Chapter 13

Question 1

Orientation, Presentation, Structured Practice, Guided Practice, Independent Practice

a. Direct Instruction
b. Information Processing/ Social Cognitive
(Meaningful learning)
c. Constructivist
d. Humanistic
e. Social (Cooperative) Learning

Answer 1

a. Direct Instruction

Question 2

Communicate clear goals and objectives, Use attention-getting devices, Emphasize organization and meaningfulness, Present information in chunks, Facilitate long-term encoding

a. Direct Instruction
b. Information Processing/ Social Cognitive
(Meaningful learning)
c. Constructivist
d. Humanistic
e. Social (Cooperative) Learning

Answer 2

b. Information Processing/ Social Cognitive (Meaningful learning)

Question 3

Provide Scaffolding, Provide discovery learning, Foster multiple viewpoints, Emphasize relevant problems and tasks, Encourage autonomous learners

a. Direct Instruction
b. Information Processing/ Social Cognitive
(Meaningful learning)
c. Constructivist
d. Humanistic
e. Social (Cooperative) Learning

Answer 3

c. Constructivist

Question 4

Self-actualization: maximizing one’s potential, Hierarchy of needs, Self-esteem and self-efficacy, Relation of task to self, Relationship of student and teacher

a. Direct Instruction
b. Information Processing/ Social Cognitive
(Meaningful learning)
c. Constructivist
d. Humanistic
e. Social (Cooperative) Learning

Answer 4

d. Humanistic

Question 5

Social interactions, Achievement, Motivation

a. Direct Instruction
b. Information Processing/ Social Cognitive
(Meaningful learning)
c. Constructivist
d. Humanistic
e. Social (Cooperative) Learning

Answer 5

e. Social (Cooperative) Learning

Question 6

physiological, safety, love, esteem, and self-actualization.

Answer 6

Maslow’s Hierarchy of Needs

Question 7

introduction and overview of the lesson.

a. Orientation (Direct Instruction)
b. Presentation (Direct Instruction)
c. Structured Practice (Direct Instruction)
d. Guided Practice (Direct Instruction)
e. Independent Practice (Direct Instruction)

Answer 7

a. Orientation (Direct Instruction)

Question 8

Explaining and demonstrating new material.

a. Orientation (Direct Instruction)
b. Presentation (Direct Instruction)
c. Structured Practice (Direct Instruction)
d. Guided Practice (Direct Instruction)
e. Independent Practice (Direct Instruction)

Answer 8

b. Presentation (Direct Instruction)

Question 9

teacher leads class through problem.

a. Orientation (Direct Instruction)
b. Presentation (Direct Instruction)
c. Structured Practice (Direct Instruction)
d. Guided Practice (Direct Instruction)
e. Independent Practice (Direct Instruction)

Answer 9

c. Structured Practice (Direct Instruction)

Question 10

students work on problems with teacher assistance.

a. Orientation (Direct Instruction)
b. Presentation (Direct Instruction)
c. Structured Practice (Direct Instruction)
d. Guided Practice (Direct Instruction)
e. Independent Practice (Direct Instruction)

Answer 10

d. Guided Practice (Direct Instruction)

Question 11

students practice on their own.

a. Orientation (Direct Instruction)
b. Presentation (Direct Instruction)
c. Structured Practice (Direct Instruction)
d. Guided Practice (Direct Instruction)
e. Independent Practice (Direct Instruction)

Answer 11

e. Independent Practice (Direct Instruction)

Question 12

Tell students what you want them to learn, why, and how they will be tested. Social Cognitive/Information Processing approach (Meaningful Learning).

a. Communicate clear goals and objectives
b. Use attention-getting devices
c. Emphasize organization and meaningfulness
d. Present information in chunks
e. Facilitate long-term encoding

Answer 12

a. Communicate clear goals and objectives

Question 13

When discussing the work of important people, whether in science, math, social studies, or history, dress up to look like the person and speak as you think the person might have spoken. Social Cognitive/Information Processing approach (Meaningful Learning).

a. Communicate clear goals and objectives
b. Use attention-getting devices
c. Emphasize organization and meaningfulness
d. Present information in chunks
e. Facilitate long-term encoding

Answer 13

b. Use attention-getting devices

Question 14

Information is organized when the components that make it up are linked together in some rational way. Social Cognitive/Information Processing approach (Meaningful Learning).

a. Communicate clear goals and objectives
b. Use attention-getting devices
c. Emphasize organization and meaningfulness
d. Present information in chunks
e. Facilitate long-term encoding

Answer 14

c. Emphasize organization and meaningfulness

Question 15

break lessons into small, manageable parts and don’t introduce new topics until you have evidence that students have learned the presented material. Social Cognitive/Information Processing approach (Meaningful Learning).

a. Communicate clear goals and objectives
b. Use attention-getting devices
c. Emphasize organization and meaningfulness
d. Present information in chunks
e. Facilitate long-term encoding

Answer 15

d. Present information in chunks

Question 16

Prompt students to elaborate by asking them to put ideas in their own words, relate new ideas to personal experience, and create their own analogies. Social Cognitive/Information Processing approach (Meaningful Learning).

a. Communicate clear goals and objectives
b. Use attention-getting devices
c. Emphasize organization and meaningfulness
d. Present information in chunks
e. Facilitate long-term encoding

Answer 16

e. Facilitate long-term encoding

Question 17

The assistance that teachers give to students as they try to master new knowledge and skills is called scaffolding. Constructivism.

a. Provide Scaffolding
b. Provide discovery learning
c. Foster multiple viewpoints
d. Emphasize relevant problems and tasks
e. Encourage autonomous learners

Answer 17

a. Provide Scaffolding

Question 18

These include understanding how ideas connect with one another, knowing how to analyze and frame problems, asking appropriate questions, recognizing when what we already know is relevant to what we are trying to learn, and evaluating the effectiveness of our strategies. Constructivism.

a. Provide Scaffolding
b. Provide discovery learning
c. Foster multiple viewpoints
d. Emphasize relevant problems and tasks
e. Encourage autonomous learners

Answer 18

b. Provide discovery learning

Question 19

another element of a constructivist approach to teaching is to help students understand that different views of the same phenomena exist and that they can often be reconciled to produce a broader understanding. Constructivism.

a. Provide Scaffolding
b. Provide discovery learning
c. Foster multiple viewpoints
d. Emphasize relevant problems and tasks
e. Encourage autonomous learners

Answer 19

c. Foster multiple viewpoints

Question 20

One constructivist remedy is to create interest and relevance by posing problems or assigning tasks that are both challenging and realistic. Constructivism.

a. Provide Scaffolding
b. Provide discovery learning
c. Foster multiple viewpoints
d. Emphasize relevant problems and tasks
e. Encourage autonomous learners

Answer 20

d. Emphasize relevant problems and tasks

Question 21

students should, under the right circumstances, be able to work more independently of the teacher than they typically do. Constructivism.

a. Provide Scaffolding
b. Provide discovery learning
c. Foster multiple viewpoints
d. Emphasize relevant problems and tasks
e. Encourage autonomous learners

Answer 21

e. Encourage autonomous learners

Question 22

technology to minimize the cognitive demands of a task; to help learners form schemas, or patterns, of information; to extend or augment thinking in new directions; and to supply information overviews and memory cues.

a. Helping students process information
b. Discovery and exploratory environments
c. Guided learning
d. Problem and project-based learning
e. Situated learning

Answer 22

a. Helping students process information

Question 23

Exploratory tools for learning math include Logo, the Geometric Supposer, and the Geometer’s Sketchpad, all of which have been shown to help students construct meaningful knowledge networks about geometric concepts and reduce the usual rote memorizing of rules and terms

a. Helping students process information
b. Discovery and exploratory environments
c. Guided learning
d. Problem and project-based learning
e. Situated learning

Answer 23

b. Discovery and exploratory environments

Question 24

teachers might help students set goals, ask questions, encourage discussions, and provide models of problem-solving processes. Such teachers provide a clear road map of the unit at the beginning, clear expectations and sequencing of activities, continued reinforcement and guidance, teacher modeling, opportunities for students to practice problem-solving steps, reflection on learning, and regular checking and sharing of student progress.

a. Helping students process information
b. Discovery and exploratory environments
c. Guided learning
d. Problem and project-based learning
e. Situated learning

Answer 24

c. Guided learning

Question 25

These are very similar instructional method that requires learners to develop solutions to real-life problems or to construct answers to such complex questions as how bacteria affect people’s health and what are the sources and solutions to water pollution.

a. Helping students process information
b. Discovery and exploratory environments
c. Guided learning
d. Problem and project-based learning
e. Situated learning

Answer 25

d. Problem and project-based learning

Question 26

computer-based instructional technology such as CSILE, WISE, and the GLOBE program can apprentice students into real-life learning and problem-solving settings by providing access to authentic data and the tools to manipulate the data

a. Helping students process information
b. Discovery and exploratory environments
c. Guided learning
d. Problem and project-based learning
e. Situated learning

Answer 26

e. Situated learning

Question 27

People have an inherent desire to make the most of their capabilities

a. Self-actualization
b. Hierarchy of needs
c. Self-esteem and self-efficacy
d. Relation of task to self
e. Relationship of student and teacher

Answer 27

a. Self-actualization

Question 28

Self-actualization, esteem, belonging and love, safety, physiological.

a. Self-actualization
b. Hierarchy of needs
c. Self-esteem and self-efficacy
d. Relation of task to self
e. Relationship of student and teacher

Answer 28

b. Hierarchy of needs

Question 29

Our thoughts and feelings about ourselves
Someone’s level of confidence in their own abilities
The best way to understand a student’s behavior is to understand how the student sees herself (what we referred to in earlier chapters as self-esteem and self-efficacy) and the situation she is in. Is she confident and comfortable, or self-doubting, anxious, and fearful?

a. Self-actualization
b. Hierarchy of needs
c. Self-esteem and self-efficacy
d. Relation of task to self
e. Relationship of student and teacher

Answer 29

c. Self-esteem and self-efficacy

Question 30

refers to the ongoing internal conversation with ourselves, which influences how we feel and behave.

a. Self-actualization
b. Hierarchy of needs
c. Self-esteem and self-efficacy
d. Relation of task to self
e. Relationship of student and teacher

Answer 30

d. Relation of task to self

Question 31

Teacher–student interactions are characterized by respect, courtesy, and fairness (by, for example, saying please and thank you when interacting with students, giving students a chance to increase a grade, never raising one’s voice, and, whenever possible, disciplining students in private).

a. Self-actualization
b. Hierarchy of needs
c. Self-esteem and self-efficacy
d. Relation of task to self
e. Relationship of student and teacher

Answer 31

e. Relationship of student and teacher

Question 32

are those in which one’s grade is determined by how well everyone else in the group performs

a. Competitive
b. Individualistic
c. Cooperative

Answer 32

a. Competitive

Question 33

are characterized by students working alone and earning rewards solely on the quality of their own efforts

a. Competitive
b. Individualistic
c. Cooperative

Answer 33

b. Individualistic

Question 34

are characterized by students working together to accomplish shared goals.

a. Competitive
b. Individualistic
c. Cooperative

Answer 34

c. Cooperative

Question 35

4-5 students who differ in gender, ethnicity, and social class

a. Group heterogeneity
b. Group goals/positive interdependence
c. Promotive interaction
d. Individual accountability

Answer 35

a. Group heterogeneity

Question 36

Students must support on another’s learning efforts for group to achieve goal

a. Group heterogeneity
b. Group goals/positive interdependence
c. Promotive interaction
d. Individual accountability

Answer 36

b. Group goals/positive interdependence

Question 37

Students taught how to help one another complete their assigned tasks

a. Group heterogeneity
b. Group goals/positive interdependence
c. Promotive interaction
d. Individual accountability

Answer 37

c. Promotive interaction

Question 38

Each group member must make own contribution to group’s goal

a. Group heterogeneity
b. Group goals/positive interdependence
c. Promotive interaction
d. Individual accountability

Answer 38

d. Individual accountability

Question 39

Teach students hoe to make decisions, communicate clearly, build trust, manage conflict

a. Interpersonal skills
b. Equal opportunity for success
c. Team competition

Answer 39

a. Interpersonal skills

Question 40

All students have equal opportunity to contribute to group’s efforts

a. Interpersonal skills
b. Equal opportunity for success
c. Team competition

Answer 40

b. Equal opportunity for success

Question 41

Groups, if well-matched, may compete with one another

a. Interpersonal skills
b. Equal opportunity for success
c. Team competition

Answer 41

c. Team competition

Question 42

What level of Bloom’s taxonomy for the cognitive domain has been met if students are able to restate in their own words facts and terms that appear in the textbook?

a. synthesis	
b. comprehension	
c. application	
d. analysis

Answer 42

b. comprehension

Question 43

What level of Bloom’s taxonomy for the cognitive domain has been met if students are able to detect logical fallacies in an argument?

a. knowledge	
b. comprehension	
c. application	
d. analysis

Answer 43

d. analysis

Question 44

Why are affective domain objectives difficult to define, evaluate, or encourage?
Choose 3

a. Affective learning is demonstrated in subtle or indirect ways.
b. Affective outcomes cannot be separated from cognitive outcomes.
c. Parents are opposed to measuring affective outcomes.
d. Affective outcomes are not always observable in the classroom.
e. Affective outcomes cannot be arranged in an orderly taxonomy

Answer 44

a. Affective learning is demonstrated in subtle or indirect ways.
c. Parents are opposed to measuring affective outcomes.
d. Affective outcomes are not always observable in the classroom.

Question 45

What are Robert Mager’s recommendations for preparing specific instructional objectives?
Choose 4

a. Describe how learners will demonstrate achievement.
b. Name the behavioral act that indicates achievement.
c. Group learning performances together for simplicity.
d. Define the conditions under which behavior will occur.
e. State criteria for acceptable performance of the behavior.

Answer 45

a. Describe how learners will demonstrate achievement.
b. Name the behavioral act that indicates achievement.
d. Define the conditions under which behavior will occur.
e. State criteria for acceptable performance of the behavior.

Question 46

Why did Norman Gronlund develop a procedure for writing instructional objectives after Mager?

a. Mager’s recommendations were old and out of date.	
b. Specific objectives work better for factual information.	
c. Criteria for acceptable performance must be quantifiable.	
d. General objectives are needed for complex learning tasks.

Answer 46

d. General objectives are needed for complex learning tasks.

Question 47

What general components of direct instruction are identified by Joyce and Weil?
Choose 4

a. orientation
b. inquiry
c. structured practice
d. guided practice
e. presentation

Answer 47

a. orientation
c. structured practice
d. guided practice
e. presentation

Question 48

Ms. Smith uses direct instruction to teach subtraction to second grade students. She provides an overview of the lesson relating subtraction to their lives and demonstrates subtraction using pictures and numbers. Students then answer questions that indicate understanding. What is the next instructional phase?

a. orientation	
b. presentation	
c. practice	
d. evaluation

Answer 48

c. practice

Question 49

What makes the information-processing/social cognitive approach unique as an instructional approach?

a. Students have choices about what they learn and when they participate.	
b. Students are made aware of how they learn and how they can improve.	
c. Students are introduced to a new topic only after showing prior learning.	
d. Lessons are broken into manageable parts to be learned sequentially.

Answer 49

b. Students are made aware of how they learn and how they can improve.

Question 50

A constructivist approach to teaching:
Choose 3

a. avoids the use of direct instruction.
b. does not satisfy state learning standards.
c. emphasizes the role of physical and social activity in learning.
d. emphasizes the importance of multiple viewpoints.
e. avoids rigorous assessment practices.

Answer 50

a. avoids the use of direct instruction.
c. emphasizes the role of physical and social activity in learning.
d. emphasizes the importance of multiple viewpoints.

Question 51

Children’s academic and personal growth is enhanced when teachers create a classroom environment that satisfies students’ social and emotional needs.

a. True
b. False

Answer 51

a. True

Question 52

What school-related outcomes are associated with satisfying students’ need to belong?
Choose 4

a. increased intrinsic motivation to learn
b. willingness to follow classroom rules and norms
c. greater interest in socializing than learning
d. higher expectations of success and achievement
e. positive attitudes toward school, teachers, and classwork

Answer 52

a. increased intrinsic motivation to learn
b. willingness to follow classroom rules and norms
d. higher expectations of success and achievement
e. positive attitudes toward school, teachers, and classwork

Question 53

What consequences are associated with competitive classroom goal structures?
Choose 3

a. seeking challenging subjects and persisting on difficult tasks
b. expecting grades to be allocated on a curve
c. believing that ability is the reason for success or failure
d. students trying to outdo each other
e. helping struggling classmates better understand lessons

Answer 53

b. expecting grades to be allocated on a curve
c. believing that ability is the reason for success or failure
d. students trying to outdo each other

Question 54

What are key elements of approaches to cooperative learning?
Choose 4

a. promotive interaction with opportunities for team success
b. individual accountability for contributions to group success
c. negative interdependence of goals and rewards
d. team competition to encourage students toward greater effort
e. interpersonal skills of communication, trust, and conflict management

Answer 54

a. promotive interaction with opportunities for team success
b. individual accountability for contributions to group success
d. team competition to encourage students toward greater effort
e. interpersonal skills of communication, trust, and conflict management

Question 55

When properly used, technology is an acceptable tool to both cognitive constructivists and social constructivists.

a. True
b. False

Answer 55

a. True

Question 56

What does technology contribute to students’ thinking and sharing?
Choose 3

a. quick access to information
b. guaranteed quality of information
c. convenience of sharing
d. learning without teacher mediation
e. social networks appropriate to children

Answer 56

a. quick access to information
c. convenience of sharing
e. social networks appropriate to children

Question 57

When a student is able to repeat facts and terms that appear in the textbook, what level of Bloom’s taxonomy for the cognitive domain has been met?

a. knowledge	
b. synthesis	
c. application	
d. analysis

Answer 57

a. knowledge

Question 58

What level of Bloom’s taxonomy for the cognitive domain has been met when a student uses physics principles to calculate the load capacity of a bridge?

a. knowledge	
b. comprehension	
c. application	
d. evaluation

Answer 58

c. application

Question 59

Why should teachers use taxonomies to formulate goals for learning?

a. Students will be better prepared for standardized tests.	
b. Lessons and assessments will include only measurable skills.	
c. Each student will receive individual attention and direct instruction.	
d. Higher cognitive, affective, and psychomotor objectives will be reached.

Answer 59

d. Higher cognitive, affective, and psychomotor objectives will be reached.

Question 60

Under what conditions do instructional objectives help students learn best?
Choose 4

a. Students are aware of objectives.
b. Objectives are clearly written.
c. Information is intentionally learned.
d. Information is incidentally learned.
e. The learning task is neither too difficult nor too easy.

Answer 60

a. Students are aware of objectives.
b. Objectives are clearly written.
c. Information is intentionally learned.
e. The learning task is neither too difficult nor too easy.

Question 61

In discussing instruction, why do the authors use the term “approaches”?

a. Less successful teachers use different theories to inform their teaching.	
b. No one theory or approach can be used for all instructional purposes.	
c. One theory may suffice to create all instructional approaches.	
d. A general approach to teaching is better than a specific one.

Answer 61

b. No one theory or approach can be used for all instructional purposes.

Question 62

What are the main characteristics of direct instruction?
Choose 4

a. Basic academic knowledge and skills are the focus of instruction.
b. Affective objectives such as improved self-esteem are emphasized.
c. Teachers make all instructional decisions in teacher-led lessons.
d. Students are kept on-task with positive reinforcement.
e. Lessons include demonstration, practice, and corrective feedback.

Answer 62

a. Basic academic knowledge and skills are the focus of instruction.
c. Teachers make all instructional decisions in teacher-led lessons.
d. Students are kept on-task with positive reinforcement.
e. Lessons include demonstration, practice, and corrective feedback.

Question 63

What rationale do constructivist teachers use for cooperative learning?

a. Brighter students can show slower students how to answer questions.	
b. Knowledge comes from consensus of different views of a phenomenon.	
c. The teacher leads students to the right way to do something.	
d. Teachers don’t have to prepare as many lectures.

Answer 63

b. Knowledge comes from consensus of different views of a phenomenon.

Question 64

Humanistically oriented teachers create an environment in which students believe that the teacher understands their needs and wants to help them learn.

a. True
b. False

Answer 64

a. True

Question 65

What outcomes may result from cooperative classroom goal structures?
Choose 4

a. obtaining rewards by meeting shared group goals
b. believing that what is beneficial for the group is good for the individual
c. positive interdependence in which students obtain rewards for group effort
d. viewing classmates’ shortcomings as personally advantageous
e. focusing on effort and cooperation as the primary basis of motivation

Answer 65

a. obtaining rewards by meeting shared group goals
b. believing that what is beneficial for the group is good for the individual
c. positive interdependence in which students obtain rewards for group effort
e. focusing on effort and cooperation as the primary basis of motivation

Question 66

How does Web 3.0 technology support instruction?
Choose 3

a. Analytic searches provide quick access to personalized information.
b. It encourages students to use the library more often.
c. Social networks provide the means for students to engage others.
d. Personalized searches use analytics to suggest results.
e. Quality of information found in searches is guaranteed correct.

Answer 66

a. Analytic searches provide quick access to personalized information.
c. Social networks provide the means for students to engage others.
d. Personalized searches use analytics to suggest results.