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| 1 | |
Which of the following teachers is exhibiting an individualist teaching strategy? |
| | A) | Mr. Randall stresses cooperation in his classroom, especially in group assignments. |
| | B) | Mrs. Simone thinks that students work best if they work independently rather than in groups. |
| | C) | Mr. Tamishi avoids criticism of students in public, he'd rather express criticism in private. |
| | D) | Ms. Ohara thinks that cultivating long-term relationships with parents and students is very effective. |
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| 2 | |
Group rewards are essential for the effective use of cooperative learning. Which of the following is (are) good examples of group rewards? |
| | A) | Ms. Jackson recognizes winning teams in the class newsletter. |
| | B) | Mr. Randall writes individual notes home to praise each student. |
| | C) | Mr. Wallace takes the time to praise each student individually after class. |
| | D) | Mrs. Chen raises each student's unit grade with an improved test score. |
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| 3 | |
Which of the following is an example of social loafing? |
| | A) | Ryan is not doing his work because he knows his group will complete it. |
| | B) | Grant is not feeling well today and is having trouble staying on task. |
| | C) | Miranda's group is disagreeing over which topic to pursue and has reached a stalemate. |
| | D) | Miles is known for his lack of social skills and is not well liked by his peers. |
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| 4 | |
Mrs. Little wants to use the Group Investigation method in her history class. Which of the following would be the best activity to employ? |
| | A) | Group members decide which historical figures they want to study and break up to meet with students from other groups. |
| | B) | Groups decide which historical figure they want to study and delegate responsibilities for initial legwork within the group before getting together to summarize the findings. |
| | C) | Students work together at tables on teacher prepared worksheets. |
| | D) | Each student signs up for a historical figure to research at the library. |
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| 5 | |
When a group member is given part of the material to be learned, becomes an expert on that material, and then teaches it to others, this is called __________. |
| | A) | reciprocal teaching |
| | B) | jigsaw |
| | C) | student-teams-achievement divisions |
| | D) | group investigation |
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| 6 | |
Mr. Weiss takes time at the beginning of the school year to put students into groups to help students become better listeners, get used to contributing to a team product, and get experience with handling problem situations. Mr. Weiss is attempting to use __________. |
| | A) | team-building skills |
| | B) | scaffolding |
| | C) | cognitive apprenticeship |
| | D) | a collaborative school |
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| 7 | |
When working in cooperative groups, the role of the praiser is best described as ________. |
| | A) | thinking about and evaluating the group's progress |
| | B) | equalizing the participation of students in the group |
| | C) | helping with academic content |
| | D) | showing appreciation for each student's contributions |
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| 8 | |
Shanice is in charge of writing down ideas the group has, and who is responsible for each task. Which group role has she been assigned? |
| | A) | Encourager |
| | B) | Recorder |
| | C) | Materials monitor |
| | D) | Reflector |
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| 9 | |
When composing groups of students for small-group work, teachers should ___________. |
| | A) | place students with their friends |
| | B) | create groups with diversity in ability, ethnicity, socioeconomic status, and gender |
| | C) | place students of the same abilitylevel in the same group |
| | D) | separate boys from girls |
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| 10 | |
Which of the following conclusions is not true? To develop students' team-building skills, teachers should __________. |
| | A) | help students to become better listeners |
| | B) | give students some practice in contributing to a common product as part of a team |
| | C) | discuss the value of having a group leader and different roles |
| | D) | let teams solve problem situations independently |
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| 11 | |
Supporters of learner-centered instruction feel it leads to students' __________. |
| | A) | active construction of learning |
| | B) | positive self-esteem |
| | C) | internal motivation |
| | D) | all of the above |
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| 12 | |
Public Law 94-142 requires students with disabilities to be placed, whenever possible, into "least restrictive environments." Because of this, children with disabilities are to be included in regular classrooms rather than special schools or classrooms. The Cooperative learning approach has been shown to be highly effective in such heterogeneous classrooms due to its emphasis on __________. |
| | A) | individualistic goals |
| | B) | cooperative goals |
| | C) | competitive goals |
| | D) | remediation goals |
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| 13 | |
Current research shows that teacher-selected cooperative learning groups are generally more successful than student-selected groups. Which of the following conclusions can you draw from this research? |
| | A) | Teachers should always group friends together to ensure student cohesiveness. |
| | B) | Homogeneous student groups are generally more successful than heterogeneous groups. |
| | C) | Heterogeneous student groups are generally more successful than homogeneous groups. |
| | D) | Low-achieving students value the opportunity to work with other low-achieving students so that they "fit in" and are not intimidated. |
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| 14 | |
Technology provides many opportunities for group work and for cooperative learning. Which of the following provides the LEAST appropriate use of technology within a cooperative learning environment? |
| | A) | Use computer software to practice basic math facts. |
| | B) | Create a classroom newspaper using desktop publishing software. |
| | C) | Develop a multimedia presentation to display the results of a photo essay about the town in which students live. |
| | D) | Develop classroom databases that store a variety of student data. |
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| 15 | |
Mr. Spencer's class varies widely. One of his students wears a hearing aid and speaks differently than the other students. Three of his students take medication for ADHD. A quarter of the class comes from families whose first language is not English. Mr. Spencer is planning his first cooperative learning project. Which of the following recommendations would you make? |
| | A) | Avoid cooperative learning activities in such a diverse classroom. |
| | B) | Group the ADHD students together and group the English language learners together. |
| | C) | Help students become familiar with special aids used by students, spend time reviewing cooperative learning procedures, and role-play cooperative learning group roles. |
| | D) | Group high-achieving students together so that they can model appropriate cooperative learning group interactions to others. |
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| 16 | |
Cooperative learning gives students multiple opportunities to work together and understand one another's differences. It is also an important way for students with disabilities to participate fully in the life of the classroom. Being able to "participate fully in education" is best described as ___________. |
| | A) | learning through assertive discipline |
| | B) | learning in a least restrictive environment |
| | C) | learning the process of second language acquisition |
| | D) | learning to use alternative assessment |
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| 17 | |
Ms. Jamal is a beginning sixth grade teacher. She is planning a cooperative learning geography project and has already divided the class into heterogeneous cooperative learning groups. When planning for administrative aspects of the project, such as rules and procedures, Ms. Jamal should communicate in all of the following ways EXCEPT ______. |
| | A) | write key rules and procedures on the board or on charts. |
| | B) | avoid highly structured rules and procedures. |
| | C) | state directions clearly and ask a couple students to paraphrase them. |
| | D) | identify and clearly mark a location for each learning group. |
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| 18 | |
Communication is a central component of the cooperative learning approach. Many students have difficulty sharing time and materials. Others may lack participation and communication skills. Which of the following is not an effective way to build communication skills and promote team spirit? |
| | A) | Have students conduct team interviews to get to know each other better. |
| | B) | Implement communication processes such as round robin and pair checks so that students can participate equitably. |
| | C) | State directions clearly and ask a couple students to paraphrase them. |
| | D) | Begin academic project work immediately to maximize learning time and minimize socializing. |
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| 19 | |
Traditional paper-and-pencil tests give parents direct feedback about student success in the classroom. In cooperative learning, however, group and individual effort is often recognized through performance-based assessment. How can teachers communicate the results of such assessments so that parents and others are informed about student achievement? |
| | A) | Publish the results of team and individual learning in a classroom newspaper. |
| | B) | Invite parents and other guests to hear final reports and presentations. |
| | C) | Send performance assessment results home to parents in a classroom newsletter. |
| | D) | All of the above. |
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| 20 | |
Several students are disgruntled in Mr. Huang's reading class. He gave all of the groups A's and B's on their cooperative learning projects. However, several high-achieving students complain that they ended up doing most of the work for the project. They feel that Mr. Huang isn't being fair by awarding everyone such high grades. How can this problem be resolved in future cooperative learning projects? |
| | A) | Provide two evaluations for students -- one for the group's effort and one for each person's individual contribution. |
| | B) | Give students a "Complete" or "Incomplete" for the project. |
| | C) | Give all students a lower grade if they have difficulty working cohesively as a group. |
| | D) | Put all of the responsibility on the students, and have them grade each other's work. |
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