According to Bloom's taxonomy of the cognitive domain, identify the level of the following ...

According to Bloom's taxonomy of the cognitive domain, identify the level of the following objective: Assess the author's skill in implementing the literary device of allegory.
 
  a. Applying
  b. Analyzing
  c. Evaluating
  d. Understanding

Ques. 2

Mr. Mills wrote the following objectives for his lesson about erosion.
 
  1 . Students will understand what erosion is.
  2 . Students will understand what causes erosion.
  3 . Students will understand how to stop erosion.
  What is your assessment of his objectives?

Ques. 3

Which teacher is using seatwork most appropriately?
 
  a. Mrs. Wiggins gives students a worksheet to complete independently. It introduces the new concept for their work at centers.
  b. Ms. Cranfield gives students a word puzzle to complete at their seats. They just finished reviewing the vocabulary words for the integrated reading and writing unit.
  c. Mrs. Gomez precedes group work with a worksheet for students to do at their seats. It explains how to approach a new kind of math problem.
  d. Mr. O'Malley gives students an independent assignment in their science workbooks. It asks questions about the material he will lecture on tomorrow.

Ques. 4

Which of the following teachers uses backward design?
 
  a. Mr. Browning begins to develop his math unit by looking at the state standards and aligning key elements of the lesson with the standards. He thinks about the important end results studentsneed to achieve in the unit.
  b. Ms. Rollins wants to use cooperative groups in her upcoming unit. She chooses activities her students will enjoy andworks the curriculum around them.
  c. Mr. Cardot is a new teacher. He asks a senior teacher to lend him her teaching plan for the upcoming unit on persuasive writing. He alters the plan to fit his teaching style.
  d. Mrs. Hebert is beginning a new unit in French. She presents several ideas to students and allows them to vote on their favorite approach to the unit about the geography of France. She chooses activities that fit the students' preference.

Ques. 5

During the social studies unit about poverty in the United States, Mr. Lambert presents facts and asks students to read two non-fiction articles on the topic. After students read the articles, Mr. Lambert wants to hear what they have to say about the issues surrounding people in poverty and the plight of children growing up in poverty. What teaching approach is most appropriate for his purpose?
 
  a. Group discussion
  b. Seatwork
  c. Homework
  d. Direct instruction

Ques. 6

Which of the following situations illustrates sustaining expectation effect?
 
  a. Ross made good grades in math and rarely struggled with math concepts until he got into calculus. He expected to continue making top scores without studying.
  b. Carmen's third grade teacher made science exciting and fun. Carmen expected to keep loving science and said she wanted to be a scientist, but her fourth grade teacher made science seem boring. Carmen's expectations changed.
  c. Mrs. Gromberg has been teaching for seven years. Her students always do well on the state tests, and she expects them to make the highest scores in the district. This year her students met her expectations.
  d. Megan usually makes low grades in math, but she actually understands fractions. On the fractions unit, she made one of the highest scores, but the teacher thought it was a fluke and wondered whether Megan cheated. Megan didn't try very hard on the next unit.

Ques. 7

Mrs. Simms reviewed her class role and read the permanent files of her incoming fourth grade students before school started in August. She noticed that Gabe had poor grades in several subjects last year, and his second and third grade teachers left notes about his bad conduct in the permanent file. When school started, Mrs. Simms told Gabe she was happy to have him in her class and said she knew he would like fourth grade subjects and learn a lot. Throughout the year, Mrs. Simms encouraged Gabe and expressed her belief in his ability to learn. In the spring, Gabe scored in a higher percentile on his district's standardized tests than he had the previous year. His gains were much higher than expected. This is an example of:
 
  a. explicit teaching.
  b. the Pygmalion effect.
  c. sustaining expectation effect.
  d. scripted cooperation.

Ques. 8

Mr. Evans is a new teacher who wants to avoid the negative effects of teacher expectations. If he follows the guidelines of expert educators, he will do all of the following EXCEPT:
 
  a. provide support without challenging students.
  b. be flexible in grouping students for academic tasks.
  c. provide prompts for low-achieving students during class discussions.
  d. call on low achievers as often as high achievers.

Ques. 9

In her literature class, Ms. Campos wants her students to engage in divergent thinking about the book they are reading. Which of the following questions is she most likely to ask?
 
  a. What does the author say about his purpose for writing the book?
  b. What do you think the main character was feeling when he closed the door?
  c. When did the author experience the events he writes about in the book?
  d. How did the author use his journal in writing the book?