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1 | |
There are several other names for the direct instruction model. Which of the following is not a name for direct instruction? |
| | A) | Active teaching model. |
| | B) | Explicit instruction. |
| | C) | Inductive teaching. |
| | D) | Mastery teaching. |
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2 | |
Which of the following objectives is most appropriate for the direct instruction model? |
| | A) | The student will correctly form and connect the cursive letters k, l, h, and f. |
| | B) | The student will describe the impact of pollution on the rain forests. |
| | C) | The student will correctly list the steps in preparing puff pastry. |
| | D) | The student will correctly identify different musical instruments. |
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3 | |
Which of the following has not been found to be true in the "teacher effectiveness research," particularly as it applies to teaching basic skills? |
| | A) | Teachers in effective classrooms used more teacher-directed methods. |
| | B) | Teachers in effective classrooms used more student-centered methods. |
| | C) | Teachers in effective classrooms had high student engagement rates. |
| | D) | Teachers in effective classrooms had well-organized learning environments. |
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4 | |
Which of the following topics would most likely benefit from use of direct instruction? |
| | A) | Understanding Shakespeare |
| | B) | Enjoying modern fiction |
| | C) | Developing appreciation of different cultures |
| | D) | Dribbling a basketball |
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5 | |
In the first phase of direct instruction, the teacher increases student motivation by ________. |
| | A) | connecting the lesson to students’ prior knowledge |
| | B) | explicitly describing the lesson’s objective |
| | C) | giving information about the value and usefulness of the skill about to be taught |
| | D) | describing the lesson’s time frame and activities |
| | E) | all of the above |
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6 | |
Mrs. Alvarez is planning a unit on telling time for her second-graders. She wants students to learn to tell time to the nearest 5-minute interval. She will relate times to television program schedules and to the children’s daily school and home schedules so children will see a purpose for learning this new skill. Which of the following would be an early sub-skill in Mrs. Alvarez’s task analysis? |
| | A) | Identifying the hour hand as the short hand on the clock face. |
| | B) | Setting a clock face to any given time. |
| | C) | Identifying whether a class activity occurs at an A.M. or P.M. time. |
| | D) | Knowing that there are 60 minutes in an hour. |
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7 | |
During the "telling time unit," Mrs. Alvarez shows the children a clock face set at 12:15. Lisa says, "The clock is set at 3 o’clock." Mrs. Alvarez says, "Which hand is the hour hand, Lisa?" This is an example of the teacher ________. |
| | A) | dignifying a student error |
| | B) | providing a prompt |
| | C) | encouraging a student to judge his or her own performance |
| | D) | holding the student accountable |
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8 | |
Which of the following is the most appropriate content for a direct instruction lesson? |
| | A) | The functions of the respiratory system. |
| | B) | Reading and writing numbers using scientific notation. |
| | C) | Causes of the Civil War. |
| | D) | Analysis and criticism of paintings. |
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9 | |
Gio Davis demonstrates to his art students the right way to blend color in their oil paintings. He is most likely in which phase of his direct instruction lesson? |
| | A) | Phase One |
| | B) | Phase Two |
| | C) | Phase Three |
| | D) | Phase Four |
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10 | |
In Phase Five of the direct instruction model, the teacher should ________. |
| | A) | demonstrate knowledge or skill |
| | B) | check student understanding of material |
| | C) | structure initial practice |
| | D) | provide extended practice |
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11 | |
After showing students how to insert an Excel chart into a Word document, Mrs. Mateya asks students to practice the skill while she observes how they are doing. Mrs. Mateya is likely in what phase of her direct instruction lesson? |
| | A) | Phase One |
| | B) | Phase Two |
| | C) | Phase Three |
| | D) | Phase Four |
| | E) | Phase Five |
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12 | |
Kay Feeney just demonstrated in a step-by-step fashion how to spell-check a document in Microsoft Word. She now wants to make sure that students master the skill with some initial practice. She should ________. |
| | A) | show them a few more examples to be sure they understand |
| | B) | go over commonly asked questions |
| | C) | devote the next class to extended practice |
| | D) | assign short, meaningful amounts of practice |
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13 | |
Explaining the purpose for learning a skill is particularly important in direct instruction because ________. |
| | A) | learning skills requires practice, and students are more likely to practice the skill if they see a purpose for learning it |
| | B) | it is sometimes difficult for students to see the value of discrete lower-level skills |
| | C) | direct instruction is often frustrating and monotonous, so a high level of motivation is important |
| | D) | both A and B |
| | E) | all of the above |
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14 | |
Today Ms. Steinmetz introduced reducing fractions to lowest terms. Her sixth-grade students found this to be quite difficult, and by the end of math class they were still consistently making errors in the process. How can Ms. Steinmetz best assign homework? |
| | A) | Assign a few problems from the planned homework and have students show all their work for each problem so Ms. Steinmetz can determine where they are confused. |
| | B) | Ask students to seek assistance from their parents as they complete the planned homework assignment. |
| | C) | Complete the first two homework problems together in class, and remind students to use their notes to check their work as they complete the homework. |
| | D) | Change the homework assignment to a review of the equivalent fractions lesson taught last week. |
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15 | |
Which of the following examples best illustrates effective feedback? |
| | A) | "Your characters are weak." |
| | B) | "Nice try, but your story needs a lot of improvement." |
| | C) | "Your story would be even more wonderful if you described your characters in more detail." |
| | D) | "Review the writing guidelines I gave you at the beginning of the semester." |
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16 | |
Homework is most likely to be completed by a student if ________. |
| | A) | it can be performed successfully |
| | B) | it is graded |
| | C) | it is not graded |
| | D) | both A and B |
| | E) | both A and C |
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17 | |
When teachers are giving feedback to students, they should ________. |
| | A) | enthusiastically praise every effort students make so that they do not become discouraged |
| | B) | encourage independence by delaying teacher feedback until students have checked their own work |
| | C) | give very specific feedback about what students did correctly or what they did incorrectly. |
| | D) | accept different processes as long as students achieve the desired outcome |
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18 | |
Which of the following teacher behaviors is most critical when teaching an effective direct instruction lesson? |
| | A) | Joint planning with students. |
| | B) | Outlining in some detail the material to be learned. |
| | C) | Pacing the lesson slowly and carefully. |
| | D) | Developing difficult practice activities. |
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19 | |
During direct instruction lessons, teachers should ________. |
| | A) | allow students to interact freely with other students throughout the lesson |
| | B) | closely monitor student attention and immediately reengage inattentive students |
| | C) | reward completion of homework whether or not it is completed correctly |
| | D) | closely monitor student attention and reengage any student who is inattentive for more than a few minutes |
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20 | |
In assessing students’ learning in the direct instruction lesson, it is important to ________. |
| | A) | develop performance tasks that require students to demonstrate mastery of the skills that were taught |
| | B) | develop test items that address each sub-skill identified in the task analysis |
| | C) | use test items that are focused on declarative knowledge |
| | D) | both A and C |
| | E) | all of the above |
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