Mario is an 8-year-old third grader who lives in a largely Hispanic community in Arizona. Considering typical ethnic group differences and without knowing anything else about Mario,
with which instructional approach would you expect him to feel most comfortable?
a. A textbook chapter appropriate for his reading skills
b. A cooperative learning activity
c. A direct instruction session
d. An in-class workbook exercise
Ques. 2Which one of the following statements best captures the textbook's view about the value of the Internet in classroom instruction?
a. It has potential as a learning tool, but teachers should scaffold and monitor students' use of it.
b. Many computer experts suggest that its dangers (e.g., exposure to racism and other forms of intolerance) far outweigh the benefits it might have for children and adolescents.
c. It appears to be far more effective than classroom lectures as a way to promote learning, especially at the secondary level.
d. Its effects are minimal unless students each have access to their own computer terminal.
Ques. 3As a teacher, you want two students who have physical disabilities to develop closer friendships with their nondisabled classmates. Of the following choices, the best instructional approach to use for this purpose is:
a. Hypermedia
b. Mastery learning
c. Cooperative learning
d. Direct instruction
Ques. 4Three of the teachers below are using strategies consistent with the textbook's suggestions for holding class discussions. Which teacher is using a strategy that is not consistent with the textbook's recommendations?
a. Mr. Poston assures students that it's okay if they change their minds about an issue.
b. Mr. Morris encourages shy students to remain silent throughout a discussion if they prefer to do so.
c. Mr. Sheehan asks a student to think of a justification for a point of view opposite to what the student actually believes.
d. Mr. Retzlaff divides his class into groups of four students each to discuss both sides of a controversial issue.
Ques. 5In which situation is a mastery learning approach to instruction most appropriate?
a. When instructional objectives primarily address attitudes and dispositions rather than cognitive processes
b. When instructional objectives are at the upper levels of Bloom's taxonomy
c. When certain skills provide the foundation for future material
d. When subject matter is abstract and complex
Ques. 6Judging from the brief descriptions below, which one of these four teachers is using a mastery learning approach?
a. Ms. Alfonso gives examinations in which different students are asked different questions, depending on individual students' needs and interests.
b. Mr. Bryant assigns term papers and oral reports rather than in-class examinations.
c. Ms. Carroll uses the highest four of a student's six exam scores to determine course grades.
d. Mr. Dickson insists that students pass each test at the 80 level before beginning the next unit.
Ques. 7The four teachers below are assigning homework to their students. Which teacher is giving an assignment that's inconsistent with general recommendations regarding the appropriate use of homework?
a. Mr. Rhodes asks his eighth graders to write the answers to a series of questions based on material they've been studying over the past week.
b. Ms. Wong asks her sixth graders to make up sentences using each of their new spelling words.
c. Mr. Needham asks his first graders to bring something from home that begins with the letter B.
d. Ms. Powell asks her high school algebra students to read the next two chapters in their textbook, do the end-of-chapter problems, and submit their work to be graded.
Ques. 8Which one of the following is the best example of a signal in teacher-directed instruction?
a. Ms. Allen encourages her students to relate the new material to things they already know.
b. Mr. Berke's enthusiasm about science is evident in every lecture he presents.
c. Mr. Christiansen gives students a list of the important concepts he'll be describing in class that day.
d. Ms. Driver looks sternly at two whispering students who are obviously not paying attention to the video she is showing.
Ques. 9When Ms. Krakowski teaches the process of long division, she describes the objective of the lesson and demonstrates the procedure on the board.
Then she has students solve long-division problems at the chalkboard, where she can give them frequent guidance as they work. Later, after the students show some proficiency with long division, she has them work on additional problems at their desks. Ms. Krakowski's approach can best be classified as which of the following?
a. Promoting information literacy
b. Task analysis
c. Student-directed instruction
d. Direct instruction
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