Describe the nature of direct instruction, identifying at least five major components that are typically included. Then give a concrete example of how you might use direct instruction to teach a specific topic, being sure to illustrate all five of the components you listed.
What will be an ideal response?
Ques. 2Identify a particular topic that you may someday teach. Now: a. Write three instructional objectives for your topic, including at least one that addresses one or more complex cognitive processes. Be sure that your objectives are consistent with the guidelines presented in the textbook. b. Choose a suitable approach to instruction for each of your objectives. Justify your decisions.
What will be an ideal response?
Ques. 3Pick a topic that you might effectively teach through a cooperative learning approach. Then, using guidelines presented in the textbook, describe how you will: a. Form your cooperative groups b. Foster interdependence of group members c. Assess what students have learned d. Enhance students' ability to work cooperatively with their peers over the long run
What will be an ideal response?
Ques. 4Mr. Finke is concerned about Ruth, a sullen, argumentative third grader who shows little interest in school subject matter and classroom assignments. She is so rude and defiant that Mr. Finke finds himself speaking to her only to chastise her for wrongdoings. Mr. Finke realizes that his relationship with Ruth has gotten off to a bad start and vows to remedy the situation. Three of the following strategies are consistent with the textbook's recommendations for addressing nonproductive teacher-student relationships. Which one is not consistent with its recommendations?
A) Seek the permission of Ruth's parents to take her to her favorite fast-food restaurant for lunch on a Saturday afternoon.
B) Meet privately with Ruth to talk about her behavior and find out what her concerns are.
C) Hold Ruth to less stringent rules for behavior until she and Mr. Finke can form a more productive relationship.
D) Confer with fellow teachers about Ruth's behavior and jointly generate hypotheses that might yield effective remedies.
Ques. 5Which one of the following examples is most consistent with educators' views of an effective classroom climate?
A) In Ms. Puzio's fifth-grade classroom, students work quietly at their desks most of the day on independent assignments she has tailored to match their individual needs and skill levels.
B) Mr. Kavanoze's fifth graders are free to do whatever they want as long as they pass weekly classroom quizzes and are relatively quiet.
C) Ms. Sommarstrom encourages her fifth graders to express their opinions about various topics, even though such opinions may differ from her own.
D) Mr. Evers begins the school year telling students in his fifth-grade class exactly what to expect in terms of assignments and tests and reminds them how important it is for them to do well on these assessments.
Ques. 6Three of the following teacher behaviors are consistent with the textbook's suggestions for communicating caring and respect for students. Which one is not?
A) Ms. Avanti comes to school every day with her lessons carefully thought through and well prepared.
B) Mr. Banyard gives assignments that he knows students can complete independently with little effort.
C) Mr. Cranston gives students several criteria they can use to evaluate their own performance on homework assignments.
D) Twice a week Ms. Delacorte writes responses to students' entries in their class journals.
Ques. 7As the textbook discusses, challenging tasks are often the ones that are most likely to promote students' learning and cognitive development. Yet students sometimes resist such challenges. Which one of the following is consistent with the textbook's recommendation for how to incorporate challenging activities into the classroom curriculum?
A) Start the year with relatively easy tasks that give students a sense of success, then gradually increase the difficulty level of assignments.
B) Start the year with few if any requirements, allowing students to feel comfortable in their new classroom, and then begin assigning challenging tasks after a week or two.
C) Start the year with extremely difficult assignments, then make them slightly easier after a few days.
D) Explain to students that they have little to gain from doing things they already know how to do.
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