As a teacher, you may find that some of your students have exceptional gifts or talents in the subject matter you are teaching. a. Describe three behaviors that may lead you to believe that one or more of your students is potentially eligible for special services for the gifted. b. Identify three different strategies you might use to provide educational experiences suitable for students who are gifted. For each strategy, describe what you might do in specific, concrete terms.
What will be an ideal response?
Ques. 2Identify a grade level at which you might teach. Pick a topic you might teach at that grade level, and explain how you might teach it through discovery learning or inquiry learning. In your explanation, incorporate at least three strategies that the textbook recommends for these approaches to instruction.
What will be an ideal response?
Ques. 3Imagine that, as an educator, one of your long-term goals for students is that they acquire critical thinking skills: You want them to evaluate the soundness of logical arguments in persuasive essays, determine whether scientific research studies truly support certain conclusions, and so on. At a school board meeting, a father of one of your students complains about your emphasis on critical thinking. He insists that the purpose of education should be simply to teach students facts that experts have determined to be true in various academic disciplines. Of the following ways in which you might respond to the father, which one is most accurate and defensible?
A) Students are more motivated by long-term, abstract goals than by shorter, concrete objectives.
B) Critical thinking is the most basic cognitive process identified in the recent revision of Bloom's taxonomy presented in the textbook; all other cognitive processes build on it.
C) Standards developed by professional groups in various academic disciplines often include critical thinking.
D) Virtually any approach to instructionwhether it be expository instruction, mastery learning, cooperative learning, or some other approachinvariably involves mastering aspects of critical thinking.
Ques. 4An instructional objective that requires students to identify the different parts of speech in a sentence is at which level in the revision of Bloom's taxonomy presented in the textbook?
A) Analyze
B) Create
C) Remember
D) Evaluate
Ques. 5Which one of the following is the best illustration of the analyze cognitive process in the revision of Bloom's taxonomy presented in the textbook?
A) Angela discovers fallacies in her teacher's argument regarding the value of an agricultural economy in Africa.
B) Jason lists the steps in the scientific method that he memorized (e.g., identify the problem, gather data).
C) Using a principle he learned in physics, Edgar develops a new tool to lift a heavy object.
D) Georgette puts her textbook's definition of the word evasive in her own words.
Ques. 6Which one of the following is the best illustration of the understand cognitive process in the revision of Bloom's taxonomy presented in the textbook?
A) Angela discovers fallacies in her teacher's argument regarding the value of an agricultural economy in Africa.
B) Jason lists the steps in the scientific method that he memorized (e.g., identify the problem, gather data).
C) Using a principle he learned in physics, Edgar develops a new tool to lift a heavy object.
D) Georgette puts her textbook's definition of the word evasive in her own words.
Ques. 7The major advantage of using Bloom's taxonomy in developing objectives is that the taxonomy:
A) Helps in the formulation of criteria for judging acceptable performance.
B) Encourages educators to address complex cognitive processes as well as factual knowledge.
C) Identifies an indisputable order in which objectives should be addressed in a lesson.
D) Specifies the most appropriate instructional method for each type of objective.
Ques. 8After students analyze their data and write their results in science class, their teacher asks them to make sense of their data and results by writing a few paragraphs that discuss what their results mean. The teacher is asking students to demonstrate which type of understanding in the taxonomy found in Understanding by Design?
A) Interpretation
B) Application
C) Perspective
D) Self-knowledge
Ques. 9Mr. Nolen is going to teach a unit on Shakespeare to his English literature class. He realizes that his students will need to identify themes and main ideas, elaborate on what they read, and summarize the plot of each play. Which type of task analysis is Mr. Nolen conducting?
A) Preliminary cognitive analysis
B) Subject matter analysis
C) Behavioral analysis
D) Information processing analysis
Ques. 10Which one of the following is considered to be the major advantage of conducting a task analysis for topics taught in the classroom?
A) It ensures accreditation by regional and national accrediting agencies.
B) It helps teachers determine whether they are treating their male and female students equitably.
C) It helps teachers determine how to teach various concepts and skills and in what order.
D) It helps teachers determine the best way to motivate students to study a topic.
Ques. 11Which one of the following instructional objectives is consistent with guidelines presented in the textbook?
A) Students will complete the first 10 chapters of their textbook by the end of the semester.
B) The teacher will demonstrate the correct way to use a Bunsen burner.
C) Students will study effective government practices.
D) Students will write a one-page poem using meter and rhyme correctly.
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