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Title: Ms. Moreno works with students at the upper elementary school level who are struggling to comprehend ... Post by: Bailey on Mar 14, 2018 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 Ques. 2 Students in Mr. McKay's class are generating ideas about ways to deal with the problem of limited resources for the homeless high school students in their area. They are consulting a variety of resources and experts to represent multiple perspectives on the topic. They want their conclusions to be plausible and plan to invite the mayor to give feedback about their ideas. What approach is Mr. McKay using in this setting? a. Scaffolded learning b. Problem-based learning c. Discovery learning d. Inquiry learning Ques. 3 In conjunction with a unit on environmentalism, students in Ms. Stremmel's class placed recycle bins in three locations at school. They collect the recycled goods and take them to the recycling center every Friday after school. This is an example of: a. inquiry. b. service learning. c. community service. d. cooperative learning. Ques. 4 Teachers often assign roles for students to perform in their cooperative groups. Which role is typically responsible for explaining concepts and helping the group understand academic content? a. Taskmaster b. Gate keeper c. Coach d. Question commander Ques. 5 Students in Mr. Morrow's sixth grade math class have provided math tutoring for students in the second grade. They conducted this service learning project for four weeks to use their math skills and meet needs of struggling young students. What additional learning activity must be involved for this project to exhibit the characteristics of service learning? a. Reflect and write about the service experience b. Assess the learning of the young students to measure gains in learning c. Evaluate the effectiveness of the service they provided d. Analyze the process of providing the service Ques. 6 Mr. Phillips is grouping his fifth-grade students for a cooperative learning project that will span class periods for two weeks. He has 5 groups of four plus one group of three. He balanced the number of boys and girls in the groups and made sure the students who are perceived by their peers to be different were placed in a group together. What does he need to change about his groups? a. He has grouped them appropriately and needs to change nothing. b. Increase the size of the groups to five or six students per group. c. Group boys and girls separately at this age. d. Place a student who is different in a group with a student who is tolerant. Ques. 7 Many constructivist approaches to learning recommend five conditions for learning. In light of these five conditions, contrast traditional classroom teaching with teaching based on these constructivist conditions. What will be an ideal response? Ques. 8 Mr. Holland claims to use cooperative learning. He groups students, gives them math assignments in the book, and allows them to decide whether they work with group members or work independently. Mr. Holland needs your help to understand true cooperative learning and revise his practice to achieve it. Describe how Mr. Holland should set up his groups for cooperative learning. What does Mr. Holland need to do to turn his math assignments into true cooperative learning? Be sure to include all five elements of cooperative learning in your answer. What will be an ideal response? Title: Ms. Moreno works with students at the upper elementary school level who are struggling to comprehend ... Post by: samer on Mar 14, 2018 b b b c a d Suggested Response: Complex, relevant, realistic learning environments: In a traditional teaching environment, students sit in desks, listen to content being presented, and read from texts to learn information. Students often find material irrelevant. Tasks are typically contrived rather than mimicking the real world. Social negotiation and shared responsibility: Students are often passive receivers rather than active participants with responsibility for learning. Students typically count on the teacher to take responsibility for teaching them rather taking responsibility for their own learning. The learning is geared toward individual tasks rather than socially negotiated. Multiple perspectives, multiple representations: Often material is presented in one way from one point of view. Students may not feel free to express dissenting opinions or diverse perspectives. On assessments, students are expected to respond with the perspective that was presented in the lesson via text and/or teacher. Self-awareness, understanding that knowledge is constructed: Students typically don't share their own beliefs and ideas as much as they listen to ideas that are constructed for them and presented to them. It's more a matter of memorizing content than a matter of constructing knowledge. Students may not be aware of the influences that shape their thinking. Ownership in learning: Students are often dependent rather than independent about learning. They may wait for a teacher to tell them what to do and what to think rather than generating ideas. They are more comfortable listening to a teacher give them knowledge and information than with digging to find their own answers and solve their own problems. Text Reference: Cognitive and Social Constructivism Suggested Response: Mr. Holland needs to set up groups to encourage interaction and participation. For most math assignments, groups of three or four should work well. The mixed-ability groups should be balanced in the number of boys and girls, and shy or non-participative students should be mixed with tolerant students. Tasks should require students to work together to solve the problems. They develop interdependence by sharing knowledge and coming to conclusions together. Tasks should promote interaction among group members. Assigning roles may help students learn and ensure everyone's participation. Students are likely to hold one another accountable for carrying out assigned tasks for their roles. Mr. Holland needs to hold students accountable for learning by assessing them individually. The assessments might be tests taken individually or other demonstrations of learning. With individual assessments, students are less likely to loaf. Tasks need to provide opportunities for students to collaborate. The collaborative aspects of the process require social skills that Mr. Holland needs to teach and reinforce. For example, he needs to teach students to give constructive feedback. The group task needs to involve group processing. Students need to discuss, share ideas for solutions, take turns contributing, and work with every group member to complete the task. Text Reference: Applying Constructivist Perspectives |