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| 1 | |
When using questions in the classroom, all of the following strategies are recommended, EXCEPT which one? |
| | A) | Avoiding questions that can be answered with yes or no |
| | B) | Using fact-based questions to lead into thinking-based questions |
| | C) | Allowing plenty of time for students to think about answers |
| | D) | Asking leading questions that suggest the desired answer |
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| 2 | |
Which of the following is the best strategy for developing active listening skills? |
| | A) | Practice paraphrasing other people's comments. |
| | B) | Practice criticizing people with different points of view. |
| | C) | Practice offering advice to people who need it. |
| | D) | Practice interrupting politely. |
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| 3 | |
Of the following modes of communication, which most accurately depicts one that is manipulative? |
| | A) | Making demands in a hostile tone |
| | B) | Allowing others to have their way while keeping your own feelings to yourself |
| | C) | Trying to make someone else feel sorry for you |
| | D) | Stating your opinion directly and without apology |
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| 4 | |
Mrs. Henley makes sure to intermittently restate what students have to say when they come to her with a concern. She feels this is the most effective way to show students that their concerns are important to her as well. Mrs. Henley is using what listening skill? |
| | A) | Paraphrasing |
| | B) | Using "I' messages |
| | C) | "You' messages |
| | D) | Synthesizing |
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| 5 | |
At the conclusion of her direct instruction lesson, Ms. Cornwall asks her students a series of factual questions to check how well they understand the concept. Ms. Cornwall and her students are most likely engaging in a ______ . |
| | A) | class discussion |
| | B) | discourse |
| | C) | recitation |
| | D) | high-level debate |
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| 6 | |
Which of the following statements is TRUE based on research about best questioning practices? |
| | A) | Higher cognitive questions should always be asked of younger students to get them in the habit of thinking abstractly. |
| | B) | A large proportion of a teacher's questions should be at a level that will elicit correct answers from students. |
| | C) | Emphasis on fact questions diminishes student learning at every age and grade level. |
| | D) | The initiation-response-evaluation pattern of questioning is the most effective way to promote student participation and higher-level thinking. |
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| 7 | |
Mr. Watanabi's principal is conducting classroom observations for staff evaluations. She notices that Mr. Watanabi's students are very involved in classroom discussions and often provide appropriate responses to questions. She also notes that students generally provide more lengthy, "evidence-type" statements and generate more questions than most other classrooms she has visited. The principal observes Mr. Watanabi using a slow pace and not dominating the discussion. In the scenario, Mr. Watanabi is exhibiting effective use of ___________. |
| | A) | wait-time |
| | B) | keeping records |
| | C) | recitation techniques |
| | D) | convergent questions |
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| 8 | |
Ms. Travers wishes to create a classroom environment that enables all students, girls in particular, to feel comfortable and empowered to participate in class. To reverse traditional treatment of girls in the classroom, Ms. Travers does all of the following EXCEPT __________. |
| | A) | encourage girls to be passive and not to dominate discussion. |
| | B) | call on girls as much as boys to participate in class |
| | C) | ask girls questions as often as boys |
| | D) | provide praise to all students in an equitable way |
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| 9 | |
Race accounts for significant differences in classroom discourse and communication. Certain ethnicities tend to prefer to learn alone, while others prefer opportunities to perform publicly. Ethnic groups also tend toward particular learning styles. What can teachers do to accommodate the needs of all students and at the same time give each student practice in making contributions in classroom discussions? |
| | A) | Establish a highly competitive classroom environment. |
| | B) | Maintain a rapid pace of discussion and implement the initiation-response-evaluation method of questioning. |
| | C) | Use a discourse pattern reflecting White, middle-class values to establish a "norm" for all students. |
| | D) | Utilize a variety of communication techniques such as the fishbowl, round-robin, or beach ball within a non-competitive environment. |
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| 10 | |
Research shows that teachers interact differently with students who are culturally or socially different. When communicating with culturally different students, middle class Anglo teachers tend to behave in all of the following ways EXCEPT __________. |
| | A) | teachers ask culturally different students fewer questions. |
| | B) | teachers give culturally different students more opportunities to participate in class. |
| | C) | teachers give culturally different students less time to respond. |
| | D) | teachers provide culturally different students with less praise and encouragement. |
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| 11 | |
Curtis continues to raise his hand after answering two questions correctly. When his teacher, Mrs. Frank, selects other students to respond to new questions, Curtis flops his arms down on his desk and sighs loudly. Which of the following is the best response Mrs. Frank can give in order to describe Curtis' behavior? |
| | A) | Mrs. Frank should remain silent and shake her head at Curtis. |
| | B) | "Curtis, be polite." |
| | C) | "Curtis, you correctly answered two questions, and now it's time for others to have the opportunity to answer." |
| | D) | "Curtis, why did you do that?" |
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| 12 | |
Mr. Stein likes to follow up class discussions with a brief assessment. He frequently develops assessments that invite students to reflect upon and evaluate their own performances in discussions and projects. Which of the following assessments would provide students with an opportunity to develop metacognitive thought about class discussions? |
| | A) | A multiple-choice quiz about the discussion content |
| | B) | A rating scale that asks students reflective questions about the discussion and what they were thinking. |
| | C) | An essay test about the discussion content |
| | D) | A checkmark for participation recorded in the grade book |
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