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Curriculum & Instruction
Q:
ISLLC Standard 2 outlines how a principal must:
A. Provide sound fiscal oversight of curriculum
B. Appoint a master teacher or assistant principal to oversee instruction
C. Be the instructional leader in the school
D. Serve on district curriculum teams
Q:
True or False. In seeking new curriculum it is a good idea to get the support of the powerful.
a. True
b. False
Q:
True or False. Both the technological and naturalistic models of curriculum development utilize a curriculum specialist.
a. True
b. False
Q:
True or False. "Opportunity cost" implies every student who takes a new course loses the opportunity to have some other educational experience.
a. True
b. False
Q:
True or False. In the technological model the primary reason for selecting learning activities is their relationship to the objectives.
a. True
b. False
Q:
True or False. In the technological model only one activity can be identified for each objective.
a. True
b. False
Q:
True or False. In the technological approach goals and objectives are determined while establishing parameters.
a. True
b. False
Q:
True or False. The technological approach to curriculum planning can be traced back to Tyler.
a. True
b. False
Q:
Alternative strategies teachers should use to prepare students for their future when they
leave school include:
A. Greater accountability
B. Common Core Standards alignment
C. A career plan
D. Technology integration
Q:
Some of the most components for Distance Learning include:
A. GoToMeeting, iTV, Blackboard, and Moodle
B. Common Core Standards for alignment
C. Newer platforms for operating systems
D. Apple computers
Q:
The Inverse Design Process is most like:
A. Curriculum mapping
B. Technological model
C. Distance learning
D. Backward design process
Q:
Adapting the Naturalistic Model for elementary grades should not include:
A. Staking out the territory
B. Developing quality learning experiences
C. Determining who will teach
D. Developing learning scenarios
Q:
Once improvement targets are identified and objectives specified, the next step is to
A. outline the pacing guide
B. Determine the optimal sequence in which objective should be mastered
C. Determine where to integrate technology
D. Determine what assessments should be used.
Q:
Whatever assessment teachers decide to use the following guidelines can be considered except which one?
A. Understanding and articulating in advance of teaching the achievement targets
B. Continuously adjusting instruction based on the results of classroom assessments
C. Corrective strategies provide students with successful learning experiences
D. Using classroom assessments to build students' confidence
Q:
A recent study of schools with improving academic performance indicated:
A. Most schools had the principal for at least five years
B. Principals were intuitive and rarely needed data
C. Principals from less successful tended to rely on data
D. Principals from successful schools collaborated with teachers to determine learning activities.
Q:
Any use of the internet by teachers and students, including Web quests:
A. Involve unrestricted use to maximize learning opportunities
B. Revolve around actual needs of students
C. Be restricted to using it at school
D. Involve only one or two sites
Q:
One of the literacy changes that has taken place due to technology is:
A. In pre-technology most books and other publications were proofed prior to publication while the Web is not so the user must determine the veracity of the source.
B. In pre-technology the information provided was limited while the Web provides a great deal more accurate information.
C. In pre-technology students or school districts had to purchase trade books or literature while using the Web they can be downloaded without cost.
D. In pre-technology students had to read the literature selection and for their own analysis while now the Web provides the analysis for them.
Q:
It has been said that advancements in educational technology and distance learning have come in shifts. Which of the following represents the first shift?
A. Teachers are no longer the sole arbiters of knowledge in the classroom.
B. Movement from traditional education to open learning.
C. A major shift in how literacy changes the new environment.
D. An increase in school-based technology has taken place.
Q:
Below are four questions, which one does not belong with the other three?
A. What materials and resources are needed?
B. What enabling activities will lead to the needed knowledge and skills?
C. What are the essential questions?
D. Is the overall design coherent and effective?
Q:
All of the following are steps in the inverse design process except
A. Identification of desired end results
B. Determine what evidence or assessments are needed to check results
C. Plan learning activities
D. Provide a staff development program for those teaching the course
Q:
According to Conrad Wesley Snyder empathy toward another person can be encouraged by
A. Quality learning activities
B. Broad objectives
C. Learning scenarios
D. Technology
Q:
A learning scenario contains
A. A prescribed number of lessons
B. A listing of national standards
C. Copies of articles, maps, and other materials
D. A scope and sequence
Q:
What one question below does not belong with the other three?
A. Have similar courses been developed by national curriculum centers?
B. What research is available to determine course content?
C. Have similar courses been offered at other schools?
D. What materials are readily available in the field?
Q:
In blocking the units within the naturalistic approach four questions are asked. Which one of the following is not one of the questions?
A. How much instructional material is available?
B. How many units of study are planned?
C. How many lessons will there probably be in each unit?
D. What is the general objective of each unit?
Q:
A middle school is re-designated as a high school in a district with four high schools. The students assigned to the school do not seem to have pride and are resentful of having to be there. The principal decides to have a homecoming that is unlike others in the community. He knows upper administration may not go along so before he asks permission he discusses the idea with the PTA officers, the band parents association and the athletic parents association, all of whom are enthusiastic, the result is probably
A. No permission because it is different from the other schools
B. No permission because parents are not influential
C. Received permission because a constituency was developed
D. Received permission because upper administration wanted change
Q:
In the naturalistic approach to curriculum development the concept of staking out the territory is most similar to:
A. Course parameters
B. Course prospectus
C. Course goals
D. Course content: knowledge
Q:
In the naturalistic approach to curriculum, once it is decided to develop a new course it is logical to have the planning team do all of the following except
A. Appoint a curriculum specialist to coordinate
B. Consider the students for whom the course is intended
C. Make an initial determination about the schedule
D. Tentatively identify the coverage of the course
Q:
Using the naturalistic approach to curriculum you would
A. Allow teachers to determine if they want to start a new course
B. Provide extensive formative assessment devices
C. Make certain there was no "opportunity cost"
D. Assess alternatives before developing the course
Q:
A curriculum guide produced using the technological model would contain all of the following except
A. A list of instructional materials
B. A list of sequenced objectives
C. A time allocation for each objective
D. A rationale or statement of philosophy
Q:
With respect to assessments developed by the curriculum specialist:
A. Deals only with written tests
B. Deals only with summative instruments
C. May include formative assessment
D. Should be norm referenced
Q:
In the technological approach to course development objectives are usually sequenced based on, in part by:
A. Task analysis
B. Relationships among objectives
C. School calendar
D. Chapter sequence in selected textbook
Q:
Within the technological model determining course parameters could include
A. Establishing objectives
B. Developing a scope and sequence for the course
C. Selecting appropriate instructional materials
D. Establishing a rationale for the course
Q:
According to Wulf and Schave, the nature of a technological approach to developing new courses includes all of the following except
A. Very complete except for activities
B. Developing assessment procedures
C. Assessing the needs of the learners
D. Develop and sequence course objectives
Q:
Describe the various aspects of building the knowledge base. What considerations should be included for students, for teachers, the research, and course territory?
Q:
Why is The Three-Dimensional Assessment Matrix, developed by Washington's Educational Technology Support Center more relevant today than every? Explain.
Q:
What is the significance of a shift in literacy changes in a technological environment?
Q:
It has been said that developing technology means there has been a shift from traditional education to distance learning. What does this mean?
Q:
Write an essay of how you would proceed to plan learning experiences within the inverse design process. Note, this is an essay, not a list
Q:
Explain the concept of "inverse design."
Q:
The authors suggest the naturalistic approach produces higher quality activities based on the objectives. Construct an essay in which you tell the difference between the technological and naturalistic approaches and agree or disagree with the authors' assertion.
Q:
In developing the knowledge base the authors' suggested five questions that should be asked about students. What possible impact to the curriculum would the answers suggest?
Q:
Hypothesize, with justification, what happens if there are no teachers who want to teach the new course. What should be done?
Q:
A new curriculum worker maintains developing the knowledge base refers to the content of a course that is being developed. Is the worker correct? If yes, why that is correct? If not correct, why is it not correct?
Q:
Construct an essay in which you stake out the territory for a course you may want to see developed.
Q:
Differentiate between a planning team and a curriculum specialist.
Q:
If the school were thinking of implementing a course on the theoretical aspect of flying an airplane because it addressed meteorology, physics, mathematics, and map skills, identify three alternatives and reach a decision on the advisability of the course.
Q:
Describe several import roles that assessment plays when implementing the curriculum.
Q:
One school district was interested in establishing an elective course in the theoretical aspects of flying an aircraft because it addressed meteorology, physics, mathematics, and map skills. In order to determine the objectives the curriculum expert used the objectives listed at the start of each chapter in a book. Was this good practice? Why or why not? If it is not good practice, how should the objectives be determined?
Q:
Describe, in general, the technical approach to course development.
Q:
The best change strategy for schools promotes reform from __________ and __________.
Q:
Teachers are more likely to believe ___________ that supports their current instructional ____________ than research that might require them to substantially ___________ their practice.
Q:
A ______________is a more flexible and open-ended guide that helps the teacher in starting the new course of study.
Q:
Identify the three questions asked when refining the tentative list of unit objectives.
Q:
According to the authors, student questions during the naturalistic development model are more valid than the more formal _____________________.
Q:
Identify three advantages to the decentralization of new course development.
Q:
In the naturalistic model of curriculum development there are usually several teachers on a ___________________rather than a curriculum specialist.
Q:
The final major step in the naturalistic approach to curriculum development is "developing the learning scenarios." Identify the seven major steps that go before.
Q:
Identify the four characteristics of the naturalistic curriculum development process.
Q:
Regarding the foundational area of human development, integration of up-to-date -_____________ technology most likely will be critical for future school success.
Q:
In the technical model of course development once the sequence of objectives is determined the curriculum specialist clusters the objectives into_________________________.
Q:
The two contrasting processes for developing new courses are _____________ and ___________________.
Q:
True or False: Collaborating with the international community is important.
a. True
b. False
Q:
True or False. Curriculum specialists identify course objectives, but do not have to be concerned with Common Core Standards.
a. True
b. False
Q:
True or False. With an abundance of school change, and a focus on testing, we run the risk of valuing what we measure rather than measuring what we value.
a. True
b. False
Q:
True or False. The naturalistic model can be used both for elementary and secondary schools.
a. True
b. False
Q:
True or False. The number of unit objectives does not have to be the same as the number of units.
a. True
b. False
Q:
True or False. Make the new course "our course" rather than "my course."
a. True
b. False
Q:
Of the eleven creative professional development strategies, choose three of the eleven and explain (using examples) how they could integrated into the professional development program.
Q:
Describe how you would organize and conduct a professional development program for introducing a new curriculum.
Q:
Describe the process of selecting materials after a curriculum improvement. In your answer reflect on whether there needs to be perfect congruence between the curriculum and the materials. Explain
Q:
When there is now curriculum it is essential to have curriculum-based testing. The text indicates that at the secondary level it is frequently a mid-term exam followed by a final exam at the end of the course. Should there be additional curriculum-based test? Why or why not?
Q:
Describe the four ways that are used to determine the suggested time allocations for topics within the curriculum.
Q:
Compare and contrast a curriculum guide with a curriculum-objectives notebook.
Q:
Once a map is constructed it needs to be refined. Construct an essay describing the process of refining the map.
Q:
Authors of the text suggest a different approach than mapping. Construct an essay in which you explain the approach taken by the text and the rationale for using that approach.
Q:
The text outlines a 16 step process in improving fields of study based on the work of Snyder. Construct an essay in which you describe how you would use it if you were assigned the task of examining and updating a curriculum area of your choice.
Q:
The text outlines a 16 step process in improving fields of study based on the work of Snyder. Construct an essay in which you summarize the process. Do not list steps, describe the process.
Q:
In the Snyder model teacher guides may be very restrictive, requiring teachers to use specific strategies. What justification is given for this and do you agree?
Q:
Conrad W. Snyder developed a plan for determining what should be taught. Explain the second step, including all filters.
Q:
Conrad W. Snyder developed a plan for determining what should be taught. Explain the first step in the plan, including the specific questions to be asked and answered.