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Curriculum & Instruction
Q:
Summative classroom-based assessments enable educational designers to do all the below, except:
a. examine how student learning compares to international standards
b. compare the learning of students to other individuals in the class
c. create a class ranking as a motivational tool
d. see what effect, if any, the lesson implementation had on student learning
Q:
Two strategies for developing and asking questions in the Socratic Seminar model include:
a. Using the Revised Bloom's taxonomy and asking direct questions with one right answer.
b. Not asking guiding question, and allowing students to share whatever they would like to.
c. Using the Revised Bloom's taxonomy and "clustering questions."
d. Asking students questions, and allowing students most familiar with the topic to respond.
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:
Formative assessments help educational designers to:
a. examine students' development of procedural knowledge about a topic.
b. gather information about student learning without sharing it with students.
c. discourage off-track discussions that connect the content to students' lives.
d. streamline instruction to meet the needs of the majority.
Q:
Key questions to ask during the third step of reviewing and summarizing the dialogue in the Socratic Seminar model include all except the following:
a. How has this dialogue challenged your understanding of the concept held before the dialogue?
b. Did we achieve the correct view of the subject discussed?
c. How does what we have learned in the process change our understanding of the subject or influence our future actions?
d. What did we learn during this dialogue?
Q:
Which of the following practices will help make a pre-assessment more effective?
a. Only allowing instructors access to pre-assessment results so that students do not become discouraged about how much they already know or do not know about a topic.
b. Documenting student understanding only for teachers to refer back to.
c. Using an "advanced organizer" to introduce to students the anticipated learning.
d. Integrating instructional technologies, whether they support pre-assessment, or not.
Q:
In the Socratic Seminar model, "talking tokens" refer to:
a. tokens awarded to students each time they speak, with the most tokens given to those who speak the most.
b. tokens awarded to students who speak the least during a Socratic Seminar, with the most tokens given to those who speak the least.
c. tokens taken from students each time they violate a guideline for the Socratic Seminar.
d. tokens given to students at the start of the seminar, and taken from students each time they speak to ensure equitable participation.
Q:
Pre-assessment as a classroom-based practice enables educational designers:
a. to ascertain students' readiness for the learning experience and gauge the utility of a given instructional model selected for a certain purpose and specific group of learners.
b. to establish baseline data regarding students' level of knowledge and skills to compare their achievement and learning to that of others as a basis for a class ranking.
c. to help students to review content covered and should have learned.
d. to compare student achievement against "norms' and measure students' proficiency against grade-level standards.
Q:
Key tips for student success during a Socratic Seminar model include all of the following, except:
a. refraining from interrupting others or constantly raising one's hand.
b. listening carefully " with one's ears and body.
c. communicating precisely and concisely.
d. feeling free to explore and figure out one's ideas while speaking, even if it takes a while.
Q:
Classroom-based assessments can cultivate strong relationships between teachers and students by:
a. making the learning process a more independent process that is less community-based.
b. allowing students to process questions independently, and not with the teacher.
c. serving as a two-way communication channel between the teacher and learner.
d. serving as a one-way channel for evaluation purposes primarily.
Q:
The second step of the Socratic Seminar model, facilitating the discussion, involves:
a. the teacher asking questions only, while the students respond to the teacher directly, without much direct interaction taking place among the students.
b. the teacher encouraging idea exploration without interjecting any questions, and allowing comfortable students to participate and lead the discussion.
c. the teacher asking questions, encouraging idea exploration, promoting equitable participation, enforcing respectful communication, listening to students, preparing to review the dialogue.
d. the teacher asking questions and listening to students only.
Q:
The mindset of an educational designer in regards to assessment may be described best as:
a. intentional and deliberate
b. free-floating and flexible
c. rigid and unforgiving
d. spontaneous and unpredictable
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:
Effective assessment practices promote a teacher's design of instruction based on the students who:
a. teachers would like to be teaching.
b. teachers think they are teaching.
c. teachers actually are teaching.
d. the strongest achievers in the class.
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:
Effective assessment practices:
a. are not concerned with the appropriateness of instructional methods for learners.
b. may or may not be interesting at all to students.
c. focus on group characteristics above individual learner characteristics
d. help teachers understand what motivates student learning.
Q:
The Socratic Seminar model aims to achieve all of the below learning goals, except:
a. to develop students' factual, conceptual, and metacognitive knowledge.
b. to develop students' listening, communication, and other social skills.
c. to develop students' knowledge and cognitive processes.
d. to teach concepts with clear attributes using examples and nonexamples.
Q:
Educational designers who use classroom-based assessments effectively are able to:
a. avoid educational challenges that otherwise would affect student learning.
b. identify and address educational challenges that might affect student learning.
c. modify instructional approaches to help primarily gifted learners overcome learning challenges.
d. overlook learner challenges that do not address directly state standards.
Q:
In the Socratic Seminar model, the students are viewed as:
a. blank slates on which the teacher must make an impression.
b. novices in need of insight and ultimately correction.
c. learners who gain more by silently seeking greater understanding from the teacher.
d. learners who already possess knowledge and have ability to gain greater understanding.
Q:
Standardized assessments:
a. compare student achievement against "norms' and measure students' proficiency against grade-level standards.
b. are focused and purposeful communication with students about important dimensions of the learning process at distinct stages of that process.
c. have the primary purpose of promoting students' learning within the classroom in the academic content areas.
d. capture evidence of student learning in non-written modes.
Q:
Which of the following is not one of the six types of questions traditionally employed in Socratic dialogues?
a. Questions that probe reasons and evidence
b. Questions about viewpoints and perspectives
c. Questions that have one correct response.
d. Questions that probe implications and consequences
Q:
Authentic assessments:
a. capture evidence of student learning in written modes only.
b. are measures of student learning that have meaning to and are motivational for learners.
c. compare student achievement against "norms' and measure students' proficiency against grade-level standards.
d. are not as popular as standardized assessments among students and teachers.
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:
Classroom-based assessments:
a. are focused and purposeful communication with students about important dimensions of the learning process at key stages.
b. compare student achievement against "norms' and measure students' proficiency against grade-level standards.
c. have the primary purpose of promoting student evaluation over student learning within the classroom in the academic content areas.
d. do not involve communicating assessment outcomes with students.
Q:
Socrates' work serves as the basis for the Socratic Seminar model in that:
a. his teaching traditions involved direct instruction, informing students of key insights.
b. his instructional pedagogies relied on questioning and dialogue to promote critical thinking and the illumination of ideas.
c. his cooperative approach to learning emphasized solving real-world, tangible problems.
d. his learning tasks emphasized comparing examples and nonexamples to elucidate concepts.
Q:
Classroom-based assessment can be classified into the following three major types:
a. Standardized assessment, Pre-assessment, Summative assessment
b. Pre-assessment, Formative assessment, Summative assessment
c. Standardized assessment, Formative assessment, Traditional assessment
d. Pre-assessment, Mid-term assessment, Summative assessment
Q:
The Socratic Seminar model is named after Socrates, who is a noted:
a. Roman orator
b. French artist
c. Greek philosopher
d. British author
Q:
Describe the different attributes of high-quality instructional tools (i.e., instructional strategies, models, or technologies).
Q:
During a Socratic Seminar model discussion:
a. it is difficult, if not impossible, for students to "hide behind their desks."
b. students may choose to participate or listen, to talk or not talk.
c. students engage in the lower levels of the Revised Bloom's Taxonomy.
d. it is often not clear which students have "done their homework" to prepare for discussion.
Q:
How should instructional tools (i.e., instructional strategies, models, or technologies) make learning more efficient, effective, or engaging?
Q:
Which of the following is a good example of a Socratic Seminar model discussion focus?
a. Students examine the relationship between heart rate and breathing rate.
b. Students analyze graphs from USA Today and consider how media bias might contribute to the communication of statistical ideas.
c. Students study the geometric differences between concave and convex structures.
d. Students learn explore the different types of habitats for water mammals.
Q:
Explain how a teacher can develop technological pedagogical content knowledge.
Q:
The Socratic Seminar model:
a. does not require student understanding for the relevance of the topic explored.
b. involves focused discussion of topics separate from larger context-based understandings.
c. engages students in learning about the relevance of the content explored, in relation to other key concepts or topics.
d. engages students in developing opinions without reference to informing documents (i.e., newspaper articles, podcasts, novels, etc.).
Q:
Explain the concept of technological pedagogical content knowledge.
Q:
The Socratic Seminar model engages students in:
a. comparing and contrasting ideas.
b. analyzing and synthesizing ideas.
c. exploring and relating ideas.
d. all of the above
Q:
Explain the key aspects of pedagogical knowledge, content knowledge, and pedagogical content knowledge, particularly to show how these three knowledge domains are different.
Q:
The Socratic Seminar model:
a. employs structured questioning with debate or dialogue primarily to promote learners' development of argumentation skills to build a convincing case against an opposing side, regardless of the learners' true opinions on a topic.
b. employs structured questioning with debate or dialogue primarily to promote learners' development of critical-thinking skills and exploration of ideas.
c. employs open debate or dialogue with little structure to guide student interchanges.
d. ultimately results in independent learner construction of knowledge.
Q:
Instructors of the 21st century must ask the following in integrating technology into practice:
a. How can I integrate all new technologies into my classroom to keep up with innovation?
b. How can I harness the potential of technology to make learning more efficient, effective, and engaging for all students?
c. How can I adjust my instructional goals to make the use of new gadgets in the classroom seem to be aligned with state standards and key learning objectives?
d. How can I integrate technologies that primarily support the high achievers in my classroom?
Q:
How are graphic organizers helpful instructional tools in planning to teach with the Integrative model?
Q:
Descriptors of high-quality instructional tools include the following:
a. powerful in impact, dependable in use, focused on one use
b. powerful in impact, flexible in use, enduring in utility
c. powerful in impact, enduring in utility, focused on one use
d. flexible in use, enduring in utility, designed for high achievers primarily
Q:
What is involved in the first phase of the Integrative model? Briefly include a note about how this phase is difficult for learners, and how teachers might respond?
Q:
Which of the following lists include the three "E's," or goals for learning in instructional tool use:
a. efficiency, elaboration, effectiveness
b. elusiveness, efficiency, effectiveness
c. effectiveness, enablement, engagement
d. efficiency, effectiveness, engagement
Q:
Explain how the four phases of the Integrative model develop critical-thinking skills.
Q:
3-2-1, Brainstorming, and Exit cards are examples of:
a. Instructional strategies
b. Instructional models
c. Technologies
d. Steps in the ADDIE instructional design model
Q:
What are the origins of the Integrative model? How is constructivism a foundational principle to this model, as well as other teaching models that the Integrative model builds on?
Q:
Which of the following describes instructional models?
a. Instructional models provide step-by-step instructions to follow with precision, so that teachers do not need to worry about the larger theory-based methods or approaches involved.
b. Instructional models are sophisticated, research-based, and developed structures for learning experiences.
c. Instructional models are practice-orientated and are not grounded in research-based theory.
d. Instructional models focus learner attention on basic steps and do not involve cognitive, psychomotor, or affective learning.
Q:
What are "organized bodies of knowledge," as discussed in the Integrative model?
Q:
Which of the following describes instructional strategies?
a. Instructional strategies are simple, powerful ideas and devices that help teachers accomplish instructional goals in efficient, effective and/or engaging ways.
b. Instructional strategies are given the same names across settings.
c. Instructional strategies are difficult to incorporate, taking much time and energy to implement.
d. Instructional strategies provide support for linguistically gifted learners only.
Q:
Differentiating instruction at the content level in an Integrative model lesson plan may involve:
a. asking students in the class to vote on the American Indian tribes they want to study.
b. directing different groups of students to study only one American Indian tribe, and then for the different groups to "teach" one another about their different tribes.
c. allowing students to select an alternative mode of demonstrating their learning in the lesson.
d. directing more advanced learners to go beyond summarizing information learned to completing a performance assessment of the new understandings reached from the lesson.
Q:
What is a final culminating step the authors suggest as teachers grow in their use of TPACK?
a. Teachers can become familiar with what TPACK is.
b. Teachers can conduct research on their own applications of TPACK within the instructional models in this text and other learning designs.
c. Teachers can integrate technology into their instructional plans in meaningful and transformative ways.
d. Teachers can participate in technology-focused learning opportunities such as graduate-level education, workshops, and learning communities.
Q:
An example of integrating technology into the planning stage of a lesson plan includes
a. using online surveys to determine what students have learned from the lesson.
b. locating online databases, search engines, collections, or directories that can serve as meaningful resources to explore.
c. using technology tools to organize, document, and share resources in the learning task.
d. It is not helpful to integrate technology into this stage of the lesson plan.
Q:
What is a benefit of the new "language" that TPACK provides for teachers?
a. This new language allows teachers to create a new "club," drawing a clear line between teachers who do and do not use technology in instruction.
b. Teachers will begin to operate more independently in their teaching practices, and will be more effective by not depending too much on the work of others.
c. Teachers familiar with TPACK can communicate and collaborate more effectively because they share the same vocabulary, ideas, and concepts.
d. Being more familiar with TPACK decreases the need to engage in professional development.
Q:
An example of integrating technology into the implementation stage of a lesson plan includes:
a. using online surveys to determine what students have learned from the lesson.
b. locating online databases, search engines, collections, or directories that can serve as meaningful resources to explore.
c. using technology tools to organize, document, and share resources in the learning task.
d. It is not helpful to integrate technology into this stage of the lesson plan.
Q:
Teachers can benefit from TPACK in the following ways, except:
a. TPACK offers teachers a mental framework for visualizing the complex relationships between the different domains of their knowledge and strategies for leveraging them when planning and implementing educational technologies.
b. TPACK helps teachers practice using technology in instruction, regardless of whether this use has true impact on student learning. The key is to integrate technology into the lesson plans.
c. TPACK can serve as a tool for analyzing a teacher's knowledge and for planning future professional development related to educational technology.
d. TPACK can provide teachers a "language" for talking with each other.
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.
Q:
How has TPACK built on Shulman's traditional professional knowledge domains?
a. TPACK expands the knowledge domains to include competencies for teaching in a digital age.
b. TPACK views knowledge as a fixed entity, and that Shulman missed recognizing a number of key knowledge domains.
c. TPACK is one of many conceptual frameworks that have already built on Shulman's work.
d. TPACK simplifies some of the complexities found in Shulman's knowledge domains.
Q:
Allowing proficient readers to explore an online database, while providing pre-selected texts for English Language Learners is an example of differentiating instruction at which level?
a. Content
b. Process
c. Product
d. None of the above.
Q:
Which of the following is not true about Technological Pedagogical Content Knowledge (TPACK)?
a. TPACK involves the interplay and integration of knowledge a teacher possesses in different professional knowledge domains
b. TPACK involves a teacher's decisions about educational technology uses and how they impact one's instructional practice.
c. TPACK involves that understanding that effective instruction always involves technology.
d. Behind TPACK is the idea that true and effective technology integration requires a foundational knowledge in all teaching domains and a specialized knowledge of their integration.
Q:
Differentiating the degree of support students receive when completing the graphic organizers to document their learning is an example of differentiating instruction at which level?
a. Content
b. Process
c. Product
d. None of the above.
Q:
Which of the following describes best Technological Pedagogical Knowledge (TPK)?
a. TK refers to the knowledge teachers must have to teach effectively within a particular content area.
b. TK refers to the knowledge teachers have about the technologies that exist for instruction, their capabilities, and their suitability for combining with instructional models and strategies.
c. TK is knowledge that teachers have about educational technologies that support classroom teaching and productivity.
d. TK is the understanding teachers develop about the way that technology supports understanding the content area they teach.
Q:
In the Integrative model, poor selection of resources for analysis may result in:
a. misconceptions.
b. rudimentary understanding of the topic studied.
c. stereotypes or biases.
d. All of the above.
Q:
Which of the following describes Technological Content Knowledge (TCK) accurately?
a. TK is knowledge that informs a teacher's decision-making process about appropriate methods for teaching specific content in his or her subject area.
b. TK refers to the knowledge teachers must have to teach effectively within a particular content area.
c. TK is knowledge that teachers have about educational technologies that support classroom teaching and productivity.
d. TK is the understanding teachers develop about the way that technology supports understanding the content area they teach.
Q:
According to Wiggins and McTighe (2005), which of the following is not a key characteristic of a critical understanding?
a. An understanding is an important inference, drawn from the experience of experts.
b. An understanding refers to transferable, big ideas having enduring value.
c. An understanding is content-specific, and typically does not pertain to other content areas.
d. An understanding summarizes important strategic principles across skill areas.
Q:
Which of the following describes Technological Knowledge (TK) accurately?
a. TK is knowledge that teachers have about educational technologies that support classroom teaching and productivity.
b. TK is knowledge that teachers have about "high-tech" educational technologies only.
c. TK refers to the knowledge teachers must have to teach effectively within a particular content area.
d. TK is the understanding teachers develop about the way that technology supports understanding the content area they teach.
Q:
Example questions that teachers must ask in the first phase of the Integrative model to ensure the compatibility of the learning goals with the model include all of the following questions, except:
a. Will my students' completion of this Integrative model lesson support their development of the foundational knowledge necessary for understanding the topic?
b. Will using the Integrative model familiarize my students with major characteristics of the topic?
c. Can my students learn the potential impact of the topic by exploring the resources provided?
d. Will my students feel they have the correct view of the topic after completing this unit?
Q:
Which of the following is not a key domain of the TPACK model?
a. Technological Pedagogical Knowledge
b. Technological Content Knowledge
c. Technological Policy Knowledge
d. Technological Pedagogical Content Knowledge
Q:
In teaching with the Integrative model:
a. the teacher should ensure learning goals are compatible with the Integrative model.
b. the teacher must not pre-determine what critical understandings students may attain.
c. the teacher should allow students to interact with the data without being constrained by graphic organizers.
d. the teacher should not pre-select the data sources, but allow students to find their own data sources for examination.
Q:
Shulman's Knowledge Domains, as well as TPACK have been derived from
a. educational practices that are most popular at the time.
b. suggestions made by policy makers and the creators of state standards.
c. administrative requirements of teachers.
d. research insights and the wisdom of practice.
Q:
Teachers can support students in the third phase of the Integrative model by:
a. asking students to brainstorm explanations for what they are studying under different conditions.
b. asking students to examine the similarities and differences noted, and then consider what the outcomes might have been if circumstances (e.g., history) had been different.
c. helping students to achieve a deeper meaning and understanding of content examined.
d. All of the above.
Q:
Pedagogical Content Knowledge involves knowing
a. how to engage in pedagogical practices that are not transferable to other content areas.
b. how to teach a subject matter and how to make it comprehensible to students with different backgrounds, conception and preconceptions.
c. how to teach a subject matter and how to make it comprehensible to students who are the most gifted.
d. how to teach a subject matter in the way comprehensible to the majority only.
Q:
During the first phase of the Integrative model:
a. teachers do not need to guide students' initial explorations of the organized bodies of knowledge.
b. students should be expected to navigate the organized bodies of knowledge independent of scaffolded teacher or peer support.
c. teachers should guide initial explorations of information in the body of knowledge with general and open-ended questions.
d. any students who want to begin the phase two and three activities of explaining similarities or differences and synthesizing hypotheses may begin to do so.
Q:
What are Shulman's Knowledge Domains?
a. Pedagogical Knowledge, Content Knowledge, and Technological Knowledge
b. Pedagogical Knowledge, Content Knowledge, and Application Knowledge
c. Pedagogical Knowledge, Content Knowledge, and Pedagogical Content Knowledge
d. Pedagogical Knowledge, Content Knowledge, and Technological Pedagogy and Content Knowledge
Q:
The phases of the Integrative model include the following:
a. Describe, compare, and search for patterns, and explain any similarities and differences.
b. Describe, compare, and search for patterns; (2) explain similarities and differences; (3) hypothesize outcomes for different conditions; and (4) generalize to form broad relationships.
c. List, group, regroup, label, synthesize
d. Confirmatory inquiry, structured inquiry, guided inquiry, and open inquiry.
Q:
Who developed the TPACK model?
a. Shulman
b. Kilbane & Milman
c. Mishra & Koehler
d. Dewey
Q:
The Integrative model was designed primarily to promote students' ability to:
a. analyze and make generalizations about data from organized bodies of knowledge.
b. develop a refined understanding for a concept by grouping and labeling.
c. attain a deep understanding for academic language and vocabulary.
d. examine divergent and convergent properties of concepts explored.
Q:
Technological Pedagogical Content Knowledge (TPACK) is:
a. a learning model that advocates for online learning strategies above all others.
b. a model that encourages taking a traditionally technical approach to analyzing one's practice.
c. a model for organizing the different knowledge domains that teachers must develop and integrate to teach effectively in the 21st century.
d. curricular content and instructional practices for developing students' technology skills only.
Q:
The Integrative model was developed by:
a. Hilda Taba
b. John Dewey
c. Don Kauchak and Paul Eggen
d. Ibn al-Haytham
Q:
During the Analysis Phase of the ADDIE Instructional Design Model, the instructional designer translates targeted standards into learning goals or objectives. Offer a definition for learning goals or objectives, and note three traits of learning goals and objectives that are effective.
Q:
The duration of lessons using the Integrative model:
a. ideally lasts 1-2 class periods.
b. will always take longer than 1-2 class periods.
c. should not extend beyond a few days of instructional time.
d. may extend across months of instructional time.