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| 1 | |
Academic learning time is |
| | A) | engaged time in which students show a high success rate. |
| | B) | time in which students are actively involved in a subject. |
| | C) | allocated time with academic subjects. |
| | D) | time scheduled for an academic subject. |
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| 2 | |
A reflective teacher is likely to |
| | A) | give a second overview of a subject already covered once during class time. |
| | B) | ask students to grade their own work and then justify that grade. |
| | C) | consider the teaching strategies used in class that day and evaluate their effectiveness. |
| | D) | bend the curriculum toward the interests of the students instead of following a standard curriculum. |
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| 3 | |
What did Jacob Kounin identify when analyzing effective classroom management? |
| | A) | skills such as withitness, overlapping, and avoidance of fragmentation |
| | B) | the use of wait times by teachers to increase student learning |
| | C) | the design of the curriculum to match student interests |
| | D) | the use of technology to effectively manage lesson planning and student interaction |
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| 4 | |
Teachers who demonstrate "withitness" are |
| | A) | aware of students' behavior in the classroom at all times. |
| | B) | able to do several things at once. |
| | C) | able to smoothly manage transitions between activities. |
| | D) | very punctual and well organized. |
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| 5 | |
What does it mean to say the success of mastery learning is dependent on instructional alignment? |
| | A) | It requires the teacher to keep student focus and work on a key subject until it is mastered, without divergence into other subjects. |
| | B) | It requires a close alignment between what is taught and the interests of the students. |
| | C) | It requires a close match between what is taught and what is tested. |
| | D) | It requires a close match between what is taught and the primary needs of the students. |
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| 6 | |
Researchers investigating male and female experiences in the classroom found that |
| | A) | girls and boys call out about equally. |
| | B) | girls call out more and are more likely to be reprimanded for calling out. |
| | C) | boys call out more, but teachers are less likely to accept their responses. |
| | D) | boys call out more, but are less likely to be reprimanded for calling out. |
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| 7 | |
Lower-order questions are appropriate in all of the following situations EXCEPT |
| | A) | introducing new information. |
| | B) | working on problem-solving skills. |
| | C) | reviewing previously learned material. |
| | D) | working on drill and practice. |
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| 8 | |
According to Bloom's taxonomy, "application level" questions require students to |
| | A) | recall or recognize information. |
| | B) | arrange and organize information mentally. |
| | C) | use a rule, a classification system, directions, or the like in solving a problem. |
| | D) | use creative thinking in solving problems for which there is no single right answer. |
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| 9 | |
The practical realities of cooperative learning are not all commendable. Which of the following is NOT one of the potentially negative aspects? |
| | A) | Higher visibility and criticism in front of a group can reduce student self-esteem. |
| | B) | Cooperative learning may take more time than direct teaching. |
| | C) | It is a more difficult, involved process to achieve accurate grading. |
| | D) | Outgoing students may dominate the small groups. |
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| 10 | |
Mary Budd Rowe's research on wait time indicates that to encourage greater student participation, teachers should |
| | A) | decrease wait time 1 (the pause after asking a question) and wait time 2 (after a student response). |
| | B) | decrease wait time 1 (the pause after asking a question) but increase wait time 2 (after a student response). |
| | C) | increase wait time 1 (the pause after asking a question) but decrease wait time 2 (after a student response). |
| | D) | increase wait time 1 (the pause after asking a question) and wait time 2 (after a student response). |
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| 11 | |
When used effectively, corrective feedback is |
| | A) | a focus on personal behavior, including personality traits to eliminate future problems. |
| | B) | not tied to specific performance, but uses a general statement about performance. |
| | C) | tied to specific performance, and not personal in nature. |
| | D) | both a focus on personal behavior and tied to specific performance. |
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| 12 | |
The role of the teacher in direct teaching is best described as a |
| | A) | personal tutor who tracks individual students' progress and needs. |
| | B) | strong leader who structures the classroom. |
| | C) | project manager who can design hands-on learning activities. |
| | D) | discussion leader who is well versed in the Socratic method. |
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| 13 | |
In deep teaching, |
| | A) | the emphasis is on preparing students for standardized tests. |
| | B) | teachers work to broaden the curriculum and include more topics. |
| | C) | direct instruction is emphasized. |
| | D) | the curriculum may be narrowed and critical thinking emphasized. |
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| 14 | |
Educator Larry Cuban found that over nearly a century, teaching |
| | A) | has undergone remarkably little change. |
| | B) | has progressed from teacher-centered to strikingly student-centered. |
| | C) | has risen in status from a semi-profession to a full-fledged profession. |
| | D) | has remained constant in its willingness to challenge the status quo. |
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| 15 | |
Technology, computers, and the Internet have been used for many classroom and educational purposes. Which of the following is NOT a reason offered for computer use? |
| | A) | drill and practice on specific skills, often the same skills required in state assessment tests |
| | B) | to promote higher order thinking through simulations and collaborative action research |
| | C) | to reduce disruptive behavior by refocusing students on individual computer tasks and assignments rather than on each other |
| | D) | to modernize the school culture by reshaping American education for the twenty-first century |
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