d. the teacher should explain that understanding evolves as information is gained.

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: During the Grouping step of the Concept Development model, a. the teacher wants to help students become self-aware of the rationale for their choices. b. students' thinking should remain open-ended. c. the thinking that occurs at this step is less important than the actual groupings devised. d. students should only brainstorm and not worry about recording their thinking.

Q: During the Listing step of the Concept Development model, a. the teacher should correct any mistakes in items students associate with a concept. b. the teacher should not intervene by point out that certain items do not "fit" with a concept. c. students should anticipate being assessed in the items they associate with a concept. d. the resultant inventory of items will be the final list.

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: In which step of the Concept Development model would the following questions occur? "What is one sentence that summarizes the connection between the items you listed into groups with different labels?" a. Listing b. Grouping c. Labeling d. Synthesizing

Q: In which step of the Concept Development model would the following questions occur? "What do you know about x concept? Can you think about some examples or items related to this concept?" a. Listing b. Grouping c. Labeling d. Synthesizing

Q: The key steps of the Concept Development model are in the following order: a. Grouping and labeling b. Listing and grouping c. Synthesizing, labeling, grouping, listing d. Listing, grouping, regrouping, labeling, synthesizing

Q: One of the key premises of the Concept Development model is: a. teachers should pre-construct conceptual understanding to present to students. b. students primarily should gain knowledge through rote memorization. c. teachers should teach students to think by structuring meaningful learning experiences for them. d. curriculum primarily should consist of factual knowledge.

Q: The Concept Development model was developed by: a. Thomas Estes b. Hilda Taba c. Jerome Bruner d. Sir Francis Bacon

Q: Benefits of the Concept Development 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 Concept Development Model is best used when a teacher wants to help students a. to build on existing knowledge about a concept and refine understanding of it b. to practice both convergent and divergent thinking skills c. to study the etymology and morphology behind words d. to teach procedural knowledge

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: Describe how the Concept Attainment Model might be used for pre- and post-assessment purposes.

Q: Describe how the Concept Attainment Model may be used to develop generalization and discrimination skills, including close in and far out nonexamples.

Q: When should the Concept Attainment Model be applied and why? Describe 3-5 different "kinds' of knowledge that the Concept Attainment Model particularly supports students in learning.

Q: Reflecting on and sharing learning in digital format exemplifies using technology during which stage of the Concept Attainment model process? a. Planning b. Implementing c. Application and Closure d. None of the above

Q: Presenting a pictorial representation of a sphere for visual learners, while engaging kinesthetic learners in manipulating a 3-dimensional representation of a sphere is an example of differentiation of: a. Content b. Process c. Product d. None of the above

Q: Planning activities that scaffold learning "¦ a. discourages development of metacognitive thinking skills. b. improves students' understanding of the concept. c. hinders the practice of independent learning. d. supports student growth during the lesson only " not after.

Q: Which of the following "rules' can help students learn via the Concept Attainment model? a. Students should list the attributes of the concept, as examples and nonexamples are shared. b. Students should list the attributes of the concept, as examples only are shared. c. A student should shout out any hypothesis as soon as it is considered. d. Students should stick to their initial hypotheses, and not worry about peers' views.

Q: Which type of the following concept maps organizes concepts with the superordinate concept on the top? a. Flow chart b. Hierarchical c. Pictorial d. Web, spider, bubble, or cluster

Q: Which type of the following concept maps represents concepts using graphics, pictures, or drawings? a. Flow chart b. Hierarchical c. Pictorial d. Web, spider, bubble, or cluster

Q: Which type of the following concept maps organizes information around an important, central concept and position all of the subordinate concepts surrounding it? a. Flow chart b. Hierarchical c. Pictorial d. Web, spider, bubble, or cluster

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: During which major step of the Concept Attainment model does the teacher ask students to create or identify their own examples demonstrating the concept? a. Presentation of examples b. Formation and analysis of hypotheses c. Closure d. Application

Q: During which major step of the Concept Attainment model does the teacher ask students to reflect on their learning process in attaining understanding of the new concept? a. Presentation of examples b. Formation and analysis of hypotheses c. Closure d. Application

Q: During which major step of the Concept Attainment model does the teacher help students form a working definition of the concept based on the critical attributes noted across key examples of the concept? a. Presentation of examples b. Formation and analysis of hypotheses c. Closure d. Application

Q: 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.

Q: A concept that is well-suited for teaching with the Concept Attainment Model includes: a. Democracy b. Success c. Community d. Mammal

Q: The Concept Attainment Model may be used effectively for conducting: a. pre-assessments and post-assessments b. pre-assessments only c. post-assessments only d. formative assessments only

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: Conceptual knowledge is not knowledge about: a. Classifications and categories b. Facts and statistics c. Theories, models, and structures d. Impressions and broad generalizations

Q: The Concept Attainment Model was developed by: a. Bruner, Goodnow, & Austin b. Taba & Elkins c. Merrill & Tennyson d. Tennyson & Park

Q: Common, essential, fixed, and specific characteristics unique to a concept are: a. Variable attributes b. Examples c. Noncritical attributes d. Critical attributes

Q: Development of conceptual knowledge a. hinges upon the comprehension of specific concepts that form bigger ideas. b. focuses on the intuitive development of broad, often theoretical ideas. c. typically occurs in a few key subject areas (i.e., history and science), but not others. d. involves memorization, but not comparison or categorization of ideas.

Q: The Concept Attainment Model is a a. a rigorous, assessment-centered teaching model that developments rote memory. b. a dynamic, interactive teaching model that supports development of conceptual knowledge. c. a traditional, standards-based teaching model that emphasizes memorization of key content. d. a collaborative, group-centered teaching model that develops knowledge via group interaction.

Q: What are potential benefits of integrating technology into the planning stage of the Direct Instruction model by videotaping one's presentation of new knowledge or demonstration of a procedure?

Q: What is involved in differentiating instruction in regards to the product, and how is student choice valuable in this step?

Q: Why is it important for the teacher to review the knowledge/skills to be taught?

Q: Why is it important in the Direct Instruction model to articulate clear goals and expectations at each of the various steps of instruction?

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 can VoiceThread (a multimedia-centered discussion tool - http://www.voicethread.com) enhance student learning in the Direct Instruction model's Guided or Independent Practice steps? a. VoiceThread increases student motivation by expanding the learner's audience b. VoiceThread allows the teacher to catch any mistakes by assessing a recorded presentation. c. VoiceThread allows students to remain anonymous, so it is best to use this tool when the presentation is not being formally assessed. d. VoiceThread increases student performance anxiety.

Q: Guiding students with feedback while they practice diagramming sentences with paper and pencil, or a word processor, or a tablet is to integrate technology into which step of the Direct Instruction model? a. Introduction b. Presentation/Demonstration c. Guided Practice d. Independent Practice

Q: Differentiating instruction is beneficial in that it helps to develop: a. rote memory skills b. ability to follow instructions c. dependent learning d. knowledge of self

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: Differentiating instruction in regards to content means that a teacher: a. holds high expectations for all learners but does not differentiate the content learned. b. differentiates the learning goals along with the instruction, as some standards are unrealistic for some students. c. believes that changing the format of the presented material will not impact a student's ability to grasp new knowledge. d. gives more difficult material to high achieving students, and easier material to low achieving students.

Q: The best problems, examples, or models to use in the Direct Instruction model are those which: a. relate indirectly to the content presented. b. represent different and increasing levels of difficulty for use in guided and independent practice. c. challenge the learner to apply the content in complex contexts d. allow multiple ways to answer the question.

Q: In the Direct Instruction model: a. it is important for teachers to think creatively about how learners might experiencing learning. b. it is more important for the student to understand the teacher's view than it is for the teacher to understand the learner's view. c. differentiating instruction is not necessary, as all are expected to reach the same goals. d. teachers do not need to be concerned with areas where additional clarification or other support might be needed; students should recognize and voice their learning needs.

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: A primary use of the Direct Instruction model is to: a. engage students in applying new concepts in complex contexts. b. teach procedural knowledge with clearly defined steps and concepts with clear attributes. c. create new foundational knowledge. d. cultivate theoretical knowledge via critical reflection.

Q: A lesson effectively using of the Direct Instruction model in Language Arts may focus on: a. developing a critical stance on news article from the media. b. writing an autobiographical reflection on a formative life experience. c. diagramming the grammatical components of a sentence. d. participating in a Socratic Seminar to cultivate effective listening skills.

Q: Which of the following is true about the history and origins of the Direct Instruction model? a. The development of the Direct Instruction model was highly influenced by B.F. Skinner's (1953) theory of operant conditioning, a behaviorist view of teaching and learning. b. The Direct Instruction model contends that an individual's voluntary behavior is driven primarily by one's internal motivations. c. The Direct Instruction model seems more authentic approaches to teaching that does not involve breaking content up into discrete segments to digest. d. B.F. Skinner's Direct Instruction model is the only one of its kind; there have not been any variations throughout America's education history.

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 is different from the Lecture model in which of the following ways? a. The Direct Instruction model is teacher directed. b. The Direct Instruction model emerges from a behaviorist view of teaching and learning. c. The Direct Instruction model involves learning as listening." d. The Direct Instruction model involves a significant amount of guided and independent practice for students.

Q: Implementation of the Direction Instruction model includes the following sequence of steps:a. Introduction / Presentation/demonstration / Independent practice Guided practiceb. Introduction / Presentation/demonstration / Guided practice / Independent practicec. Introduction / Guided practice / presentation/demonstration / Independent practiced. Introduction / Presentation/demonstration / Independent practice / Assessment

Q: The Direct Instruction model has been used in U.S. schools: a. when administrators encourage it. b. only when a teacher has been trained in this approach. c. sparingly and with limitations. d. frequently across many contexts.

Q: The Direct Instruction model is used most effectively in teaching: a. socially intuitive knowledge b. personal and reflective knowledge c. abstract and theoretical knowledge d. factual and conceptual knowledge

Q: The Direct Instruction model is also known as: a. "I do it, we do it, you do it" b. "step one, step two, step three" c. "model, lead, revise" d. "I do it, you do it"

Q: The student's role in the Direct Instruction model traditionally is to: a. listen, learn, apply, teach b. listen, apply, revise, teach c. listen, learn, practice, repeat. d. learn, practice, apply, innovate

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 Direct Instruction Model is: a. a teacher-directed model for introducing content in directive or prescriptive ways. b. a student-centered model for analyzing content via critical reflection. c. a collaborative group model for introducing content understood best via collaboration. d. conscious of key societal issues and involves brainstorm problems and solutions.

Q: What is the difference between direct and indirect assessment measures? Which is a more effective means for conducting a summative assessment, and why?

Q: What is summative assessment, and what is the primary purpose of it?

Q: What is formative assessment, and how can formative assessments improve instructional efficacy?

Q: What are ways in which pre-assessment benefits teachers? How does pre-assessment benefit learners?

Q: What is pre-assessment, and what is its primary purpose in classroom-based instruction?

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: Describe some of the major benefits of applying the Socratic Seminar model.

Q: Technology integration makes assessment more engaging in the following ways: a. adding familiarity via tradition b. providing a clear divide between school and personal life, so students know to be serious c. separating the key stages of the learning process d. allowing students to participate in a community with their teacher and each other

Q: Explain what is involved in the second step of facilitating the Socratic Seminar model. Focus your response on the teacher and student roles in this second step

Q: Technology integration makes the assessment process more efficient in the following ways: a. giving students the chance to play with new "gadgets' during class breaks b. slowing down student access to information c. aiding in the analysis of individual learning needs only " not shared group needs d. making the recording of student learning less time consuming

Q: How does application of the Socratic Seminar model develop students' faculty, conceptual, and metacognitive knowledge?

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: How does the Socratic style of dialogue promote learning? What are distinguishing traits of dialogue within the Socratic Seminar model discussion framework, and what are the six primary types of questions involved in Socratic questioning within a Socratic Seminar model discussion?

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: Who first advocated for using Socratic pedagogies in modern K-12 settings? What were the three goals that this educator argued to be a foundation for education, and how did he communicate this?

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: The cognitive processing skill dimensions addressed in the Revised Bloom's Taxonomy include: a. remembering, understanding, applying, analyzing, evaluating, and creating. b. understanding and applying. c. analyzing and critiquing. d. discussing, cooperating, and creating.