Ch 14 Flashcards
(34 cards)
Analysis of the relationship between teachers’ knowledge of a subject and students’ learning suggests that knowledge is:
Important but not sufficient to improve learning
Ms. Almanzor had high expectations for Malik. When Malik did exceptionally well on the macroeconomics test, their performance might be partially attributed to:
Pygmalion effect
Which of the following is an example of a sustaining expectation effect?
A student is ready for more challenging work but is not given the opportunity to try it because the teacher believes that they cannot handle it
Which student is most likely to be the recipient of sustaining expectations?
A withdrawn child who provides little information about themselves to the teacher
Which one of the following statements should be AVOIDED in order to promote high expectations of your students?
Planning influences what students will learn
Of the following choices, which of the following is TRUE of the importance of advance teacher planning?
Planning influences what students will learn
Which one of the following statements is TRUE with regard to instructional planning?
It is particularly important for teachers at the beginning of the year
What is the taxonomic domain of the following objective? “After learning about the properties of magnetism, students will build a vacuum and observe whether there is magnetic behaviour present.”
Psychomotor
To what taxonomic domain does the following objective belong? “Students will share their reactions about the appeal of a painting after a trip to a local gallery.”
affective
According to Bloom’s taxonomy of the cognitive domain, identify the level of the following objective: “How should government classes judge the feasibility of a court decision?”
Evaluation
The primary value of Bloom’s taxonomy of cognitive objectives is that it can:
Lead educators to think carefully about the objectives they construct
Ms. Tsai would like to measure first-graders’ mastery of their personal information (address, phone number, spelling of name). What level of Bloom’s taxonomy do these questions illustrate?
Remembering
What level of Bloom’s taxonomy is most difficult, if not impossible, to measure with multiple-choice tests?
creating
Which one of the following learning targets involves metacognitive knowledge in the cognitive domain?
Select a strategy that helps you remember which formula to use in a math problem
Identify the taxonomic domain of the following objective: “Watch the video and respond to the main character’s dilemma as though you were walking in their shoes.”
Affective domain
Mrs. Abukar is hoping that their students will really appreciate the importance of earthquakes following the unit that they are about to teach. The type of affective objective that Mrs. Abukar should expect to occur FIRST for this outcome is:
Receiving
In the highest level of the affective domain, students are expected to:
adopt, and act consistently with, a new value
Which of the following teachers uses a constructivist approach in instructional planning?
Mr. Bevilaqua discussed the unit about crustaceans with the students, and they jointly decided to create centers that integrated scientific knowledge, writing skills, and vocabulary
A constructivist approach to planning, compared to a traditional approach, would include use of:
Students and teachers making decisions about objectives together
Which of the following is an activity that is most directly associated with direct instruction?
The teacher delivers a mini-lecture about a scientific concept
Which of the following is a method by which active learning can be incorporated into lectures?
Techniques involving small groups
Which one of the following is NOT a component in Rosenshine’s checklist for effective teaching of basic skills through direct instruction?
cooperative learning
A major criticism of direct instruction is that it:
Puts students in a cognitively passive position
A frequent criticism of independent work (seatwork) as a classroom learning strategy is that it:
is often overused
