Artifacts are typically thought of as learning distractors and, while interesting, they add little ...

Artifacts are typically thought of as learning distractors and, while interesting, they add little meaning to the content.
 
  a. True
  b. False

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[Ques. 2] Letters, diaries, documents, and audio recordings are examples of secondary sources that make it easier for students to imagine the past and empathize about it.
 
  a. True
  b. False

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[Ques. 3] While upper elementary students learn abstract content easily, lower elementary students need visuals for stimulating interest, fostering speculation, for hypothesizing, and for linking new learning to prior learning.
 
  a. True
  b. False

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[Ques. 4] Stories and storytelling are not considered helpful or interesting, are typically boring, and fail to enhance long-term memory.
 
  a. True
  b. False

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[Ques. 5] An appropriate type of transmission for communicating information to students, especially in terms of providing context or background information, can be the lecturette.
 
  a. True
  b. False

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[Ques. 6] Typically, when you launch a new social studies unit you will start with strategies that call for direct experiences and knowledge acquisition and end the unit using strategies that call for students to construct knowledge personally.
 
  a. True
  b. False

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[Ques. 7] While goals should be a concern when considering which strategy to select, student enjoyment should be your first priority.
 
  a. True
  b. False

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[Ques. 8] The most important consideration in selecting both informal and formal assessment tools is that it
 
  a. matches the goal.
  b. aligns with the activity.
  c. is easy to grade.
  d. students will enjoy it.

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[Ques. 9] The kind of assessment implied by constructivism flows from the belief that students
 
  a. hold on to the existing knowledge and absorb it after engaging in planned repetition.
  b. develop new knowledge and make it their own, through multiple opportunities of guided practice.
  c. develop new knowledge first through transmission and recall followed by meaning making.
  d. develop new knowledge and make it their own, through an active process of meaning making.

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[Ques. 10] Students should be given the opportunities to analyze their own work assuming the process is
 
  a. carefully scaffolded and used to inform planning.
  b. objective and used to evaluate their learning.
  c. subjective and helpful in determining academic achievement.
  d. carefully monitored to ensure teacher effectiveness.