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| 1 | |
Usha Gupta wants to encourage her class to work together more, so she chooses a type of cooperative grouping that accrues improvement points called: |
| | A) | TGT (Teams, Games, Tournaments) |
| | B) | STAD (Student Teams, Achievement Divisions) |
| | C) | TAI (Teams-Assisted Individualization) |
| | D) | CIRC (Cooperative Integrated Reading and Composition) |
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| 2 | |
One reason Mrs. Rivera puts students into heterogeneous cooperative groups is to have her students feel better about themselves and more accepting of others. She also knows that: |
| | A) | heterogeneous groups behave better. |
| | B) | each member has an equal opportunity to learn, since "talent" is equally distributed to each group and lower abilities are more likely to improve. |
| | C) | teachers can more easily prepare when groups are heterogeneous. |
| | D) | groups will be able to carry out the theme of "All for one and one for all." |
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| 3 | |
Mrs. Smithy began to deliver a STAD cooperative learning activity. She set team goals, prepared students for teamwork, gave teams the assignment, monitored the teams, quizzed the students, and scored the quizzes. What has she failed to do? |
| | A) | get diverse learners to work together |
| | B) | recognize team accomplishments |
| | C) | have individuals work alone at first |
| | D) | pull the matched members from each team to compete in a ladder formation |
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| 4 | |
Larry Ogen, a principal at Oak Creek Middle School, encourages his teachers to use cooperative grouping. In a faculty meeting he should report what research regarding achievement using cooperative groups when cooperation and competition are compared? |
| | A) | Middle-achieving students in cooperative learning do as well as high-achieving learners when working in individualist arrangements or in a competitive arrangement. |
| | B) | Middle-achieving students in cooperative learning do better than high-achieving learners when working in individualist arrangements or in a competitive arrangement. |
| | C) | Middle-achieving students in cooperative learning do less well than high-achieving learners when working in individualist arrangements or in a competitive arrangement. |
| | D) | Low achievers do as well as high-achieving learners when working in individualist arrangements or in a competitive arrangement. |
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| 5 | |
Mrs. Brandenberg presented her young class with the makings of a simple circuit: wires, a light bulb, and a battery. Rather than instruct her class on how to construct a circuit, she asked students to see if they could figure out how to "turn on the light." Her lesson was: |
| | A) | a discovery lesson. |
| | B) | a direct instruction lesson. |
| | C) | a CAI lesson. |
| | D) | a presentation lesson. |
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| 6 | |
Mr. Hampton's room is characterized by the teacher exerting strong instructional direction and control. This type of instruction is termed: |
| | A) | task orientation. |
| | B) | nonnegative affect. |
| | C) | established structure. |
| | D) | teacher centrality. |
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| 7 | |
Mrs. Gladstone had two reasons for using discovery in her class. One reason was that she wanted learners to know how to think and find things out for themselves (and thus be less dependent on receiving knowledge from teachers). Another was she wanted learners to see for themselves how knowledge is obtained ("learn how to learn"). A third reason she should consider is: |
| | A) | to be able to imitate the master |
| | B) | to provide a number of oral exercises to which students respond |
| | C) | to have learners use their highest-order thinking skills |
| | D) | to have students appreciate and use each other as resources |
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| 8 | |
It is particularly urgent that a teacher using inquiry: |
| | A) | try to adapt all concepts to inquiry |
| | B) | not force it upon students if it is not their style |
| | C) | establish a secure environment that supports risk-free thinking |
| | D) | not correct student errors during inquiry |
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| 9 | |
Mr. Bundy was conducting a lesson in which he carefully followed a script. He was using: |
| | A) | DISTAR |
| | B) | Mastery Teaching Programs |
| | C) | Constructivist Learning |
| | D) | Discovery Learning |
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| 10 | |
Basic Practice, Explicit Teaching, and Active Teaching are all types of: |
| | A) | Direct Instruction |
| | B) | Learning theory-based instruction |
| | C) | Inquiry |
| | D) | Team-Assisted Individualization |
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