Test Bank Answers Teaching Every Student Chapter.14

Woolfolk et al., Educational Psychology, 7^th Canadian edition

Chapter 14: Teaching Every Student

Multiple Choice Questions

1. Analysis of the relationship between teachers' knowledge of a subject and students' learning suggests that knowledge is

A) negatively correlated with students' attitudes about the class.

B) necessary but not sufficient to improve learning.

C) the best predictor of student achievement.

D) the most important quality of a good teacher.

Page Ref: 500

Skill: Knowledge

1. Mr. Franks creates a classroom environment in which his elementary students work productively at centres and engage in group activities to apply principles they are learning. His established routines help students stay on track and maximize learning time. Which aspect of Robert Pianta’s model is most closely associated with these characteristics of Mr. Franks’ teaching?

A) Affective dimensions

B) Behavioural dimensions

C) Cognitive dimensions

D) Relational dimensions

Page Ref: 500-501

Skill: Understanding

1. Of the following choices, which of the following is TRUE of the importance of advance teacher planning?

A) It allows the teacher more time to correct daily work.

B) Planning dictates course readings and requirements.

C) Planning eliminates uncertainty in teaching.

D) Planning influences what students will learn.

Page Ref: 502

Skill: Knowledge

1. Which one of the following statements is TRUE with regard to instructional planning?

A) For experienced teachers, daily planning is more important than unit or weekly planning.

B) It is particularly important for teachers at the beginning of the year .

C) It is more essential in elementary grades than in the higher grade levels.

D) Once plans are devised, they should generally be followed without variation.

Page Ref: 502

Skill: Knowledge

1. Which one of the following objectives is complete according to Mager's guidelines?

A) Given coloured pictures of fruits and vegetables, students will correctly classify them with a high degree of accuracy.

B) Students will correctly identify the function of the four major organs in the digestive system without using notes.

C) Students will correctly recall the major bones of the human body.

D) Using a calculator, students will solve division problems containing fractions.

Page Ref: 503-504

Skill: Understanding

1. Given the objective "students will be able to write complete sentences using words from a new vocabulary list," identify whether Mager's three criteria for a correctly stated behavioural objective are present or absent in this objective.

Behaviour Condition Criterion

A) Absent Absent Absent

B) Absent Present Absent

C) Present Present Absent

D) Present Present Present

Page Ref: 503-504

Skill: Understanding

1. What is the taxonomic domain of the following objective? "After learning about the properties of magnetism, students will build a vacuum and observe whether there is magnetic behaviour present."

A) Action

B) Affective

C) Cognitive

D) Psychomotor

Page Ref: 504

Skill: Understanding

1. To what taxonomic domain does the following objective belong? "Students will share their reactions about the appeal of a painting after a trip to a local gallery."

A) Action

B) Affective

C) Cognitive

D) Psychomotor

Page Ref: 504

Skill: Understanding

1. According to Bloom’s taxonomy of the cognitive domain, identify the level of the following objective: "How should government classes judge the feasibility of a court decision?"

A) Analysis

B) Application

C) Evaluation

D) Creation

Page Ref: 504-505

Skill: Understanding

1. The primary value of Bloom's taxonomy of cognitive objectives is that it can

A) lead educators to think carefully about the objectives they construct.

B) provide a valid hierarchy of learning from simple to complex.

C) provide administrators with an objective means of evaluating the effects of courses.

D) rank different types of learning according to their relative importance.

Page Ref: 505

Skill: Knowledge

1. Ms. Smith would like to measure her first-graders' mastery of their personal information (address, phone number, spelling of name). What level of Bloom's taxonomy do her questions illustrate?

A) Application

B) Comprehension

C) Evaluation

D) Remembering

Page Ref: 505

Skill: Understanding

1. What level of Bloom's taxonomy is most difficult, if not impossible, to measure with multiple-choice tests?

A) Analysis

B) Understanding

C) Remembering

D) Creating

Page Ref: 505

Skill: Knowledge

1. Which one of the following learning targets involves metacognitive knowledge in the cognitive domain?

A) Summarize events leading up to Confederation.

B) Conjugate ten French verbs.

C) Describe the composition styles of Bach and Handel during the Baroque era.

D) Select a strategy that helps you remember which formula to use in a math problem.

Page Ref: 505

Skill: Understanding

1. Identify the taxonomic domain of the following objective: “Watch the video and respond to the main character’s dilemma as though you were walking in her shoes.”

A) Affective domain

B) Cognitive domain

C) Conceptual domain

D) Psychomotor domain

Page Ref: 506

Skill: Knowledge

1. Mrs. Savage is hoping that her students will really appreciate the importance of earthquakes following the unit that she is about to teach. The type of affective objective that she should expect to occur FIRST for this outcome is

A) organizing.

B) receiving.

C) responding.

D) valuing.

Page Ref: 506

Skill: Understanding

1. In the highest level of the affective domain, students are expected to

A) adopt, and act consistently with, a new value.

B) be aware of how other people feel.

C) demonstrate an overt response to an idea or thing.

D) show a new behaviour as a result of experience.

Page Ref: 506

Skill: Knowledge

1. Which of the following teachers uses a constructivist approach in instructional planning?

A) Mr. Hargrove reviewed several resources identified in his teacher’s manual and developed a lesson about the first walk on the moon.

B) Mrs. Akita gave a pretest to determine the amount of background knowledge she needed to incorporate in her unit about two-step equations.

C) Ms. Levi combined suggested activities from her teacher’s manual with activities suggested by peer teachers as the basis for her lesson about the different types of erosion in her state.

D) Mr. Anthony and his students discussed their unit about crustaceans and decided to create centres that integrated scientific knowledge, writing skills, and vocabulary.

Page Ref: 507

Skill: Understanding

1. A constructivist approach to planning, compared to a traditional approach, would include use of

A) fewer teacher comments about each student's work.

B) more norm-competitive projects designed by students.

C) students and teachers making decisions about objectives together.

D) teacher-designed projects that students evaluate on the basis of predetermined criteria.

Page Ref: 507

Skill: Knowledge

1. Which of the following is an activity that is most directly associated with direct instruction?

A) Dividing students into groups to work on a complex task.

B) The teacher delivers a mini-lecture about a scientific concept.

C) Placing words on a word wall to help students use them in their writing.

D) Using centres with one unit to integrate writing science, and math.

Page Ref: 507

Skill: Knowledge

1. Which of the following is a method by which active learning can be incorporated into lectures?

A) lower-level cognitive objectives.

B) questioning strategies.

C) scripted cooperation.

D) techniques involving small groups.

Page Ref: 507, 510

Skill: Knowledge

1. Which one of the following is NOT a typical component of direct instruction?

A) Cooperative learning

B) Guided practice

C) Independent practice

D) Review of previous work

Page Ref: 508

Skill: Knowledge

1. A major criticism of direct instruction is that it

A) has proven ineffective in evaluation studies.

B) puts students in a cognitively passive position.

C) overemphasizes constructivist viewpoints.

D) works well with high-ability students but not with low-ability students.

Page Ref: 510

Skill: Knowledge

1. A frequent criticism of seatwork as a classroom learning strategy is that it

A) is often overused.

B) may require learning skills that students might not possess.

C) places the student in a passive mode.

D) tends to reduce student motivation.

Page Ref: 511

Skill: Knowledge

1. A term often used to describe the teaching method in which teachers ask questions, and students respond is

A) reaction.

B) convergent questioning.

C) recitation.

D) evaluation.

Page Ref: 514-515

Skill: Knowledge

1. The questions on the objective test that you are taking right now are what type of question?

A) Analytical

B) Convergent

C) Divergent

D) Evaluation

Page Ref: 515

Skill: Knowledge

1. Which one of the following students is responding to a divergent question?

A) Alice identifies the category name for a group of objects.

B) Dave adds to simple lines as many lines as he wants to make a meaningful figure.

C) Janelle indicates which one of five figures is concealed in a complex figure.

D) Mario gives a word to satisfy a definition and a given first letter.

Page Ref: 515

Skill: Understanding

1. High-ability students generally appear most likely to benefit from

A) a lower pace with little emphasis on correcting errors.

B) harder questions and more critical feedback.

C) a nurturing atmosphere for learning.

D) highly structured lesson plans.

Page Ref: 515

Skill: Knowledge

1. Research shows that the average amount of time teachers waits for students to answer questions is about

A) one second.

B) three seconds.

C) five seconds.

D) seven seconds or more.

Page Ref: 515

Skill: Knowledge

1. The recommended waiting time while questioning students is

A) one to two seconds.

B) three to five seconds.

C) six to eight seconds.

D) 10 seconds or longer.

Page Ref: 515

Skill: Knowledge

1. Mr. Nguyen gives the following feedback to Shawna: “I looked at the slides you created. Check your rubric to see if you have met all the criteria for the assignment.” What type of feedback did Mr. Nguyen give Shawna?

A) Self-feedback

B) Task feedback

C) Process feedback

D) Self-regulation feedback

Page Ref: 517

Skill: Understanding

1. If a student who is called on to respond to a question gives a partially wrong answer in an honest attempt, the recommended procedure is to

A) ask "does anyone have a different answer?" Then call on the first volunteer.

B) correct the student's answer and go on with the lesson.

C) provide a prompt or cue and stay with the student for a little while.

D) say "that's almost correct" and then call on another student.

Page Ref: 517

Skill: Knowledge

1. According to research on the use of discussion in textual comprehension, group discussions are most effective for use with

A) higher-ability students.

B) younger students.

C) students have difficulty expressing themselves.

D) below average ability students.

Page Ref: 518

Skill: Knowledge

1. Which one of the following procedures is recommended for teachers when using the discussion method?

A) Ask another student to summarize the first student's response if uncertain about what that student has said.

B) Discourage students from mentally rehearsing or writing responses before speaking.

C) Ask shy children to participate during classroom silences so that they do not have to compete with other students.

D) Remain as uninvolved as possible during the discussion period.

Page Ref: 519

Skill: Knowledge

1. Which of the following scenarios provides evidence that the teacher uses backward design?

A) Mr. Browning begins to develop his math unit by looking at the state standards and aligning key elements of the lesson with the standards. He thinks about the important end results students need to achieve in the unit.

B) Ms. Rollins wants to use cooperative groups in her upcoming unit. She chooses activities her students will enjoy and develops the curriculum around them.

C) Mr. Rankin asks a senior teacher to lend him her teaching plan for the upcoming unit and alters the plan to fit his teaching style.

D)Mrs. Hebert allows students to vote on their favourite approach to a unit on the geography of France and chooses activities that fit the students’ preferences.

Page Ref: 519

Skill: Understanding

1. Cross-age grouping can be an effective teaching method for students of all abilities as long as:

A) students are mixed for reading rather than math class

B) such classes are created only when there are too few students for one grade

C) the grouping allows teachers to provide more direct instruction to the groups

D) all groups receive the same material for the subject being taught

Page Ref: 522

Skill: Knowledge

1. In Lyn Corno’s model of adaptive teaching (2008), which of the following support techniques and objectives are LEAST appropriate for novice learners?

A) direct instruction

B) motivational enhancement

C) peer tutoring

D) teach cognitive strategies

Page Ref: 522-523

Skill: Knowledge

1. In adaptive teaching, self-regulated learning involves which of the following types of instruction?

A) guided practice, participant modelling, and direct instruction

B) independent study, discovery learning, and peer tutoring

C) direct instruction and motivational enhancements

D) interventions, participant modelling, and guided practice

Page Ref: 523

Skill: Knowledge

1. Brook has attention deficit hyperactivity disorder (ADHD) and struggles to stay focused on seatwork. Her desk is in a cluster with three other students, and she is easily distracted by them, seldom completing her independent work. If her teacher uses the INCLUDE strategy, which of the following adaptations is she likely to make?

A) Give Brook different seatwork assignments

B) Allow Brook to work with a partner

C) Move Brook’s desk so that she faces the instructor

D) Arrange for Brook to do seatwork in a special education setting

Page Ref: 524-525

Skill: Knowledge

1. Ms. Boudreaux is choosing math tutorials to use in her inclusive fourth grade classroom. Should she choose programs with universal design? Why or why not?

A) No, universal design applies to reading and language arts curriculum but not math.

B) No, universal design is particularly effective for students with visual impairment, but is not suitable for sighted students.

C) Yes, universal design considers the needs of all users and works for students with disabilities.

D) Yes, universal design is particularly effective with students who read slowly.

Page Ref: 526

Skill: Understanding

1. Which of the following is an example of a sustaining expectation effect?

A) a student is ready for more challenging work but is not given the opportunity to try it because the teacher believes that he/she cannot handle it

B) a teacher places higher expectations on male students than on female students

C) a student is ready for more challenging work, so the teacher provides him/her with the opportunity to try it in order to encourage greater achievement

D) a teacher holds higher expectations for students who participate in extracurricular activities than for students who do not

Page Ref: 527

Skill: Knowledge

1. Ms. Almanzor had high expectations for Martin. When Martin did exceptionally well on the macro economics test, his performance might be partially attributed to ________.

A) use of high-stakes testing practices.

B) Pygmalion effect.

C) fact that she gave him extra time to complete the test.

D) recent increase in self-esteem.

Page Ref: 527

Skill: Understanding

1. Which student is most likely to be the recipient of sustaining expectations?

A) a shy child who provides little information about herself to the teacher

B) a student who participates in extracurricular activities

C) a child who the teacher finds to be independent and interesting

D) a child from a high socioeconomic group

Page Ref: 528

Skill: Knowledge

1. In comparison to high-achieving students, students who are low-achieving

A) receive more praise for correct answers.

B) receive more praise for inadequate answers.

C) are more likely to receive prompts and cues.

D) are given more time for answering.

Page Ref: 529

Skill: Knowledge

1. Which one of the following statements should be AVOIDED in order to promote high expectations of your students?

A) "Take your time and try it again."

B) "Good job on the first part of the writing assignment, however, your conclusion paragraph still needs work."

C) "This is easy! Anyone can do it and you can too."

D) "You are right, this is a challenging writing assignment, which is why you need to keep trying."

Page Ref: 530

True/False Questions

1. Pedagogical content knowledge describes a teacher’s academic knowledge of the subject that they are teaching.

Page Ref: 499

1. Teacher plans should be regarded as flexible frameworks as opposed to rigid specifications.

Page Ref: 502

1. The revision of Bloom's Cognitive Taxonomy in 2001 added four kinds of knowledge that are acted upon by six processes.

Page Ref: 505

1. In constructivist approaches to learning, teachers make the decisions about content and teaching strategies, and students plan the activities.

Page Ref: 507

1. Rather than using specific objectives to guide planning, constructivist teachers have overall goals to guide learning.

Page Ref: 507

1. When instructional goals involve affective development and critical thinking or problem solving, direct instructional strategies are recommended.

Page Ref: 507

1. Direct instruction is an appropriate and economical method for teaching a large amount of material to students.

Page Ref: 510

1. Scripted cooperation is a learning strategy for pairs of students to take turns summarizing material and criticizing their summaries.

Page Ref: 510

1. Questions dealing with concrete facts are divergent questions.

Page Ref: 515

1. In productive group sessions, teachers direct student's questions to other students.

Page Ref: 519

1. Within-class ability grouping frequently deepens existing social divisions when used in classes with diverse populations.

Page Ref: 521

1. Adaptive teaching provides all students with challenging learning tasks.

Page Ref: 522

1. A teacher who uses flexible grouping should seldom assess students’ performance.

Page Ref: 521

1. In flexible grouping, lower-ability groups should be made larger as the materials being taught usually require more teacher instruction.

Page Ref: 522

1. In adaptive teaching, novice students should not be provided with challenging instruction because they are not able to handle it.

Page Ref: 523

1. Teaching students with learning disabilities requires a combination of good teaching practices and sensitivity to all students.

Page Ref: 524

1. Changing seats so the student faces the instructor is a good strategy for students with learning and behavioural disabilities who have difficulty attending to a task

Page Ref: 525

1. Students' self-fulfilling prophecy effects seem to be stronger in the early grades.

Page Ref: 527

1. According to your text, a situation in which a teacher fails to alter their expectations about a student after they show moderate improvement and the student then continues to achieve at their expected level is called a self-fulfilling prophecy.

Page Ref: 527

Completion Questions

1. Teachers who attempt to improve learning for their students by looking back over situations to analyze and understand what they did can be described as __________.

Page Ref: 499

1. A clear specification of what a teacher intends students to accomplish on a learning task is called a(n) ________.

Page Ref: 503

1. Mager's three-part system for formulating instructional objectives includes student behaviour, conditions under which that behaviour is to be performed, and ________.

Page Ref: 503-504

1. Bloom’s __________ is a classification scheme for educational objectives.

Page Ref: 504

1. The revised cognitive taxonomy has an added dimension of four kinds of ________.

Page Ref: 505

1. Instructional planning is shared by teachers and students in the ________ approach to learning.

Page Ref: 507

1. High levels of teacher interaction with students, clear explanations, and well-organized demonstrations characterize ________ teaching.

Page Ref: 507

1. Teachers who use systematic instruction for teaching mastery of basic skills, facts, and information are using explicit teaching, or ________ instruction.

Page Ref: 507

1. One way of incorporating active learning into lectures is to intermittently pair students who take turns summarizing the material. This strategy is called ________.

Page Ref: 510

1. An instructional strategy in which teachers pose questions and students answer is called ________.

Page Ref: 514

1. The heart of the recitation method of teaching is ________.

Page Ref: 515

1. Questions that ask for many possible answers rather than one answer only are called ________ questions.

Page Ref: 515

1. Conversations in which the teacher does not play a dominant role, but instead allows students to pose and answer their own questions are called _________.

Page Ref: 517

1. The concept associated with Understanding by Design that involves identifying the end result for students first and creating a teaching plan from this ultimate goal is called _______.

Page Ref: 519

1. Within-class ability grouping and flexible grouping are both examples of methods that incorporate ­­­_________ instruction.

Page Ref: 521

1. The strategy recommended to help integrate students with disabilities into the day-to-day life of the classroom is called the _________ strategy.

Page Ref: 524

1. Named after a figure from Greek myth, the _____________ is a type of self-fulfilling prophecy.

Page Ref: 527

Short Answer Questions

1. Jessica has known she wanted to be a teacher since she was in elementary school. She is an avid reader and expects to be an excellent literature teacher. As a junior at the university, she believes her content knowledge is the only important aspect of teaching she needs to develop and the only teacher characteristic that matters. On the basis of Pianta’s work, what does Jessica need to learn about the affective dimension of teaching?

Page Ref: 500-501

1. Mr. Mills wrote the following statements and submitted them as the learning targets for his lesson plan about erosion.
2. Present lesson five about what erosion is.
3. Have students answer questions about what causes erosion.

What is your evaluation of his learning targets? Explain.

Page Ref: 503

1. Write three possible cognitive objectives for your teaching specialty, using Mager's and Gronlund's approaches. Each objective should address a different level in Bloom's taxonomy.

Page Ref: 503-504

1. Demonstrate your understanding of Bloom's taxonomy for the cognitive domain by listing and describing each level. Be sure to list the levels in order and explain the significance of the sequence.

Page Ref: 505, 506

1. From your own experiences, identify at least one example of objectives in the psychomotor and affective domains that you have for yourself.

Page Ref: 506

1. What is direct instruction? List its characteristics and describe a situation in which it would be the most appropriate method to use with students. Explain why your situation is appropriate for direct instruction.

Page Ref: 507-511

1. Compare and contrast situations in which the following instructional methods would be most appropriate: (a) direct instruction and (b) group discussion.

Page Ref: 507-511, 517-518

1. Describe the two types of expectation effects that can occur in the classroom. How can these expectation effects influence student learning? What can you, the teacher, do to combat the negative effects and promote the positive effects of these expectations?

Page Ref: 528-530