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| 1 | |
The presentation model of teaching is an effective way to teach declarative knowledge. Declarative knowledge is ________. |
| | A) | knowledge about how to do something |
| | B) | knowledge about why or when to do something |
| | C) | knowledge that has a clear structure |
| | D) | knowledge about something factual or conceptual |
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| 2 | |
Which of the following objectives is most appropriate for the presentation model? |
| | A) | The student can correctly identify subjects and predicates in sentences. |
| | B) | The student can edit an essay for effective word choice. |
| | C) | The student can describe the role of female authors in American poetry. |
| | D) | The student can create a working model of the solar system. |
| | E) | Both A and C. |
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| 3 | |
What did Ausubel see as the primary purpose of teaching? |
| | A) | Presenting ideas to students in clear and meaningful ways. |
| | B) | Helping students ask important questions. |
| | C) | Using advance organizers. |
| | D) | Helping students see different points of view around meaningful issues. |
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| 4 | |
If a teacher effectively "establishes set" in a presentation lesson, the teacher ________. |
| | A) | demonstrates enthusiasm to set up students for success |
| | B) | helps students retrieve prior knowledge from short-term memory |
| | C) | makes the lesson's objectives clear and gets students ready to learn |
| | D) | ensures that new information is retained in long-term memory |
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| 5 | |
Which content is most appropriate for a presentation lesson? |
| | A) | The use of symbolism in Catcher in the Rye. |
| | B) | Editing essays for sentence structure. |
| | C) | Strategies for solving word problems. |
| | D) | Experimenting with which unit of measure is most appropriate. |
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| 6 | |
Mr. Strauss spends third period teaching students how to type a business letter and has them type a business letter using a particular format. What type of knowledge is required of students? |
| | A) | Declarative |
| | B) | Procedural |
| | C) | Conditional |
| | D) | Concrete |
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| 7 | |
Knowing the rules and necessary content of Mr. Strauss's business letter demonstrates what kind of knowledge? |
| | A) | Declarative |
| | B) | Procedural |
| | C) | Conditional |
| | D) | Concrete |
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| 8 | |
Long-term memory can best be defined as ________. |
| | A) | the part of the mind where conscious mental work is done |
| | B) | the sensory input part of the mind |
| | C) | the part of the mind where information is stored for later retrieval |
| | D) | all of the above |
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| 9 | |
Which of the following statement(s) about advance organizers is/are true? |
| | A) | The purpose of an advance organizer is to capture students' attention. |
| | B) | The best advance organizers are developed as a lesson proceeds. |
| | C) | Effective advance organizers may be quite abstract or very concrete. |
| | D) | Advance organizers help students connect new material with prior knowledge. |
| | E) | Both C and D. |
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| 10 | |
"Climate is the overall pattern of weather in a region over many years. We use the word weather to describe day-to day changes in temperature and precipitation. We say that southern Florida has a hot climate because the temperature there is consistently warm or hot. We had several very hot days in Maine last summer, but we would not say that Maine has a hot climate. We say that Maine has hot weather. So, we can label the weather by looking out the window, but to label a region's climate we must have information about the weather over many years." This excerpt from a presentation is an example of which of the following organizational strategies? |
| | A) | Explaining links. |
| | B) | Rule-example-rule technique. |
| | C) | Verbal signposts. |
| | D) | Advance organizer. |
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| 11 | |
In Phase One of the presentation model, the teacher should ________. |
| | A) | present new material |
| | B) | check student understanding of material |
| | C) | establish set |
| | D) | help students connect new material to prior learning |
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| 12 | |
In Phase Four of the presentation model, the teacher should ________. |
| | A) | present new learning material |
| | B) | check student understanding of learning material |
| | C) | review the objectives of the lesson |
| | D) | help students connect new learning to prior learning |
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| 13 | |
The most effective way to check for understanding is to ________. |
| | A) | encourage students to ask questions about the new material |
| | B) | monitor students' expressions and body language as new materials are presented |
| | C) | provide practice tasks to check every student's understanding |
| | D) | use signals so all students' responses to specific questions can be revealed |
| | E) | all of the above |
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| 14 | |
Which of the following lesson objectives would be most appropriate for a lesson using the presentation model? |
| | A) | Students will be able to dissect a frog. |
| | B) | Students will describe the anatomy of a frog. |
| | C) | Students will prepare a slide for microscopic view. |
| | D) | Students will examine frog cells under a microscope. |
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| 15 | |
For presentation lessons, teachers often seat students in ________. |
| | A) | cooperative learning teams |
| | B) | pairs |
| | C) | rows and columns |
| | D) | a large circle |
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| 16 | |
In assessing students' learning from a presentation lesson, it is important to ________. |
| | A) | be sure that students know what they are expected to learn |
| | B) | emphasize students' ability to synthesize and apply information |
| | C) | emphasize the same points in the assessment as in the presentation |
| | D) | both A and C |
| | E) | all of the above |
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| 17 | |
Clear presentations are not characterized by ________. |
| | A) | the frequent use of examples |
| | B) | shifting the sequence of the presentation to use any related student ideas |
| | C) | focusing on one idea at a time |
| | D) | use of outlines or graphic organizers |
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| 18 | |
"Please remember this part." "The main point I have been trying to make is this." "Please remember this point." These statements are examples of ________. |
| | A) | structures of knowledge |
| | B) | schema |
| | C) | verbal signposts |
| | D) | checking for understanding |
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| 19 | |
Which of the following concerns should a teacher consider in establishing expectations for student behavior during a presentation lesson? |
| | A) | Possible distractions. |
| | B) | Appropriate times for student talk. |
| | C) | Lesson pacing. |
| | D) | All of the above. |
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| 20 | |
Mr. Bosco begins his lesson on the solar system by asking students which planets move the fastest around the sun and why. After students provide their thoughts and ideas, Mr. Bosco takes a ball suspended from a string, ties the string around his finger, and spins the ball around the finger until there is no more string. He does this to demonstrates that as the ball (i.e., a planet) gets closer to his finger (i.e., the sun), it moves faster. The ball and string demonstration is an example of ________. |
| | A) | establishing set |
| | B) | an advance organizer |
| | C) | conceptual mapping |
| | D) | a cognitive structure |
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| 21 | |
Short-term memory can best be defined as _____________________. |
| | A) | the part of the mind where conscious mental work is done |
| | B) | the part of the mind where memory is stored |
| | C) | learner memories |
| | D) | schema and cognitive representations |
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| 22 | |
Mr. Ornstein was lecturing to his eleventh grade class on the economic aspects of the Civil War. He had prepared several diagrams on overhead transparencies and had posted maps of the North and the South. Students appeared to be listening attentively, and most were taking notes. One girl started to pass a note to the boy sitting behind her, but Mr. Ornstein intercepted it, put the note in his pocket, and continued smoothly with his presentation. Which of the following statements best describes the structure of the learning environment during Mr. Ornstein's presentation? |
| | A) | It is appropriate: The learning environment needs to be structured tightly during a presentation. |
| | B) | It is appropriate: The topic suits the lecture model. |
| | C) | It is inappropriate: Students need more interaction in order to learn from a presentation. |
| | D) | It is inappropriate: The note passing indicates Mr. Ornstein lacks proper control over student behavior. |
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| 23 | |
Ms. Kneller is preparing a series of short presentations on the geography of the American South for her 5th grade students. She wants to find out what they already know about the topic and their existing cognitive structures on regional geography. What would be the most effective way to make such determinations? |
| | A) | refer to 5th grade social studies textbooks |
| | B) | consult the research literature on student cognitive development |
| | C) | interview a few students in the class about regional geography |
| | D) | diagram students' knowledge structures on geography |
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| 24 | |
The presentation model requires __________________. |
| | A) | a highly structured environment characterized with an active presenter and a passive audience |
| | B) | a loosely structured environment that encourages adaptability |
| | C) | a highly structured environment characterized by an active presenter and active listeners |
| | D) | a highly structured environment that depends primarily on student participation |
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| 25 | |
Why is it so important for teachers to have information about students' prior knowledge prior to planning a presentation lesson? |
| | A) | Prior knowledge serves as a filter for acquisition of new knowledge. |
| | B) | Prior knowledge prohibits acquisition of new information. |
| | C) | Prior knowledge is often not available to students. |
| | D) | Prior knowledge is only helpful to learners when it is complete. |
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| 26 | |
Which of the following statements about the effects of "teacher enthusiasm" is the most accurate? |
| | A) | The more enthusiasm a teacher shows in a presentation, the better. |
| | B) | Enthusiastic teachers distract students from learning. |
| | C) | Enthusiasm appears to affect learning in insignificant ways. |
| | D) | The exact amount of enthusiasm for a presenter to use remains unknown. |
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| 27 | |
Mr. Stonely has prepared a lecture on the nature of character development in the modern novel. Some of his 10th grade English students have high ability and pretty thorough prior knowledge on this topic. Several, however, have only average ability and almost no prior knowledge. Which of the following would Mr. Stonely NOT want to use to adapt his presentation for differing student abilities? |
| | A) | Make use of diagrams and illustrations in his lecture. |
| | B) | Use varying cues and examples in his lecture. |
| | C) | Aim his lecture at students with the least prior knowledge. |
| | D) | Plan his lecture with both concrete and more abstract ideas. |
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| 28 | |
Teacher-centered approaches are the best approach for teaching __________________. |
| | A) | basic skills and knowledge acquisition. |
| | B) | higher-level thinking |
| | C) | creativity |
| | D) | problem-solving skills |
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