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1 | |
Problem-based learning differs from the presentation and direct instruction models of teaching in that the focus of PBL is ________. |
| | A) | presenting ideas |
| | B) | demonstrating skills |
| | C) | presenting concepts |
| | D) | facilitating investigations |
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2 | |
Problem-based learning is characterized by ________. |
| | A) | an emphasis on investigation of real-life situations |
| | B) | a highly structured learning environment |
| | C) | an emphasis on lifelong learning |
| | D) | a competitive task structure |
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3 | |
Which of the following is not a major instructional outcome of problem-based learning? |
| | A) | Learning adult role behaviors. |
| | B) | Learning important life skills. |
| | C) | Learning required academic information. |
| | D) | Learning inquiry skills. |
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4 | |
Theory supporting the use of problem-based learning comes from ________. |
| | A) | Bruner's work on discovery learning |
| | B) | Dewey's emphasis on schools as laboratories for democratic living |
| | C) | Vygotsky's research on the role of social interaction in learning |
| | D) | both A and B |
| | E) | all of the above |
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5 | |
Problem-based learning would probably be the most appropriate teaching method for which of the following topics? |
| | A) | Math facts. |
| | B) | Learning to key the letters a and x. |
| | C) | Minerals. |
| | D) | Discrimination. |
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6 | |
In problem-based learning, the teacher's role is most similar to the teacher's role in ________. |
| | A) | presentation |
| | B) | direct instruction |
| | C) | cooperative learning |
| | D) | discussion |
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7 | |
The "zone of proximal development" is ________. |
| | A) | the zone where students feel most comfortable learning to their potential |
| | B) | the zone between a learner's actual development and his/her potential |
| | C) | the zone where students have developed to their fullest |
| | D) | the zone that identifies a student's current level of development |
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8 | |
Mr. Carrey is planning a problem-based unit on environmental policies for his social studies class. What would be the most effective way to choose the specific topics for students to investigate? |
| | A) | He should select topics of which he has expert knowledge. |
| | B) | He should ask other teachers for topic ideas. |
| | C) | He should ask students to identify topics in the overall areas that interest them. |
| | D) | He should pick a topic that is easy to present and plan. |
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9 | |
Which of the following is not a criterion for a good problem situation? |
| | A) | It must be authentic. |
| | B) | It must be clearly structured and defined. |
| | C) | It must be appropriate to the students' level of development. |
| | D) | It must be such that its solution will be benefited by group effort. |
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10 | |
In Phase One of a PBL lesson, the teacher should ________. |
| | A) | share the objectives and present the problem |
| | B) | address logistical concerns and clarify behavioral expectations |
| | C) | motivate students to participate |
| | D) | all of the above |
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11 | |
In today's PBL lesson on landfills, students will go to the library to gather information from books and the Internet. This class is in Phase ________ of the PBL instruction model. |
| | A) | One |
| | B) | Two |
| | C) | Three |
| | D) | Four |
| | E) | Five |
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12 | |
Which of the following outcomes is not congruent with the problem-based learning model? |
| | A) | Mastering basic facts. |
| | B) | Higher-level thinking. |
| | C) | Independent learning. |
| | D) | Decision making and problem solving. |
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13 | |
Ms. Kozlowski is in the middle of a problem-based lesson and notices that there is some disagreement in one of the inquiry groups. She should ________. |
| | A) | immediately intervene and get the lesson going |
| | B) | allow for the free exchange of ideas, keep an eye on things, and get involved only if needed |
| | C) | join the group and provide ideas that will get things back on track |
| | D) | ignore the exchanges completely and let the group work it out |
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14 | |
Mr. Berger teaches social studies at the middle school. He gave his students a problem situation about development in an African country. He asked students to define national priorities for education and health care that will be most helpful in promoting economic development. Students are expected to prepare a development plan based on their priorities. They have access to a number of resources, including government publications, data from the United Nations, materials from the U.S. State Department, and standard reference works. Which of the following statements best describes this problem situation? |
| | A) | The problem is inappropriate because it is not authentic. |
| | B) | The problem is ill-defined and therefore inappropriate for problem-based learning. |
| | C) | The problem is too complex for these students because it requires integrating diverse sets of information. |
| | D) | The problem is appropriate because there are many possible solutions. |
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15 | |
After assigning students to work groups, Mr. Berger could help the groups get started by ________. |
| | A) | providing a list of specific tasks each group will need to complete prior to reporting |
| | B) | requiring each group to develop a work plan for his approval |
| | C) | making sure that students are searching for and accurately interpreting reference materials |
| | D) | encouraging students to fully define how they will report their solution |
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16 | |
As Mr. Berger's students begin Phase Four of their problem-based lesson, he would be using his time appropriately if he were ________. |
| | A) | operating a video camera |
| | B) | hanging students work on a display |
| | C) | developing a journal for students to share their work |
| | D) | all of the above |
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17 | |
Mr. Berger could best assess his students' work in this problem-based activity through ________. |
| | A) | a series of quizzes over each step in the problem situation |
| | B) | observing the role each student played on the team and the way the students cooperated |
| | C) | a final essay test covering economic development in Africa |
| | D) | using checklists and rating skills to evaluate student work and presentations |
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18 | |
Which is the best example of a problem-based lesson? |
| | A) | Explaining the process of how to vote in a voting booth. |
| | B) | Understanding the voting process. |
| | C) | Understanding the presidential primary process. |
| | D) | Conducting a mock presidential debate. |
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19 | |
The learning environment of problem-based learning is characterized by ________. |
| | A) | competitive task and reward structures so students will complete all tasks |
| | B) | an atmosphere of inquiry and intellectual freedom |
| | C) | a businesslike atmosphere where students always know what to do |
| | D) | tight controls to prevent students from getting off task |
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20 | |
After students have completed and presented their solutions in PBL, the teacher should ________. |
| | A) | review what they have learned and move on to the next unit |
| | B) | ask groups to examine their own work and learning |
| | C) | assess students' mastery of the objectives |
| | D) | have students rate the contributions of each member of their group |
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