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. 2Students 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. 3In 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. 4Teachers 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. 5Students 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. 6Mr. 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. 7Many 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. 8Mr. 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?
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