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Curriculum & Instruction
Q:
Instructional Design (ISD) is:
a. the colors and other visual styles with which the instructional materials are made
b. a systematic and scientific approach for designing instruction and creating instructional materials
c. the manner in which classrooms are arranged to best support effective learning
d. the philosophical belief that humans are made to engage in instructional learning
Q:
Relevance, balance, and integration are perceived as:
a. dimensions of sequence
b. dimensions of scope
c. dimensions of transferability
d. dimensions of complexity
Q:
Who is credited with initiating the first documented use of collaborative structured group learning?
a. John Dewey
b. Don Kauchak and Paul Eggen
c. Hilda Taba
d. Thomas Estes
Q:
The usefulness of content to the learner is:
a. articulation
b. transferability
c. continuity
d. relevance
Q:
The concept at the heart of spiral curriculum is:
a. articulation
b. transferability
c. continuity
d. relevance
Q:
The most successful instruction in 21st century classrooms is that which:
a. results in the greatest growth and achievement for all students.
b. most closely aligns with state and district standards
c. centers on the teacher's areas of strength
d. practices what has traditionally worked well in the past
Q:
The meshing of subject matter and skills between successive levels of schooling to provide a smooth transition from a lower to higher level is known as
a. articulation
b. transferability
c. continuity
d. relevance
Q:
Which of the following best reflects interpersonal and small group social skills in the Cooperative Learning model?
a. Working together toward a common goal in ways that supports the success of all students.
b. Working effectively with the group due to feeling one's individual efforts count and will be assessed.
c. Developing and practicing active listening, trust building, conflict resolution, and leadership skills.
d. Engaging cognitively with other group members to develop new ideas, synthesize existing understanding, make decisions, and apply their knowledge in ways that represent the best of group thinking.
Q:
Instructional planning is different from instruction in each of the following ways, except:
a. Instructional planning involves identifying the standards to be addressed.
b. Instructional planning involves making choices about which instructional approaches to use.
c. Instructional planning involves selecting curriculum resources or developing one's own.
d. Instructional planning involves assessing the extent to which students met the learning goals.
Q:
According to the text, transferability is that characteristic of learning which:
a. when realized in one setting permits the learner to perform well on a standardized test
b. when realized in one setting permits it to be carried over into another setting
c. is a much-desired goal of education
d. "b" and "c" are correct
Q:
In addition to experimental research, the types of research that curriculum planners engage in are:
a. action
b. descriptive
c. historical
d. all of the above
Q:
Which of the following best reflects individual accountability in the Cooperative Learning model?
a. Working together toward a common goal in ways that supports the success of all students.
b. Working effectively with the group due to feeling one's individual efforts count and will be assessed.
c. Developing and practicing active listening, trust building, conflict resolution, and leadership skills.
d. Engaging cognitively with other group members to develop new ideas, synthesize existing understanding, make decisions, and apply their knowledge in ways that represent the best of group thinking.
Q:
Curriculum planners engage in various types of evaluation and research. Among the types of evaluation are:
a. input, product, electronic, and formative
b. context, input, process, and product
c. context, process, electronic, and formative
d. formative, summative, electronic and standardized
Q:
How are educational designers empowered in relation to their students, content, and practice?
Q:
Two types of preassessment are suggested:
a. one to determine if the content of the class was learned by the pupil and whether the teachers needs to reteach the concepts
b. one to evaluate the pupils' possession of prerequisite knowledge and/or skills to begin study of the new subject matter, and the other to determine whether pupils have already mastered the subject matter to be presented
c. one to remedial action based on the data and to create a post test that will determine student mastery of the subject matter that was presented
d. none of the above
Q:
Which of the following best reflects group processing in the Cooperative Learning model?
a. Working together toward a common goal in ways that supports the success of all students.
b. Working effectively with the group due to feeling one's individual efforts count and will be assessed.
c. Developing and practicing active listening, trust building, conflict resolution, and leadership skills.
d. Engaging cognitively with other group members to develop new ideas, synthesize existing understanding, make decisions, and apply their knowledge in ways that represent the best of group thinking.
Q:
A major purpose of formative evaluation is
a. to allow teachers to diagnosis and take remedial action in a timely manner
b. to allow teachers to monitor instruction to keep it on course
c. to allow teachers determine student performance at the end of a course or unit
d. "a" and "b" are correct
Q:
Define models of teaching, and include 2-3 examples.
Q:
Which of the following best reflects positive interdependence in the Cooperative Learning model?
a. Working together toward a common goal in ways that supports the success of all students.
b. Working effectively with the group due to feeling one's individual efforts count and will be assessed.
c. Developing and practicing active listening, trust building, conflict resolution, and leadership skills.
d. Engaging cognitively with other group members to develop new ideas, synthesize existing understanding, make decisions, and apply their knowledge in ways that represent the best of group thinking.
Q:
Formative evaluation is measurement that takes place
a. at the beginning of a course or unit
b. at the end of a course or unit
c. in the middle of a course or unit
d. "a" and "c" are correct
Q:
What are key characteristics of 21st century learners, and why must educational designers consider them?
Q:
Summative evaluation is measurement that takes place:
a. at the beginning of a course or unit
b. at the end of a course or unit
c. in the middle of a course or unit
d. "a" and "c" are correct
Q:
The Cooperative Learning models cultivate which possible pattern of group interaction?
a. Students compete with one another to see who can be the "best."
b. Students work independently toward their own goals without acknowledging others.
c. Students work together cooperatively with a vested interest in each other's learning.
d. None of these reflect the nature of the Cooperative Learning models.
Q:
In criterion-referenced measurement:
a. a student's performance is measured by the mastery of the objectives and not on his or her performance as related to others in the class
b. a student's performance is measured by criteria that were established in the instructional objectives
c. a student's performance is compared to the performance of other students who took the test
d. "a" and "b" are correct
Q:
What are five major trends influencing education in the 21st century, and why must educational designers become aware of their impact on 21st century classrooms?
Q:
Norm-referenced measurement is the classic approach to assessment in which a student's performance on a test is:
a. compared to the performance of other students who took the test
b. compared to criteria that were established in the instructional objectives
c. compared to performance of a particular group on a particular test
d. "a" and "c" are correct
Q:
Objectives in the psychomotor domain are best evaluated by:
a. oral exams administered to individuals
b. actual performance of the skill being taught
c. written tests given to a group
d. all of the above
Q:
What do all of the Cooperative Learning models have in common?
a. Each of the models primarily focus on individual achievement.
b. Each of the models simultaneously develops social skills and academic content learning.
c. Each of the models assumes that social construction of knowledge is not natural and must be mechanically taught.
d. Each of the models emphasizes content memorization over peer interaction.
Q:
Achievement in the cognitive domain is ordinarily demonstrated in school by pupil performance on:
a. oral exams administered to individuals
b. written tests given to an individual
c. written tests administered to a group
d. "a" and "c" are correct
Q:
Describe the work of an "educational designer."
Q:
Student achievement in the affective domain is:
a. easy to assess
b. difficult to assess
c. shouldn"t be assessed
d. none of the above
Q:
Which of the following is not a Cooperative Learning model?
a. The General Cooperative Learning model
b. The Jigsaw model
c. The Inductive model
d. The Graffiti model
Q:
An example of a widely used form of alternative assessment is:
a. standardized tests
b. common assessments
c. the SAT
d. portfolios
Q:
Transformation of instructional models from the past may be achieved through which of the following?
a. increased use of technology to plan, implement, and conduct assessment
b. integration of differentiated instruction principles and practices within the instructional models
c. the application of systematic thinking and processes to design instruction for students
d. all of the above
Q:
Describe key ways in which technology may add value to the Problem-Based model in lesson planning, implementation, and assessment.
Q:
The largest nationally representative and continuing assessment of what America's students know and can do in various subject areas is known as:
a. the PISA
b. the TIMSS
c. the PIRLS
d. the NAEP
Q:
An international exam that measures the achievement of 15-year-olds' capabilities in reading literacy, mathematics literacy, and science literacy is known as:
a. the PISA
b. the TIMSS
c. the PIRLS
d. the NAEP
Q:
Which of the following statements describes an educational designer?
a. An educational designer approaches instructional planning with purpose and clear objectives.
b. An educational designer possesses more general than specific knowledge that may be applied broadly.
c. An educational designer depends on outside support to recognize difficult instructional challenges.
d. An educational designer addresses educational challenges by using tools that have worked in the past.
Q:
An international exam that measures the achievement of fourth and eighth grade students in areas of science and mathematics in the U.S. and other participating countries is known as:
a. the PISA
b. the TIMSS
c. the PIRLS
d. the NAEP
Q:
What are the key steps in the Problem-Based Learning model?
Q:
Mary is a 9th grade math teacher who has employed the Concept Development Model for many years. She is ready to refine and strengthen her use of this instructional model. Teaching Models: Designing Instruction for 21stCentury Learnerscan help Mary transform her practice for 21st century learners by:
a. Narrowing her approach to a set of strategies that have worked well for the majority
b. Differentiating instruction only if absolutely necessary for only a few students
c. Using technology to make her instruction more efficient, effective, and engaging
d. Learning to follow pre-packaged curricular materials more carefully in her work.
Q:
When should the Problem-Based Learning model be applied and why?
Q:
An international exam that measures the literacy of fourth grade students in the U.S and other participating countries is known as:
a. the PISA
b. the TIMSS
c. the PIRLS
d. the NAEP
Q:
According to the text, evaluation is:
a. a one-time process
b. a cyclical process
c. used to determine if a student has met the objectives
d. "b" and "c" are correct
Q:
The Problem-based Learning Model of Teaching primarily supports 21st century learning in which of the following ways?a. promotes ability to classify and make generalizationsb. promotes learning of useful processes to solve problemsc. encourages development of skills for independent vocabulary learningd. teaches benefits of teamwork and cooperation
Q:
When a teacher uses multiple methods and resources to individualize instruction for the learner, the teacher is:
a. differentiating the instruction
b. providing group instruction
c. heterogeneously grouping the students
d. none of the above
Q:
What are the history and origins of the Problem-Based Learning model?
Q:
The Cooperative Learning Model of Teaching primarily supports 21st century learning in which of the following ways?a. promotes skills for productive collaboration and communicationb. fosters independent learning of proceduresc. fosters application of knowledge to real-world contextsd. promotes inductive reasoning, observation skills, and pattern recognition
Q:
Personal factors that make one teacher different from another include:
a. dress
b. scholarship
c. energy level
d. all of the above
Q:
What is the Problem-Based Learning model, and what impact does it have on student learning?
Q:
Instructional strategies are derived from the following five major sources:
a. standards, parents, students, textbooks and objectives
b. parents, students, subject matter, evaluation and standards
c. objectives, subject matter, textbooks, students and community
d. standards, subject matter, parents, students and evaluation
Q:
Units are written to be used; they are living documents and should be:
a. carried over from year to year so to insure consistency of instruction
b. included in the syllabus for a course but followed loosely for daily planning is more important
c. followed where helpful; and augmented, reduced, and revised as needed and discarded when no longer appropriate
d. none of the above
Q:
The Inquiry Model of Teaching primarily supports 21st century learning in which of the following ways?
a. provides practice in attentively listening to authority figures
b. promotes problem-solving skills and scientific ways of knowing
c. promotes skills for productive collaboration
d. fosters listening and other communication skills
Q:
Planning for instruction involves the following:
a. goals, objectives, strategies, learning resources and evaluation techniques
b. goals, objective, units, daily plans and evaluation techniques
c. strategies, units, daily plans, evaluation techniques and themes
d. topics, themes, goals, objectives and evaluation techniques
Q:
Which activity occurs during the last step of a Problem-Based Learning lesson plan?
a. The teacher randomly assigns students to groups.
b. The students evaluate their cooperative and individual contributions.
c. The teacher presents the problem.
d. The groups vote on their best plan.
Q:
Which descriptor applies to the Concept Development Instructional Model?
a. is teacher-centered
b. focuses on fostering student collaboration
c. promotes ability to classify and make generalizations
d. focuses on applying knowledge to problems in real-world contexts
Q:
Units are essential to:
a. creating a plan that will cover one to two days
b. creating the topics that will be covered in a course
c. holistic planning
d. all of the above
Q:
Which activity occurs during the first step of a Problem-Based Learning lesson plan?
a. The teacher randomly assigns students to groups.
b. The students evaluate their cooperative and individual contributions.
c. The teacher presents the problem.
d. The groups vote on their best plan.
Q:
The unit plan, or unit, is a means of organizing the instructional components for:
a. teaching a particular topic or theme
b. a daily assignment
c. a means to assign grades to an assignment
d. none of the above
Q:
It is helpful for teachers to view 21st century learners in terms of their:
a. commonalities, diverse backgrounds, exceptionalities, and digital learning experiences
b. nationalities, diverse backgrounds, exceptionalities, and digital learning experiences
c. individuality, diverse backgrounds, weaknesses, and digital learning experiences
d. individuality, diverse backgrounds, exceptionalities, and digital learning experiences
Q:
Instructional strategies must be appropriate to the teacher's:
a. style
b. model
c. skills
d. all of the above
Q:
The ability to teach pupils to solve a quadratic equation is an example of a specific:
a. style
b. goal
c. model
d. skill
Q:
Technology integration in the assessment stage of a Problem-Based Learning lesson focuses on:
a. organizing, analyzing, documenting, and sharing resources.
b. researching potential problems and creating materials to scaffold learning.
c. documenting understanding at the individual, peer, and group level.
d. helping the teacher to be the primary person to monitor progress.
Q:
Understanding by Design (UbD) is a curriculum design approach helping teachers to:
a. align curricular goals, instruction, and assessment of student learning.
b. use the final assessment to show students what they should have learned in the unit.
c. work "forward" by first establishing lesson goals and activities, then assessments for learning.
d. teach for more breadth than depth of understanding.
Q:
The Socratic Method of teaching is an example of a:
a. teacher's style
b. teacher's goal
c. model of instruction
d. teacher's skill
Q:
Skills of teaching are those generic and specific competencies necessary:
a. to design and carryout instruction
b. to carryout appropriate planning
c. to improve the instructional capacity of the teacher
d. to provide a nurturing classroom environment
Q:
Technology integration in the implementation stage of a Problem-Based Learning lesson focuses on:
a. organizing, analyzing, documenting, and sharing resources.
b. researching potential problems and creating materials to scaffold learning.
c. documenting understanding at the individual, peer, and group level.
d. helping the teacher to be the primary person to monitor progress.
Q:
The ultimate purpose of all strategies, styles, models, and skills is the fostering:
a. of a successful classroom environment
b. of student achievement
c. of a good school year
d. none of the above
Q:
Key ways in which globalization has impacted the field of education include which of the following?
a. More homogenous classrooms, broader teacher and student perspectives, more global social networks, and more rigorous education standards
b. More diverse classrooms, more traditional teacher and student perspectives, more global social networks, and more rigorous education standards
c. More diverse classrooms, broader teacher and student perspectives, more global social networks, and more rigorous education standards
d. More diverse classrooms, broader teacher and student perspectives, more local social networks, and more relaxed education standards
Q:
Both models and skills must be compatible with the teacher's:
a. lesson plans
b. unit design
c. style
d. goals and objectives
Q:
Technology integration in the planning stage of a Problem-Based Learning lesson focuses on:
a. organizing, analyzing, documenting, and sharing resources.
b. researching potential problems and creating materials to scaffold learning.
c. documenting understanding at the individual, peer, and group level.
d. helping the teacher to be the primary person to monitor progress.
Q:
Instructional strategies, styles of teaching, and teaching skills are all:
a. selected to successfully fulfill instructional goals and objectives
b. adopted to successfully fulfill instructional goals and objectives
c. implemented to successfully fulfill instructional goals and objectives
d. all of the above
Q:
A key revision made to the Revised Bloom's Taxonomy is the addition of which Knowledge Dimensions?
a. Deductive and Inductive
b. Factual, Conceptual, Procedural, Metacognitive
c. Numerical, Linguistic, Historical, Scientific
d. Proven and Unproven
Q:
As teachers gain experience, less detail in planning is:
a. possible
b. not suggested
c. preferred
d. none of the above
Q:
Scaffolding learning in a Problem-Based Learning lesson:
a. is not important to student learning.
b. should not involve the teacher.
c. involves crafting questions to foster student thinking.
d. does not involve documenting progress toward learning goals.
Q:
An additional element sometimes added to an instructional objective is:
a. expected behavior
b. a stability component
c. a behavioral condition
d. a mastery component
Q:
To provide students with a variety of supports for developing technological competence, the ISTE developed a set of National Education Technology Standards (NETS) for which following set of groups?
a. coaches (NETS-C), administrators (NETS-A), teachers (NETS-T), students (NETS-S)
b. policy makers (NETS-P), administrators (NETS-A), teachers (NETS-T), students (NETS-S)
c. business leaders (NETS-B), administrators (NETS-A), teachers (NETS-T), students (NETS-S)
d. administrators (NETS-A), teachers (NETS-T), students (NETS-S), parents (NETS-P)
Q:
In allocating time for a Problem-Based Learning lesson:
a. students will need plenty of time to develop, implement, and evaluate a plan.
b. students only should be given time to implement a plan.
c. the teacher should be the primary person to allocate and monitor use of time.
d. the time allocated should be independent of unique student learning needs.
Q:
The Simpson Taxonomy of the psychomotor domain features:
a. four categories
b. five categories
c. six categories
d. seven categories
Q:
The Krathwohl Taxonomy of the affective domain features:
a) a three major categories
b) four major categories
c) five major categories
d) six major categories