 |
| 1 | |
Advocates for the teacher-centered approach feel that it is the best strategy for teaching _______. |
| | A) | critical thinking |
| | B) | metacognition |
| | C) | basic skills |
| | D) | high school students |
|
|
|
| 2 | |
Mrs. Juarez's class includes several immigrant students with varying levels of English language skills. When delivering direct instruction lessons, she uses a variety of approaches and techniques to make new content or procedures as comprehensible as possible to all students. All of the following are examples of effective ways to tailor direct instruction lessons for English language learners EXCEPT ______ . |
| | A) | highlighting main ideas or procedures on the board |
| | B) | basing instruction on prior knowledge of all students |
| | C) | making presentations long so all students can understand |
| | D) | paying attention to cultural differences among racial or ethnic groups in terms of learning preferences and interaction patterns |
|
|
|
| 3 | |
Students differ in many ways, including ability level, prior knowledge, cognitive style, gender, and race or ethnicity. Although no lesson can be equally effective with all students, teachers can use specific strategies to reach as many students as possible. Which of the following is a recommended strategy for adapting direct instruction lessons? |
| | A) | Do not allow higher-achieving students to figure things out on their own. |
| | B) | Promote extension of basic skill instruction and provide opportunities for exploration for higher-achieving students. |
| | C) | Develop lengthy seatwork and homework assignments for low-achieving students because they need additional practice. |
| | D) | Provide all students will the same amount of encouragement and support. |
|
|
|
| 4 | |
Mr. Cox is a veteran teacher who is highly effective at using the direct instruction model. He knows that one of the most important components of direct instruction is __________. |
| | A) | providing students with meaningful, specific, and immediate feedback |
| | B) | exhibiting a good sense of humor |
| | C) | stating objectives at the conclusion of the lesson |
| | D) | maximizing negative feedback so that students know what they do wrong |
|
|
|
| 5 | |
Ms. Carmen is a novice middle school teacher. She frequently assigns homework and is frustrated by the poor quality of student work turned in. Ms. Carmen warns students that participation in homework will affect their grades, but receives little response from students. In this scenario, what is a possible cause for the lack of student motivation regarding homework? |
| | A) | Homework rules are unclear. |
| | B) | Students need meaningful and specific feedback on the homework. |
| | C) | Homework assignments are an extension of instruction rather than practice. |
| | D) | All of the above. |
|
|
|
| 6 | |
Mr. Tabata has an effective approach to guided practice. He assigns short, meaningful amounts of practice exercises. The purpose of performing skills frequently for short periods of time is to produce __________. |
| | A) | factual recall and improved short-term memory |
| | B) | metacognitive knowledge |
| | C) | overlearning, automaticity, and complete mastery of skills |
| | D) | knowledge of results through positive feedback |
|
|
|
| 7 | |
A number of theoretical traditions support the use of direct instruction. Which of the following states that humans learn to act in certain ways in response to positive and negative consequences? |
| | A) | Behaviorism |
| | B) | Social learning theory |
| | C) | Teacher effectiveness research |
| | D) | Constructivism |
|
|
|
| 8 | |
When conducting direct instruction lessons, Mrs. Conroy ensures that she models skills and techniques correctly. Her approach gives students the opportunity to observe desired behaviors and later perform the behaviors independently. This is an application of __________. |
| | A) | behaviorism |
| | B) | social learning theory |
| | C) | teacher effectiveness research |
| | D) | constructivism |
|
|
|
| 9 | |
The direct instruction model is specifically designed to promote student learning of well-structured, factual knowledge that can be taught in a step-by-step fashion or specific skills. A tool used by teachers to divide a complex skill into sub-skills so it can be taught step-by-step is known as __________. |
| | A) | establishing set |
| | B) | objectives specification |
| | C) | knowledge results |
| | D) | task analysis |
|
|
|
| 10 | |
Computer software packages, such as drill-and-practice and tutorials software, can provide valuable assistance to teachers when teaching basic skills. When selecting software to enhance direct instruction lessons, teachers should look for software with all the following attributes EXCEPT __________. |
| | A) | providing practice at the appropriate level of difficulty |
| | B) | providing effective and specific feedback to student responses |
| | C) | allowing students to learn and progress at their own pace |
| | D) | focusing on superficial problems and tasks |
|
|
|
| 11 | |
It is important to remember to keep feedback appropriate to the developmental stage of the learner. Consider a second grader who has written her first book report and ask to describe the main character. Which of the following is the most appropriate feedback for this student? |
| | A) | The opening paragraph does not include a topic sentence and supporting statements. |
| | B) | You used good adjectives to describe the main character. |
| | C) | You show excellent understanding of conflict, tension, and character development. |
| | D) | Too messy. |
|
|
|
| 12 | |
After students complete a task, Mrs. Parker gives them the opportunity to assess their own performance. She provides criteria for judging the performance as well as examples of work that meet the criteria and work that does not. What is the purpose for teaching students to judge their own performance and provide feedback to themselves? |
| | A) | It saves teachers valuable time. |
| | B) | It helps students to focus on negative feedback and the need for improvement. |
| | C) | It fosters students' ability to self-monitor and set goals. |
| | D) | It encourages a dependence on "extrinsic" feedback from the teacher. |
|
|
|
| 13 | |
Since the direct instruction model is used most appropriately for teaching skills and knowledge that can be taught in a step-by-step fashion, evaluation should focus on __________. |
| | A) | performance tests measuring skill development |
| | B) | paper-and-pencil tests measuring declarative knowledge |
| | C) | memorization and factual recall |
| | D) | possibly A and B; depend on content of the instruction |
|
|
|
| 14 | |
Mrs. Gonzales, a high school teacher, is delivering a unit on public speaking skills and speech writing. To appropriately measure students' skills development, which assessment approach should Mrs. Gonzales use? |
| | A) | Have students list the steps of effective speech writing. |
| | B) | Show and critically discuss videos of effective speeches. |
| | C) | Have students write and orally present a speech. |
| | D) | Have students read a famous political speech aloud. |
|
|
|
| 15 | |
Numerous studies have shown that teachers who provide structured learning experiences in well-organized classrooms produce higher time-on-task ratios and higher student achievement of basic skills than teachers who use more informal approaches. Critics of direct instruction argue, however, that the approach emphasizes teacher talk and basic skill development at the expense of higher-level, student-constructed knowledge. What can teachers take away from these two contrasting points of view? |
| | A) | The research findings in support of direct instruction negate the opinions of critics. |
| | B) | The research is out-of-date and inapplicable to today's classrooms. |
| | C) | Instructional models that place teachers in central positions of power are ineffective in all situations. |
| | D) | Effective teachers use many instructional approaches, including direct instruction, each of which is appropriate in different situations. |
|
|
|
| 16 | |
Ms. Wang understands the critical role that parents play in the homework process. At the beginning of the school year, she sends home a newsletter to inform parents about her homework policies. What information should she include in the letter to develop an active partnership with parents? |
| | A) | The approximate frequency and duration of homework assignments |
| | B) | Whether or not to check their children's homework after it is completed |
| | C) | The level of involvement expected of parents (assisting children with difficult items, etc.) |
| | D) | All of the above. |
|
|
|
| 17 | |
Mr. Porter is a sixth-grade teacher with a diverse student body. He likes to incorporate questioning into his direct instruction lessons to check for understanding. Several students are reluctant to communicate and participate in discussions. Rather than "singling them out," Mr. Porter observes their performance and patiently waits for them to volunteer information. Which of the following is NOT a legitimate reason for Mr. Porter's approach? |
| | A) | High-achieving students should be selected to communicate in class to minimize wrong answers. |
| | B) | Some students come from ethnic backgrounds that view speaking in class as disrespectful to the teacher. |
| | C) | Boys and girls may differ in how they prefer to communicate in class. |
| | D) | Low-achieving students may feel self-conscious or reluctant to participate in front of others. |
|
|
|
| 18 | |
The direct instruction model maintains that much of what is learned comes from observing and imitating others. Ms. Potter, a veteran teacher who is highly effective at delivering direct instruction lessons, is preparing a new demonstration for her class. Which of the following best describes what Ms. Potter should do to ensure correct demonstration of the skill? |
| | A) | Think through the steps of the demonstration several times. |
| | B) | Acquire mastery of the skill and carefully rehearse all aspects of the demonstration prior to the actual classroom event. |
| | C) | Make a list of the steps of the demonstration. |
| | D) | As a veteran teacher, she can easily do the demonstration with little preparation. |
|
|
|
| 19 | |
The phase of direct instruction known as recitation involves teachers asking questions and students providing answers or demonstrating a skill. Teachers additionally follow up student answers with specific and immediate feedback. What is the primary purpose of this phase? |
| | A) | Extend instruction |
| | B) | Check for learner understanding and guide practice |
| | C) | Manage the learning environment |
| | D) | Promote memorization and factual recall |
|
|
.