Q&A Hero

Q: What is the key difference between the Design Phase and the Develop Phase of the Addie Instructional Design Model?

Q: What is involved in the fourth phase of the Integrative model? a. Students describe, compare, and search for patterns in the content that represents an organized body of knowledge. b. Students make broad generalizations about the content, and form synthesizing conclusions. c. Students form hypotheses based on their examination of the content. d. Students explain the identified similarities and differences by examining content more closely.

Q: Describe ADDIE and name the key steps involved.

Q: What is involved in the second phase of the Integrative model? a. Students describe, compare, and search for patterns in the content that represents an organized body of knowledge. b. Students make broad generalizations about the content, and form synthesizing conclusions. c. Students form hypotheses based on their examination of the content. d. Students explain the identified similarities and differences by examining content more closely.

Q: What is the difference between instructional design models and models of instruction?

Q: In the Integrative model, teachers engage learners in exploring organized bodies of knowledge, or: a. information presented without a particular structure to it. b. a large body of information that entails intentional analysis to understand it. c. information that students already understand or have processed. d. information that is not too large in scope, to maintain a sense of organization.

Q: That education is the responsibility of the state comes from the U. S. Constitution's: a. First Amendment b. Second Amendment c. Third Amendment d. none of the above

Q: Explain the concept and origins of instructional design, including key steps involved.

Q: The Copernican plan for school reform promotes: a. shorter periods b. block scheduling c. Carnegie units d. open-space classes

Q: Successful implementation of the Integrative model should result in: a. improved social skills leading to greater cooperative learning. b. a clearer comprehension of a concept based on examples and nonexamples. c. growth in ability to think, analyze, and draw conclusions from rich content materials. d. enhanced problem-solving skills, particularly in group contexts.

Q: The expression "wall of separation between church and state" originated with: a. John Adams b. James Madison c. Thomas Jefferson d. George Washington

Q: Which of the ADDIE Instructional Design Model's phases is considered to be the "doing" phase? a. Analysis Phase b. Design Phase c. Develop Phase d. Implement/Evaluate Phase

Q: Public Law 94-192 concerns the education of: a. minority students b. female students c. undergraduate students d. handicapped students

Q: What are key procedures to follow in planning to teach with any Cooperative Learning model?

Q: Brown v. Board of Education of Topeka, Kansas ruled: a. for educating illegal immigrants b. against segregation of races c. for parental right to homeschool d. against gay and lesbian teachers

Q: During which phase of the ADDIE Instructional Design Model should the instructional designer connect curriculum and instruction with standards? a. Analysis Phase b. Design Phase c. Develop Phase d. Implement/Evaluate Phase

Q: What are the steps in the General Cooperative Learning model?

Q: Cases of HIV were first diagnosed in the United States in: e. 1961 f. 1971 g. 1981 h. 1991

Q: Robert J. Havighurst popularized the concept of: a. dual high school-college enrollment b. outcomes-based education c. lengthened school day/year d. developmental tasks of adolescence

Q: Tinker v. Des Moines Independent Community School District resulted from students protesting: a. changes in the lunch menu b. the Vietnam War c. the wearing of uniforms d. the banning of prayer

Q: Which of the ADDIE Instructional Design Model's phases is considered to be the "messy" phase? a. Analysis Phase b. Design Phase c. Develop Phase d. Implement/Evaluate Phase

Q: Censorship cases stem from varying interpretations of the U.S. Constitution's: a. First Amendment b. Fourth Amendment c. Fifth Amendment d. Tenth Amendment

Q: What should the Cooperative Learning model be applied and why?

Q: What is one possible challenge found in measuring student growth during the Evaluate Phase of the ADDIE Instructional Design Model? a. Measuring growth requires comparison with prior knowledge and skills, and this information is available only to students' previous instructors. b. Measuring growth requires comparison with prior knowledge and skills, and can only take place when a pre-assessment has been completed. c. It is important to measure growth without making any comparisons to students' prior knowledge and skills, because this information may bias the teacher as to what the student is able to learn. d. Growth in student learning can only be measured accurately by the students themselves; self-assessments need to be developed to measure such growth.

Q: Contestants in Lau v, Nichols were: a. Spanish-speaking students b. Creole-spreaking students c. Chinese-speaking students d. Vietnamese-speaking students

Q: Wisconsin v. Yoder ruled in favor of the: a. Sioux parents b. Amish parents c. Swedish parents d. Mormon parents

Q: What is the Cooperative Learning model's history and origins?

Q: The state credited with the first American charter school is: a. Minnesota b. Indiana c. Pennsylvania d. Vermont

Q: Questions to consider in the Implementation and Evaluation phases of the ADDIE model include: a. How much effort did students expend and how did instruction influence this? b. How much learning occurred? To what extent were learning goals were met? c. How much student growth occurred from the beginning to the end of instruction, and how instrumental was the instruction in promoting student growth? d. All of the above.

Q: Pierce v. Society of Sisters addressed: a. selection of textbooks b. hiring of faculty c. construction of schools d. choosing private schools

Q: How are Cooperative Learning models unique from other teaching models? Include a discussion of each of the five essential attributes of the Cooperative Learning models.

Q: Carl D. Perkins Act of 1990 concerned: a. elementary education b. vocational education c. college education d. health education

Q: Which of the following is not true about the Develop Phase of the ADDIE instructional design model? a. The instructional designer (ID) creatively connects learner needs with appropriate materials. b. This phase typically is very straightforward process marked by much clarity. c. The ID creates plans to differentiate materials and instructional approaches. d. New information discovered in this phase may lead to revisiting previous ADDIE steps.

Q: Cooperative Learning models positively impact learning and achievement: a. for high-achieving students only. b. for groups as a whole, but not for individuals in the group. c. only for students in preschool and elementary school d. by increasing motivation and desire to help the team.

Q: Core Knowledge was originally known by the name: a. fundamental knowledge b. basic imperatives c. cultural literacy d. central concepts

Q: Which of the following is a question to consider in the Develop phase of the ADDIE model? a. How much growth occurred from the beginning to end of instruction? b. What must I teach to fulfill state, district, and local standards? c. Are the learning materials and activities responsive to the identified needs of the learners? d. How many learning goals did students achieve?

Q: Online experiences are now being made available in: a. charter schools b. university systems c. private schools d. all of the above

Q: Content delivered online in various literacies is: a. very different from what is presented in print b. similar to what is presented in print c. is better than what is presented in print d. none of the above

Q: Assessments for group accountability a. indicate how well the group has functioned together to accomplish the learning task. b. indicate how individuals within a group have fulfilled their responsibilities. c. should not focus on the extent to which the group supported all of its individuals. d. are not as important as assessments for individual accountability.

Q: If a learning goal is specifically focused on developing conceptual knowledge, which of the instructional models presented in Part II of the textbook would be particularly useful? (See Appendix B for help.) a. The Concept Attainment Model b. The Direct Instruction Model c. The Vocabulary Acquisition Model d. The Cooperative Learning Model

Q: Online teachers face unique challenges related to their instructional environment. In some programs, teachers are expected to: a. "push" the information out and become managers of student learning b. focus on the student's time-management skills c. become facilitators of coursework d. all of the above

Q: Groups that are designed to bring learners with different characteristics together are: a. Informal Groups b. Cooperative Base Groups c. Heterogeneous Groups d. Homogeneous Groups

Q: The delivery model is significant in the blended learning environment for: a. it provides access to a student's grades b. it makes the learner accountable to the teacher c. it engages the teacher and student in the learning process d. none of the above

Q: A "needs assessment," which often takes place in the Analysis Phase of ADDIE, involves: a. determining the desired status of the audience achieved via the product being designed; b. determining the actual status of the audience before interaction with the product being designed; c. analyzing the gap between the desired status and actual status. d. all of the above.

Q: Which of the following is not characterized as a digital device used in mobile learning: a. the smartphone b. personal media players c. tablets d. desk top computer

Q: Using technology to support individualized learning in the classroom is a form of: a. whole group instruction b. bellwork c. differentiating the instruction d. cooperative learning

Q: In Cooperative Learning models, specifying goals and objectives is: a. important for some cooperative learning models, but not others. b. involves establishing learning goals based on academic standards and social skills. c. involves establishing learning goals based on academic standards only. d. involves establishing learning goals based on academic standards only.

Q: Which of the following is not one of the four major goals in the Analysis phase of the ADDIE model? a. To determine the instructional goals and objectives b. To examine the current and desired learner needs and characteristics c. To make a final assessment of student learning in a unit d. To identify contextual factors that might promote or hinder instruction

Q: Electronic differentiation is not designed to supplant strong instructional practices carried out in the classroom: a. but rather to enhance them b. but rather to make the practices a thing of the past c. but rather to bring attention to poor pedagogical practices d. none of the above

Q: Which of the following includes key steps in the Graffiti Cooperative Learning model? a. Introduce model; Name, teach, practice social skills; Assign students to expert and learning groups; Assemble groups and set task; Experts teach in learning groups; Measure group and individual accountability; Evaluate and provide team recognition. b. Prepare questions; Divide students into groups; Explain process to groups; Identify, explain, and practice social skills; Distribute materials; Groups answer questions; Groups process responses to questions; Share information; Measure group and individual accountability; Assess learning. c. Introduce task; Name, teach, practice task; Implement lesson and monitor interactions; Summarize learning; Measure group and individual accountability; Assess learning d. Lesson introduction; Divergent phase; Convergent phase; Closure; Application

Q: A Learning Management System allows teachers to: a. track student progress b. post schedules c. provide tests and quizzes d. all of the above

Q: According to the text, a challenge for teachers in a blended learning environment is: a. to completely divorce themselves of the pedagogical practices they have learned in a brick and mortar environment to assure student success b. the lack of flexibility the blended learning environment creates c. to use technology to enhance instruction instead of to drive it d. none of the above

Q: The instructional design model, ADDIE, stands for the following five steps: a. Assessment, Design, Development, Implementation, Evaluation b. Analysis, Development, Design, Implementation, Evaluation c. Analysis, Design, Development, Implementation, Evaluation d. Analysis, Design, Development, Individualization, Evaluation

Q: Mobile Learning is characterized as: a. being able to access content anytime anywhere b. being able to use handheld digital devices to access content c. having to plug into wired access points to reach the Internet d. "a" and "b" are correct

Q: Which of the following includes key steps in the Jigsaw Cooperative Learning model? a. Introduce model; Name, teach, practice social skills; Assign students to expert and learning groups; Assemble groups and set task; Experts teach in learning groups; Measure group and individual accountability; Evaluate and provide team recognition. b. Prepare questions; Divide students into groups; Explain process to groups; Identify, explain, and practice social skills; Distribute materials; Groups answer questions; Groups process responses to questions; Share information; Measure group and individual accountability; Assess learning. c. Introduce task; Name, teach, practice task; Implement lesson and monitor interactions; Summarize learning; Measure group and individual accountability; Assess learning d. Lesson introduction; Divergent phase; Convergent phase; Closure; Application

Q: The two computer-based assessment consortia of the Common Core State Standards are: a. the NAEP and PIRLS b. the NGSS and SSS c. the PARCC and SBAC d. the NAEP and PARCC

Q: Which of the following is a key benefit for teachers using the instructional design process? a. The ISD process allows instructional goals to emerge as they come up in class. b. The ISD process guides teachers in identifying and basing instructional decisions on learner needs. c. The ISD process encourages teaching texts with a long history of use within U.S. curriculum. d. The ISD process does not focus on the effect of instructional materials and methods.

Q: Open Education Resources provide: a. access to free academic tools via the Internet b. increased access to academic content to educators all over the world c. increased access to academic content to third world countries d. all of the above

Q: Which of the following includes key steps in the General Cooperative Learning model? a. Introduce model; Name, teach, practice social skills; Assign students to expert and learning groups; Assemble groups and set task; Experts teach in learning groups; Measure group and individual accountability; Evaluate and provide team recognition. b. Prepare questions; Divide students into groups; Explain process to groups; Identify, explain, and practice social skills; Distribute materials; Groups answer questions; Groups process responses to questions; Share information; Measure group and individual accountability; Assess learning. c. Introduce task; Name, teach, practice task; Implement lesson and monitor interactions; Summarize learning; Measure group and individual accountability; Assess learning d. Lesson introduction; Divergent phase; Convergent phase; Closure; Application

Q: Why does the instructional design process lead to a more effective instructional "product"? a. The instructional design process strategically identifies the needs of the learners to inform the design of instructional products. b. The instructional design process focuses much more on standards than on students to make sure the instructional product is sound. c. The instructional design process focuses more on engaging activities than on learning goals d. The instructional design process does not worry about desired learning results until it is time for students to be assessed.

Q: An example of a federal law that requires schools to provide safe Internet access is: a. The Digital Footprint Act b. The Responsible Internet Access Act c. The Safe Access to the Internet Act d. The Children's Internet Protection Act

Q: By creating a positive digital footprint: a. students can enjoy the benefits of digital curriculum without facing potential negative repercussions throughout their lives b. students keep a track record of the websites they visit c. students do not have to be concerned that future employers will see that they have accessed inappropriate content on the Internet d. none of the above

Q: Which of the following is not a key social skill to teach in cooperative learning? a. Remaining neutral towards the feelings of others b. Giving and receiving constructive feedback c. Taking turns to speak and share ideas d. Assisting group members who need help

Q: When creating online opportunities for students, the main consideration for educators must be: a. how much fun the students will have using the content b. how many computers the district will provide for a school c. the safety for all stakeholders d. none of the above

Q: What professional fields continue to benefit from using the instructional design process? a. Education, the medical field, and corporations b. Education, governmental agencies, and architecture c. Education, governmental agencies, and corporations d. Education, governmental agencies, and visual arts professions

Q: Cooperative Learning models impact creative and critical thinking by: a. reducing individual innovation and motivation. b. stimulating a greater interchange of ideas. c. presenting less complicated tasks for groups to approach together. d. hindering cooperation toward a common goal.

Q: Some instructors and curriculum planners believe that assessing the achievement of instructionalobjectives constitutes curriculumevaluation. This is a mistake for: a. it places the onus on the teacher to create balanced objectives b. it assumes that the instructional process is always solid and the effectiveness of the curriculum is always a given c. it equates curriculum with instruction d. "b" and "c" are correct

Q: Instructional design models differ from instructional models in that: a. Instructional design models involve instructional steps. b. Instructional design models always follow the five steps of the instructional design process. c. Instructional design models have a theoretical basis. d. Instructional design models are approaches for implementing instruction.

Q: Careful evaluation of programs can be very complicated. Schools typically do not do a thorough job of evaluation because: a. the community is not concerned about the success of many of the programs at a school b. the teachers are unwilling to change practices so it is not worth conducting an evaluation c. it is time consuming and often expensive d. today's programs are researched-based and do not need to be evaluated

Q: Research shows that cooperative learning: a. results more often in students "liking" one another if they are in the same ability group. b. results more often in students "liking" one another, as long as the students have the same ethnic and social class background. c. results more often in students of diverse backgrounds "dis-liking" one another. d. results more often in students of diverse backgrounds "liking" one another, regardless of student background, including student ability, gender, ethnicity, social class, etc.

Q: As defined in the text, instructional evaluation is a means to: a. evaluate pupils directly and programs indirectly b. evaluate school performance c. evaluate a state's ability to produce training for its teachers d. all of the above

Q: The practice of instituting professional learning communities into the fabric of schools has become: a. a way of establishing collaborative groups that focus on student achievement b. an effort to eliminate the "silo effect" that is present in many educational environments c. an effort to create time for educators to meet and collaborate d. all of the above

Q: The key steps involved in the instructional design process are to: a. Instruct, revise, instruct, revise, instruct, revise, etc. b. Develop, implement, evaluate c. Observe, practice, evaluate, revise d. Design, develop, implement, evaluate, manage

Q: The Cooperative Learning models foster students' positive development in: a. relationships among diverse peer populations. b. self-esteem. c. Inclusivity. d. All of the above.

Q: Evaluation is a continuous process by which data are gathered and judgments made: a. for the purpose of improving a system b. for the purpose of educators to drive instruction c. for the purpose of administrators to garner support from the community d. "a" and "b" are correct

Q: The instructional design process was developed with funding from: a. The U.S. Department of Defense b. The United Nations c. The National Teachers' Association d. Teach for America

Q: The unification of disciplines or the abandoning of boundaries between discrete subjects is known as: a. scope b. sequence c. integration d. transferability

Q: The planned introduction and reintroduction of content at subsequent grade levels and at ever-increasing levels of complexity is known as: a. continuity b. scope c. sequence d. relevance

Q: The ordering of the units of content is known as: a. scope b. sequence c. continuity d. relevance

Q: The formal introduction of Cooperative Learning models was inspired by: a. the need for students to develop a deep understanding of words. b. growing awareness of the theory of group dynamics and a desire to promote racial integration. c. the belief that almost all cognitive activity involves categorizing. d. the primary goal to promote students' ability to think and reason.