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Research has indicated that when students compose using laptop computers rather than paper and pencil they tend to:
A) write shorter paragraphs
B) compose expository rather than narrative texts
C) write more and self-correct their work
D) become easily distracted and move off-task
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When a third grade student asked how to spell the word telescope, the teacher told her to think it out. What steps could the student take to "think out" the spelling of that word?
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Mrs. Ash is preparing to teach a unit about Native Americans and their dwellings. She only has one week to teach the information. The unit involves a lot of factual information and requires students to be able to organize their knowledge about the various types of Indian tribes. Explain why Mrs. Ash should use direct instruction for this lesson, and describe how she might effectively use advance organizers.
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Heather is a bright middle school student who usually does well in language arts. She loves to read and enjoys a wide range of authors and types of literature. However, she doesn't like to write. She finds writing tedious and occasionally doesn't do her best work on writing assignments. Currently the class is learning to research a topic and write informational reports, being cautious about citing sources and presenting ideas in their own words. During class, Heather becomes impatient about summarizing ideas in her own words and complains to the teacher that she hates this assignment. The teacher responds by saying, "Didn't you learn to summarize in elementary school? If you actually read the article you'd be able to do this in a snap. Stop complaining and get busy."
First, discuss who owns this problem of Heather's hating the assignment.
Then explain why this teacher's approach is NOT effective.
Next, describe what the teacher might do to deal with the problem positively.
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Jacee is a student with attention deficit. The actual diagnosis is attention deficit hyperactivity disorder. Her third grade teacher noticed signs of the disorder such as Jacee's disorganization, her tendency to be easily distracted and spaced out, and her forgetfulness. Jacee was falling behind and becoming discouraged about school. On the other hand, Jacee's mom said she could spend hours building Lego villages and playing Internet games involving construction. Jacee was tested, diagnosed, and now the teacher needs to provide accommodations.
What accommodations does the teacher need to make? What should the teacher do to prevent Jacee's discouragement from becoming learned helplessness?
What will be an ideal response?
Ques. 2
Reese is a one-year-old child with hearing impairment.Her parents have been learning and using signed language since Reese's birth. What might they expect about their daughter's language skill development?
a. Reese's receptive language will be delayed and will likely fall six months behind hearing children.
b. Reese will probably say her first words at a much later time than hearing children speak their first words.
c. Reese will develop language skills at the same rate hearing children develop language skills.
d. Reese will experience different milestones on a different schedule than for spoken language.
Ques. 3
Which of the following procedures is most closely associated with cognitive behavior modification?
a. Behavior modification by means of teacher and peer reminders
b. Teacher punishment for negative changes in behavior
c. Teacher rewards for appropriate student behavior
d. Change of behavior through self-talk
Ques. 4
In the self-regulated learning model (the cycle of self-regulated learning, Winne and Hadwin model), what stage follows the stage of analyzing the learning task?
a. Analyze the audience
b. Set goals and devise plans
c. Question the importance of the task
d. Gather resources
Ques. 5
Ms. Van Dale is trying to read Regan's essay, but the handwriting is really small and letters are crunched together. She can make out the pattern of some of Regan's letters, and is guessing at the others. What type of processing is Ms. Van Dale using?
a. Top-down processing
b. Bottom-up processing
c. Phonological loop
d. Episodic buffer
Ques. 6
Raj smelled the aroma of the dinner rolls baking in the cafeteria down the hall from his classroom. What memory system is at work as Raj processes this stimulus?
a. Sensory
b. Phonological loop
c. Visuospatial sketchpad
d. Episodic buffer
Ques. 7
Mr. Soria wants to teach his students strategies that will improve their metacognitive knowledge and skills. Based on guidelines for teaching such strategies to students, which of the following approaches should be used?
a. Encourage students to disregard strategies they have used in the past.
b. Allow students to figure out where and when to use the strategies.
c. Emphasize the importance of speed rather than reflection.
d. Model and explain new strategies.
Ques. 8
Suppose you are an elementary school teacher, and your student, Joe Don, has problems managing his anger. He gets angry during recess if he doesn't win the game he's playing. He gets angry in the classroom if a student nearby tells him to be quiet during seatwork. Today, he pushed another child causing the child to fall and scrape her elbow on the pavement. How might you use the guidelines for encouragingemotional self-regulation to teach coping strategies, to make sure your other students feel safe, and to help Joe Don learn self-management skills?
What will be an ideal response?
Ques. 9
Which of the following posters is most likely to promote cognitive behavior modification?
a. Why study history?
b. Together we are strong.
c. Respect others.
d. Does this make sense?
Ques. 10
Carrie is preparing her school lunch and sees leftovers in the refrigerator. She doesn't remember when her mom cooked the meal, so it may not have been very recently. She's running late and needs to make a quick decision. She says to herself, When in doubt, throw it out and chooses something else. What problem solving method is she using?
a. Functional fixedness
b. Algorithm
c. Heuristic
d. Means-end analysis
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Students in Mrs. Davis's high school media class are designing instructional videos. Their target audience is students in grades 1-3. Their goal is to help these students use technology safely, wisely, and abide by rules of netiquette. As they finish developing a video lesson, they arrange to go into the classrooms in grades 1-3 and present the lesson to the children. After each lesson, the high school students discuss their reflections about the session. They look for ways to improve the lesson and transfer those types of changes to the next lesson. The attentiveness of the young children helps Mrs. Davis's high school students feel that they are making a difference.
Is this an example of service learning? Explain why or why not on the basis of established characteristics of service learning.
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Mick has always done very well in math. Through elementary school, he was one of the first to answer the teacher's questions, solve the new types of problems, and turn in assignments. Now he's in seventh grade and is having trouble with math. He recognizes that the concepts are more complex, but feels certain he is capable of understanding and performing better. He believes he has identified the problem. He doesn't approach his homework with the same focus he did in the past. He has a habit of multitasking when he does his homework.
Based on Mick's identification of the problem, describe the steps he might take to use a general problem-solving strategy to solve the problem.
Explain specifically what he needs to do at each step.
What will be an ideal response?
Ques. 2
Based on what you know about critical thinking, which of the following students seems to be thinking critically?
a. Grace presented her dogmatic opinion about the value of the research and the conclusions of the study.
b. After the tennis match, Reid asked the line judge why she called the ball out when it was in.
c. Emma evaluated the writer's argument and recognized the false assumption the writer was making.
d. In chemistry class, Gil drew conclusions before finishing his experiment with the two substances.
Ques. 3
Which teacher is most likely to INCREASE anxiety for students who experience academic anxiety?
a. Mr. Carlisle often uses competition and encourages students to see who can complete the most problems correctly in the shortest amount of time.
b. Ms. Germaine often uses group learning activities and asks students to report their findings within their groups.
c. Mrs. Shebester develops different types of assessments in addition to written and oral tests.
d. Mrs. Cole gives clear written and oral instructions to make sure students do not face uncertainty about expectations.
Ques. 4
Alan's art project is due tomorrow. He and all other fifth graders in his school have the opportunity to submit drawings, and one of them will be chosen as the yearbook cover. Alan loves to draw and wants his picture to be chosen. He knowshis idea is good and that he has the drawing skills to submit one of the best drawings, but he keeps playing his video game. What is lacking in Alan's case?
a. Self-esteem
b. Motivation
c. Knowledge
d. Volition
Ques. 5
Which of the following students is most likely to have the highest motivation to achieve?
a. Ryan doesn't think he will be able to make a significant contribution to his group, but he believes the other students will make up for his lack of skill.
b. Jeanene is struggling with a math assignment again, but she feels pressure from her parents to finish the task.
c. Connor overestimates his ability to bat left-handed, but his self-efficacy is high and he is optimistic about helping his team win.
d. Karmen has never done very well in spelling, but she made 100 on her last spelling test.
Ques. 6
Nicole excitedly describes her group activity to her mentor teacher. She explains that students will get into groups of three and take turns calling out new vocabulary words to the others in the group. They will earn points for spelling the word correctly, defining it, and using it in a sentence. What kind of group work is Nicole describing?
a. Reciprocal teaching groups
b. Inquiry group work
c. Cooperative learning
d. Small group work
Ques. 7
Ms. Moreno works with students at the upper elementary school level who are struggling to comprehend what they read in the content areas. Today, a group of her students is reading a passage in geography. After reading, one student pretends to be the teacher and asks the other three to summarize the passage. Next, the students generate questions to ask one another about the main idea. Then they clarify anything that was confusing and make predictions aboutwhat they will learn in the next section of the text.What procedure are these students using?
a. Inquiry
b. Reciprocal teaching
c. Cognitive apprenticeship
d. Embodied cognition
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Mr. Munro teaches middle school science in a highly diverse city on the west coast. His classroom composite looks like many other classrooms in America. Two of his students are refugees from Thailand. Many are immigrants from Asia, Mexico, and Eastern Europe. Others represent a range of racial and ethnic groups. Altogether, seven are ELL students. All are able to converse and make friends, but they struggle with academic language. Mr. Munro has found that using a sheltered instruction approach to teach science content and language skills works best with these students.
Describe at least four specific things Mr. Munro is doing or might do to provide affective and emotional/social support for these middle school students during science class. Explain how each of these actions or strategies provides affective, emotional/social support.
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Mattie is the four-year-old daughter of Nicole, a single mom living in poverty in an urban community. When Mattie enrolled in preschool, she didn't talk to the teacher or the other children. At snack time, she used two words to ask for more. When her mom filled out the enrollment form, she checked boxes indicating that Mattie has no books, watches TV a lot, and doesn't play with other children. As the teacher, you are prepared to give the mom activities to do at home to help Mattie develop the emergent literacy skills needed for reading.
Describe Mattie's current state of language development.
Explain at least five activities you recommend to Mattie's mother and describe how each activity helps with inside-out and/or outside-in (code and oral language) skill development.
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