In the teachers' workroom, Mrs. White boasted that she squelched Martin's name-calling by making a video of him in the act of name-calling and sending it to his parents. Mrs. White's method is an example of:
a. negative reinforcement.
b. removal punishment.
c. positive reinforcement.
d. presentation punishment.
Ques. 2You are teaching a unit that includes a large amount of information the students need to understand. The material is not complex, but students should have working knowledge and be able to apply it in future lessons. Rather than lecturing to present the information, you want to use some form of cooperative learning for students to encounter the information. Which of the following strategies fits your goal in this situation?
a. Reciprocal questioning
b. Jigsaw learning
c. Reciprocal teaching
d. Structured controversy
Ques. 3Tye got behind in physics after his basketball injury. He talked to his physics teacher and worked out a plan to get tutoring from the lab assistant. The tutor helped Tye catch up on understanding of concepts and also guided him through the experiments in the lab. Tye's approach to learning in this situation is an example of:
a. a cognitive apprenticeship.
b. problem-based learning.
c. reciprocal teaching.
d. inquiry learning.
Ques. 4Mrs. Warner believes that students need to learn to respect one another and build skills that will help them relate to others throughout life. In general, what kind of assignments will help her students gain these skills?
a. Cooperative group assignments
b. Highly structured assignments
c. Collaborative group assignments
d. Reciprocal learning assignments
Ques. 5What types of problems do students confront in problem-based learning?
a. Highly structured problems
b. Ill-structured problems
c. Skill-building problems
d. Scientific problems
Ques. 6Ms. Angelo provided support students needed to get started on a multifaceted assignment. She circulated, answering questions, making suggestions, and encouraging students to review the instructions. On the second day, she monitored students as they continued to work on the project. Now she is certain that everyone is on the right track. At this point, what level of scaffolding is appropriate?
a. Fading support
b. Differentiation
c. Contingency support
d. Transfer of responsibility to students
Ques. 7Mrs. Adams is going to refer an ELL student for testing. She is not pleased with the girl's progress in reading and suspects the child may have a learning disability. What information probably tipped Mrs. Adams and helped her identify the need to refer the student?
a. The child had access to books in Spanish as a preschooler, but not books in English.
b. The child contracted a serious illness as a baby, but recovered after several weeks.
c. The child's parents both speak Spanish and very little English.
d. The child attended a bilingual program as a preschooler, but has not been in ESL classes.
Ques. 8Ms. Fonteneau has six ELL students in her fifth grade classroom. For science and social studies lessons, she introduces new vocabulary to these students, provides extra background information in simple terms, and often gives them handouts with graphics and summaries to help them learn English as they learn content. Ms. Fonteneau is most likely using:
a. structured English immersion.
b. language maintenance.
c. sheltered instruction.
d. two-way immersion.
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