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| 1 | |
Linda Baroso began to work on her instructional plan for Monday. Which of the following elements is she required to include? |
| | A) | plans for student motivation |
| | B) | plans for a sequence of what will occur in the lesson |
| | C) | written instructional plans for students with special needs |
| | D) | movement from simple to complex |
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| 2 | |
Mrs. Clancey had written her science plan to introduce a class pet as the focus for a mammal unit. However, when she brought out the hamster, the class only wanted to know how to care for him. Mrs. Clancey decided that she would have the class research the care and feeding of the new pet today and begin the mammal unit tomorrow. What educational teaching technique has she just employed? |
| | A) | a spontaneous follow-up |
| | B) | a product approach |
| | C) | product approval |
| | D) | a teachable moment |
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| 3 | |
What three areas most strongly influence curriculum? |
| | A) | society, the nature of learners, and the nature of the knowledge in a subject area |
| | B) | movement away from memorization, availability of technology, and push for problem solving |
| | C) | accountability, socioeconomics of students, child maturity rate |
| | D) | advice from experts in the field, society, and the physical maturity of children |
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| 4 | |
What most affects the curriculum that learners receive? |
| | A) | state mandates |
| | B) | the teacher |
| | C) | school districts |
| | D) | what experts feel are essential content areas |
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| 5 | |
Mr. Scott was trying to determine in what order he should arrange his mathematics curriculum this year and how deeply he should go into each area. He is concerned with his: |
| | A) | length and breadth |
| | B) | philosophy and ordered goals |
| | C) | scope and sequence |
| | D) | sequenced instructional activities |
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| 6 | |
Mr. Pierce writes a statement on the board of the concepts, attitudes, and/or skills that his students are expected to accomplish by the end of the period of instruction. What is the educational term for this statement? |
| | A) | operational curriculum |
| | B) | taught curriculum |
| | C) | instructional objectives |
| | D) | instructional activities |
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| 7 | |
Zek Turner is designing objectives in the cognitive domain for his students. With what area does the cognitive domain deal? |
| | A) | values |
| | B) | physical skills |
| | C) | attitudes |
| | D) | intellectual tasks |
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| 8 | |
Mrs. Jerkins wants to design some objectives at higher levels of thinking. She should select from which of the following levels? |
| | A) | knowledge, comprehension, application |
| | B) | application, analysis, evaluation |
| | C) | analysis, synthesis, evaluation |
| | D) | application, synthesis, evaluation |
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| 9 | |
Charles Mitchell is designing a synthesis level activity. This means that he wants learners to: |
| | A) | combine elements to form a new original entity |
| | B) | apply knowledge |
| | C) | understand and explain knowledge in the learner's own words |
| | D) | break down complex concepts into simpler related parts |
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| 10 | |
Mrs. Smithy wants to teach a new handwriting skill. What are the first four steps she should be sure to follow? |
| | A) | perception, set, guided response, mechanism |
| | B) | receive/attend, respond, value, organization, characterization |
| | C) | knowledge, comprehension, application, and analysis |
| | D) | mechanism, overt response, adaptation, organization |
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| 11 | |
Sternberg believes all learners possess four intellectual abilities. Teachers, however, normally ask learners to use only two. These are: |
| | A) | memorize and analyze |
| | B) | analyze and create |
| | C) | create and apply |
| | D) | analyze and apply |
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| 12 | |
Mrs. Greene turned in her daily plans for the first time to her principal. Beside an objective reading "Seventh-grade history students, in groups, will learn about how families fought against each other in the Civil War," her principal wrote, "Please write your objectives more correctly." This objective included only one of the requirements of good objectives. Which was it? |
| | A) | is measurable and observable |
| | B) | considers the audience or learner |
| | C) | contains the condition under which the behavior takes place |
| | D) | indicates the degree of proficiency the learner needs to obtain |
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| 13 | |
A grade-level committee was meeting to write their long-range plans for the entire year. Mrs. Rivera reminded the committee of what they first must do in long-range planning. What did she say about their mission? |
| | A) | choose a broad focus, determine how much time there is available, and select the content |
| | B) | choose an overall theme, make a decision about how the course will be broken up into sub-themes, and determine a sequence |
| | C) | select a title, an introduction, and general objectives |
| | D) | decide in detail what students must learn and how it can be most effectively accomplished |
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| 14 | |
Mrs. Ngo had a really nice unit from Houston Power and Light that she wanted to share with her subject-area department. It was packaged with lesson plans, transparencies, worksheets, and a teacher's guide. What type of unit is this called? |
| | A) | an experience unit |
| | B) | a subject matter unit |
| | C) | a teaching unit |
| | D) | a resource unit |
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| 15 | |
Mr. Rivera planned to start off one of his lessons in his social studies class with a famous speech by Dr. Martin Luther King, Jr. to capture learners' interest and attention. What is this part of the lesson called? |
| | A) | a set induction or anticipatory set |
| | B) | a learning activity |
| | C) | an objective |
| | D) | a discussion topic |
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| 16 | |
Mrs. Wong wants to include formal assessment in her new unit. What should she be sure to include? |
| | A) | asking unstructured oral questions |
| | B) | observation |
| | C) | watching body language |
| | D) | worksheets, homework, and quizzes. |
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