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1 | |
The presentation model of teaching is an effective way to teach declarative knowledge. Declarative knowledge is ________. |
| | A) | knowledge about how to do something |
| | B) | knowledge about why or when to do something |
| | C) | knowledge that has a clear structure |
| | D) | knowledge about something factual or conceptual |
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2 | |
Which of the following objectives is most appropriate for the presentation model? |
| | A) | The student can correctly identify subjects and predicates in sentences. |
| | B) | The student can edit an essay for effective word choice. |
| | C) | The student can describe the role of female authors in American poetry. |
| | D) | The student can create a working model of the solar system. |
| | E) | Both A and C. |
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3 | |
What did Ausubel see as the primary purpose of teaching? |
| | A) | Presenting ideas to students in clear and meaningful ways. |
| | B) | Helping students ask important questions. |
| | C) | Using advance organizers. |
| | D) | Helping students see different points of view around meaningful issues. |
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4 | |
If a teacher effectively "establishes set" in a presentation lesson, the teacher ________. |
| | A) | demonstrates enthusiasm to set up students for success |
| | B) | helps students retrieve prior knowledge from short-term memory |
| | C) | makes the lesson’s objectives clear and gets students ready to learn |
| | D) | ensures that new information is retained in long-term memory |
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5 | |
Which content is most appropriate for a presentation lesson? |
| | A) | The use of symbolism in Catcher in the Rye. |
| | B) | Editing essays for sentence structure. |
| | C) | Strategies for solving word problems. |
| | D) | Experimenting with which unit of measure is most appropriate. |
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6 | |
Mr. Strauss spends third period teaching students how to type a business letter and has them type a business letter using a particular format. What type of knowledge is required of students? |
| | A) | Declarative |
| | B) | Procedural |
| | C) | Conditional |
| | D) | Concrete |
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7 | |
Knowing the rules and necessary content of Mr. Strauss’s business letter demonstrates what kind of knowledge? |
| | A) | Declarative |
| | B) | Procedural |
| | C) | Conditional |
| | D) | Concrete |
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8 | |
Long-term memory can best be defined as ________. |
| | A) | the part of the mind where conscious mental work is done |
| | B) | the sensory input part of the mind |
| | C) | the part of the mind where information is stored for later retrieval |
| | D) | all of the above |
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9 | |
Which of the following statement(s) about advance organizers is/are true? |
| | A) | The purpose of an advance organizer is to capture students’ attention. |
| | B) | The best advance organizers are developed as a lesson proceeds. |
| | C) | Effective advance organizers may be quite abstract or very concrete. |
| | D) | Advance organizers help students connect new material with prior knowledge. |
| | E) | Both C and D. |
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10 | |
"Climate is the overall pattern of weather in a region over many years. We use the word weather to describe day-to day changes in temperature and precipitation. We say that southern Florida has a hot climate because the temperature there is consistently warm or hot. We had several very hot days in Maine last summer, but we would not say that Maine has a hot climate. We say that Maine has hot weather. So, we can label the weather by looking out the window, but to label a region’s climate we must have information about the weather over many years." This excerpt from a presentation is an example of which of the following organizational strategies? |
| | A) | Explaining links. |
| | B) | Rule-example-rule technique. |
| | C) | Verbal signposts. |
| | D) | Advance organizer. |
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11 | |
In Phase One of the presentation model, the teacher should ________. |
| | A) | present new material |
| | B) | check student understanding of material |
| | C) | establish set |
| | D) | help students connect new material to prior learning |
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12 | |
In Phase Four of the presentation model, the teacher should ________. |
| | A) | present new learning material |
| | B) | check student understanding of learning material |
| | C) | review the objectives of the lesson |
| | D) | help students connect new learning to prior learning |
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13 | |
The most effective way to check for understanding is to ________. |
| | A) | encourage students to ask questions about the new material |
| | B) | monitor students’ expressions and body language as new materials are presented |
| | C) | provide practice tasks to check every student’s understanding |
| | D) | use signals so all students’ responses to specific questions can be revealed |
| | E) | all of the above |
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14 | |
Which of the following lesson objectives would be most appropriate for a lesson using the presentation model? |
| | A) | Students will be able to dissect a frog. |
| | B) | Students will describe the anatomy of a frog. |
| | C) | Students will prepare a slide for microscopic view. |
| | D) | Students will examine frog cells under a microscope. |
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15 | |
For presentation lessons, teachers often seat students in ________. |
| | A) | cooperative learning teams |
| | B) | pairs |
| | C) | rows and columns |
| | D) | a large circle |
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16 | |
In assessing students’ learning from a presentation lesson, it is important to ________. |
| | A) | be sure that students know what they are expected to learn |
| | B) | emphasize students’ ability to synthesize and apply information |
| | C) | emphasize the same points in the assessment as in the presentation |
| | D) | both A and C |
| | E) | all of the above |
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17 | |
Clear presentations are not characterized by ________. |
| | A) | the frequent use of examples |
| | B) | shifting the sequence of the presentation to use any related student ideas |
| | C) | focusing on one idea at a time |
| | D) | use of outlines or graphic organizers |
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18 | |
"Please remember this part." "The main point I have been trying to make is this." "Please remember this point." These statements are examples of ________. |
| | A) | structures of knowledge |
| | B) | schema |
| | C) | verbal signposts |
| | D) | checking for understanding |
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19 | |
Which of the following concerns should a teacher consider in establishing expectations for student behavior during a presentation lesson? |
| | A) | Possible distractions. |
| | B) | Appropriate times for student talk. |
| | C) | Lesson pacing. |
| | D) | All of the above. |
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20 | |
Mr. Bosco begins his lesson on the solar system by asking students which planets move the fastest around the sun and why. After students provide their thoughts and ideas, Mr. Bosco takes a ball suspended from a string, ties the string around his finger, and spins the ball around the finger until there is no more string. He does this to demonstrates that as the ball (i.e., a planet) gets closer to his finger (i.e., the sun), it moves faster. The ball and string demonstration is an example of ________. |
| | A) | establishing set |
| | B) | an advance organizer |
| | C) | conceptual mapping |
| | D) | a cognitive structure |
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