Chapter 3 Test Items
Match the description in column B with the term in column A.
1. academic learning time
a. ability to do several things at once
2. direct teaching
b. structure, question, respond, react
3. cooperative learning
c. less effective if contingent upon student performance
d. more effective if contingent upon student performance
e. time that a school or teacher schedules for a subject
6. pedagogical cycle
f. engaged time with high success rate
7. higher-order question
g. useful in getting students to manipulate information in more sophisticated ways
8. wait time
h. includes nagging, preaching, and spending more time than necessary to correct an infraction of rules
i. between question and student response, and again between student response and teacher reaction
10. deep teaching
j. students work on activities in small heterogeneous groups; rewards based on entire group performance
k. includes guided practice, teacher feedback, and review, among other active teaching behaviors
l. organizing content around key principles and encouraging students to discuss important concepts
MULTIPLE CHOICE QUESTIONS
*denotes more challenging question
(Higher Order Question) - denotes a question at the application or higher level of Bloom’s taxonomy
11. Which researcher found great variation in the way schools use their time?
a. Arno Bellack
b. Mary Budd Rowe
c. Jere Brophy
d. John Goodlad
12. Engaged time is
a. time scheduled for an academic subject
b. time students are actively involved with subject matter
c. time students are moving about the classroom
d. time in which students show a high success rate
13. In order to promote more efficient use of classroom time, classroom rules should be
a. few and fair
b. teacher developed and student evaluated
c. established on a school-wide basis
d. student developed and reviewed weekly
14. (Higher Order Question) You have just been assigned to teach a class that has several management problems. In order to reduce or eliminate these problems, you decide to
a. keep teaching materials and supplies locked up, so that students call on you when they need assistance
b. establish predictable routines and rules to offer a sense of stability
c. create a “private” area in the room, where you can work and plan undisturbed by unruly students
d. draw attention to misbehaving students in order to set an example
15. Group alerting is a technique designed to
a. inform students about shifts in classroom activities to facilitate transitions between lessons
b. keep students’ attention by addressing questions to the class, then naming the student to respond
c. encourage students to work cooperatively in groups
d. provide directions to students about how to complete an instructional task
16. Teachers who demonstrate “withitness” are
a. very punctual and well organized
b. able to tap into popular trends among students
c. aware of all students’ behavior in the classroom at all times
d. kept informed of the progress of former students
17. Arno Bellack’s pedagogical cycle features these “moves”:
a. question, react, respond
b. involvement, question, respond, react
c. structure, question, respond, react
d. question, structure, respond, evaluate
18. The pedagogical cycle is initiated by the teacher
a. all of the time
b. most of the time
c. some of the time
d. only in response to student questions
19. (Higher Order Question) By beginning a lesson with a riddle or an anecdote, a teacher is trying to establish
a. clear objectives
20. The student typically asked the most questions by the teacher is the
a. female of color
b. male of color
c. white female
d. white male
21. Which of the following describes Bloom’s Taxonomy?
a. hierarchy of strategies for classroom management
b. classification of teacher response to student answers
c. original guidelines for mastery learning
d. system for determining the intellectual level of questions
22. Lower-order questions
a. are mostly used in teaching students in lower grades
b. have been proven to be ineffective
c. rarely encourage learning
d. can be answered through memory and recall
23. Teachers’ questions are usually
a. higher order
b. lower order
c. about equally divided between higher and lower order
*24. Higher-order questions are most effectively used during
a. a discussion of student opinions
b. a review of previously learned information
c. an introduction of new information
d. student practice drills
*25. (Higher Order Question) A teacher asks a student to grade her own research paper - and to justify her grade. Identify the level of this task on Bloom’s Taxonomy.
26. The amount of time a teacher typically waits to call on a student after asking a question is:
a. one second or less
b. three to five seconds
c. ten to fifteen seconds
d. too variable to be measured with much accuracy
*27. (Higher Order Question) When asking questions, teachers tend to give more wait time to students who they expect
a. will not know the answer
b. will need assistance to come up with an answer
c. will be able to give a correct answer
d. were not paying attention
28. Increased wait time leads to
a. shorter student responses
b. more student disruptions
c. fewer student questions
d. greater student participation
29. For teachers, increased wait time leads to
a. greater use of higher-order questions
b. lower expectations of students
c. less fluent teacher discussion
d. greater need for management rules and regulations
30. The most frequent teacher reaction is
*31. According to Jere Brophy, effective praise is
a. general, complimenting the student’s personality as well as ability
b. given at the beginning and end of every class to establish a positive environment
c. responsive to past performance and student ability and effort
d. rationed so no one student receives too much of it
32. Direct teaching is
a. based on students’ direct involvement with the material through hands-on activities
b. practiced through direct interaction with students on an individual basis
c. teacher presentation of new material, followed by directed practice, feedback, and review
d. student-centered and student-directed
33. Cooperative learning groups work best when
a. the groups meet several times a week
b. students are grouped by sex
c. students are grouped by ability level
d. the groups share a goal and materials
34. As a new teacher, you are considering using cooperative learning. One research finding supporting your decision is
a. accurate grading becomes easier and less time consuming in this approach
b. organizing students with similar backgrounds into these groups eases management concerns
c. students are more likely to use computer technology in a cooperative community
d. students have greater motivation to learn
35. Mastery learning is based on the premise that
a. learning is a social process – students learn through interaction with others
b. learning should be relevant to students’ lives - by solving real-world problems
c. all students can learn – if given the right tools and the opportunity to work at their own pace
d. learning is doing – students learn through hands-on experiences
36. (Higher Order Question) After having attended a workshop on problem-based learning, you decide to try it out. You realize that a key teacher role in this approach is to
a. prepare a lecture that highlights the key points of a problem, so students can see the direction you want them to take
b. assist students in identifying an authentic problem
c. gather all the relevant resources in your room, so students can effectively do their research
d. construct a rigorous but fair short-answer test, so the students can demonstrate their learning
*37. (Higher Order Question) A teacher whose goal is for students to take charge of their own learning would be LEAST LIKELY to use which of the following instructional methods?
a. direct teaching
b. cooperative learning
c. mastery learning
d. problem-based learning
*38. Which of the following is emphasized in the more recent research on effective teaching?
a. the social nature of learning
b. the power of standardized tests to promote learning
c. instruction that emphasizes the teacher as the center of instruction
d. the use of teacher merit pay in promoting student learning
39. Which of the following is a desirable trait in a classroom manager?
*40. Larry Cuban argues classrooms are mainly teacher centered in part because
a. classes are small and the curriculum is relatively narrow
b. of the flexible physical structure of schools, including movable student chairs
c. industry wanted to mold creative and independent workers, and teachers were the professionals most able to accomplish this
d. of teacher training practices
41. Supply a brief description of each educational term or individual.
a. A Place Called School
b. Arno Bellack
c. Jacob Kounin
d. Bloom’s Taxonomy
e. Mary Budd Rowe
f. Robert Slavin
g. problem-based learning
h. learning community
j. reflective teaching
SHORT ANSWER QUESTIONS
42. Label the following questions or statements according to Bloom’s Taxonomy.
a. Do you believe that education is a profession?
b. Why do those in many other professions view teachers as unintelligent?
c. In what century did teachers begin to gain status?
d. Write a paper supporting your view of teachers as professionals.
e. In your own words, write a summary of Chapter 2 of your text.
f. Was the Equal Rights Amendment passed?
g. Do you agree that spanking a child does not result in extinction of the behavior?
h. Design a lesson plan that will incorporate interpersonal communication in each activity.
i. Given the different stages of psychological development, classify the following children into the stages.
j. After reading the two case studies, choose which child is demonstrating separation anxiety.
43. Describe four types of teacher reaction and feedback. Which is used most often? Which is used least often?
ESSAY AND DISCUSSION QUESTIONS
44. Name some of the principles and techniques of effective classroom management. Which seem most important to you? Why?
45. Discuss the five common patterns identified by Jacob Kounin that can disrupt classroom management during times of transitions. How can teachers minimize disruption?
46. A teacher claims, “I question my students in a fair and unbiased manner: I simply call on the first student to raise a hand.” What is wrong with this claim? What strategies can teachers use to more equitably distribute questions and responses?
47. Propose a sample classroom question for each level of Bloom’s Taxonomy (identifying the level for each question). In what situations would you use lower-order questions? In what situations would you use higher-order questions?
48. What strategies can teachers use to increase their wait time? Why should they?
49. Compare and contrast direct teaching, cooperative learning, mastery learning, and problem-based learning. What are the principles of each? Provide examples of how they can be used in a classroom, and describe what types of learners may benefit most from each.
50. Discuss new directions in effective teaching. Describe how these new directions could affect your life as a classroom teacher.
51. Outline a debate between an educator committed to “covering” a broad curriculum and an educator committed to “deep teaching.” Which position seems most persuasive to you, and why?