Professional Documents
Culture Documents
MCQ Question
MCQ Question
2. Providing materials for manipulation and observing student responses to different environmental
factors are objectives which should be included when teaching to the ______________ area.
a. psychomotor
b. cognitive
c. affective
d. psycho-emotional
3. The way people process information and use strategies in responding to tasks refers to:
a. cognitive styles.
b. learning styles.
c. field-dependent learners.
d. field-independent learners.
6. A system of interacting with the environment through one or more of the basic senses refers to:
a. sensory modality.
b. flexible pacing.
c. field-dependent.
d. creativity.
7. Jean Piaget, Eric Erikson, and Lawrence Kohlberg have each developed theories in which of the
following areas?
a. Professional standards for beginning teachers
b. Reflective teaching practices
c. Cognitive development
d. Socio-economic status
8. What percentage of LGBT student report feeling afraid for their safety in school?
a. 9%
b. 22%
c. 64%
d. 83%
9. More than 10 percent of students in the United States are identified as:
a. students at risk.
b. having disabilities.
c. being gifted students.
d. having creative potential.
10. A classroom where students learn to be proud of themselves, to respect human differences, and to
speak up for what is right can be described as:
a. a standards-based classroom.
b. an anti-bias classroom.
c. a charter school.
d. a least restrictive environment.
11. Learning activity packets, task cards, and learning contracts are some examples of:
a. differentiated materials.
b. learning goals.
c. reflective teaching practice.
d. unfair advantages which not all students have access to.
12. The curriculum can be differentiated in all the following ways except the:
a. content.
b. process.
c. professional standards.
d. products.
13. The instructional activities or approaches used to help students learn the curriculum are know as
the:
a. content.
b. groupings.
c. products.
d. process.
15. A student’s learning profile may be influenced by all the following except:
a. gender
b. culture
c. assessment procedures
d. learning style
16. Using texts at a variety of reading levels, focusing on main concepts instead of minor details, and
instructing through both whole-to-part and part-to-whole approaches are examples of
differentiating instruction through the:
a. process.
b. content.
c. product.
d. assessment.
17. Which of the following is not an example of an accepted and professional way to get to know your
students?
a. Consulting the school’s cumulative records for your students
b. Looking up your students on social networking websites
c. Using student questionnaires to learn about their interests
d. Contacting your students’ parents and families for information about your students’ at-home
study habits
18. Which of the following contextual factors for guiding planning address geographic location,
community and school population, race/ethnicity, and socio-economic profile?
a. Student characteristics
b. Classroom factors
c. Community, district, and school factors
d. Instructional implications
19. Which of the following contextual factors for guiding planning address factors such as age, gender,
special needs, skill levels, and language?
a. Student characteristics
b. Classroom factors
c. Community, district, and school factors
d. Instructional implications
20. Which of the following is not included in classroom factors for guiding instruction?
a. Parental involvement throughout the year
b. The student-to-computer ratio in the classroom
c. Policies for working in groups
d. The community’s political climate
4. Which of the following accurately describes the relationship between curriculum standards and
classroom instruction?
a. Teachers can only use the standards of the professional teaching organization to which they
belong to inform their instruction.
b. The curriculum content flows from the state framework through district levels to ultimately
inform teacher instruction in the classroom.
c. The curriculum standards must be internationally recognized before teachers can implement
them in their classroom.
d. The Common Core State Standards are the only nationally recognized standards approved for
use in your classroom.
5. The approach to planning that involves first identifying student outcomes to be demonstrated the
end of the lesson is called:
a. postplanning.
b. interdisciplinary planning.
c. active planning.
d. backward mapping.
9. Many school districts require beginning teachers to submit their _____________ plans to the principal
for review.
a. daily
b. weekly
c. unit
d. term
10. Daily planning involves preparing notes about all the following except:
a. discipline.
b. evaluation.
c. materials.
d. objectives.
11. The linear-rational approach to planning is taught most often in teacher education programs
because it is a ______________ approach to planning.
a. technology-oriented
b. creative and unusual
c. student-oriented
d. structured and sequenced
12. Which of the following terms best refers to a broad statement about the intent of education?
a. Instructional models
b. Aims
c. Unit plans
d. Lesson plan objectives
13. Statements of what is hoped that all students will achieve through instruction are referred to as:
a. aims.
b. subject-specific course goals.
c. educational objectives.
d. instructional goals.
14. Written for daily lesson plans and stated in behavioral terms to indicate what is to be observed and
measured best defines:
a. instructional objectives.
b. aims.
c. instructional goals.
d. subject-specific course goals.
15. For those districts that have curriculum guides, the guides are approved by:
a. school principals.
b. the state department of education.
c. the local school board.
d. the state university.
16. Resources used for planning include all the following except:
a. curriculum guides.
b. teacher’s edition of textbook being used.
c. classroom rules.
d. other textbooks related to content.
17. Which of the following is given to students, and it includes written statements about content,
procedures, and requirements of a particular course?
a. Plan book
b. Curriculum guide
c. Course notes
d. Syllabus
18. Which of the following does not describe a tier in the RTI method?
a. Core instruction
b. Standardized scaffolding
c. Supplemental phase
d. Intensive intervention
19. The RTI method is implemented in which of the following grade levels?
a. K-12
b. 1-6 only (elementary)
c. 6-8 only (middle level)
d. 9-12 only (secondary)
20. In which of the following RTI tiers do students receive instruction in addition to typical classroom
instruction with more frequent assessment?
a. Tier 1
b. Tier 2
c. Tier 3
d. Tier 4
2. Materials the student will be using, time limits for the completion of the task, and the location for
the task to be performed are usually included as part of:
a. learning objectives.
b. criterion statements.
c. conditions statements.
d. action statements.
3. Which of the following describes a statement of the intended learning outcomes of a lesson?
a. Instructional objectives
b. Action statements
c. Conditions statements
d. Criterion statements
6. “Write a paragraph including a topic sentence and at least three supporting sentences” is an
example of what kind of statement?
a. Condition
b. Criterion
c. Action
d. Standard
7. A system that classifies items and demonstrates relationships among them is known as:
a. a criteria.
b. an action statement.
c. a condition.
d. a taxonomy.
8. Factual, conceptual, procedural, and metacognitive are categories of which dimension of Bloom’s
cognitive domain?
a. The evaluation and analysis dimension
b. The cognitive process dimension
c. The knowledge dimension
d. The psychomotor dimension
9. Which of the following objectives represents the highest level of thinking among the choices?
a. Remembering
b. Evaluating
c. Applying
d. Understanding
10. Which of the following domains in Bloom’s taxonomy encompasses students’ attitudes, values, and
emotions?
a. Affective
b. Cognitive
c. Physiological
d. Psychomotor
11. Which of the following is not a domain identified in Bloom’s classification system of learning?
a. Cognitive
b. Physiological
c. Affective
d. Psychomotor
12. Fundamental movements and physical abilities are associated with which of the following
domains?
a. Cognitive
b. Physiological
c. Affective
d. Psychomotor
13. The introductory activities of a lesson would likely include all the following except:
a. reviewing key points from the previous day’s lesson.
b. stating the objectives of the lesson.
c. having students working and discussing in small groups.
d. making a connection between the day’s lesson and students’ lives.
14. A procedural closing to a lesson would likely address all the following except:
a. putting away supplies.
b. summarizing the main ideas in the lesson.
c. turning in papers.
d. getting ready to leave the classroom.
15. The ______________ questions of a unit plan address the big ideas or fundamental concepts that
students should be thinking about over the course of the unit.
a. cognitive
b. criterion
c. backwards design
d. essential
17. Which part of a unit plan includes the scope of the subject matter to be learned?
a. Outline of content
b. Overview
c. Rationale
d. Daily lesson plans
18. Using the SIOP Model, each of the following is a way to build background except:
a. make links between past learning and new concepts.
b. emphasize key vocabulary.
c. link concepts to students’ background experiences.
d. define and display language objectives with the students.
19. The content objectives of a unit plan should be all of the following except:
a. used for teacher reference only and not shared with students.
b. written in terms of what the students should know or be able to do.
c. stated simply.
d. tied to grade-specific content.
20. Which of the following is not an example of best practice when supporting students’ background
knowledge?
a. Explicitly link concepts to students’ background experiences
b. Explicitly make links between past learning and new concepts
c. Focus on background knowledge only at the conclusion of a unit
d. Emphasize key vocabulary
2. Using the ______________ teaching strategy, the teacher would not tell students at the start what
specifically they are studying, nor would a definition of what is being studied be offered by the
teacher.
a. inductive
b. deductive
c. discussion
d. inquiry
3. Which of the following would be considered the most direct approach to presentation?
a. Discussion
b. Demonstrations
c. Student recitation
d. Lecture
6. In which of the following instructional models do students work together to gather, process, and
learn the target information or skills?
a. Direct instructional approaches
b. Inductive instructional approaches
c. Independent instructional approaches
d. Social instructional approaches
7. Which of the following instructional models moves slowly from teacher-as-model, to joint
responsibility between teacher and student, to students practicing independently?
a. The Gradual Release of Responsibility Model
b. Inductive instructional approaches
c. Independent instructional approaches
d. Social instruction approaches
8. To determine if the students have obtained the necessary prerequisite knowledge or skills for the
lesson is the purpose:
a. conducting daily review.
b. presenting new material.
c. conducting guided practice.
d. conducting independent practices.
9. To supervise the students’ initial practice of a skill and to provide the reinforcement necessary to
progress new learning from the short-term memory into long-term memory is the purpose of:
a. conducting daily review.
b. presenting new material.
c. conducting guided practice.
d. conducting independent practices.
10. If a teacher wants to introduce a new skill or concept in a relatively short amount of time, which
instructional approach would be most effective?
a. The Gradual Release of Responsibility Model
b. Direct instruction
c. Independent instructional approaches
d. Social instruction approaches
12. Which of the following is not an example of activating students’ prior knowledge?
a. Using a K-W-L chart
b. Reviewing key concepts from the previous day’s lesson
c. Teaching new vocabulary
d. Making connections to students’ learning in other subjects
13. The teaching strategy that allows students to see the teacher as an active learner and a model, and
also allows for students to observe real things is:
a. induction.
b. deduction.
c. demonstrations.
d. discussions.
14. The type of question that tends to have only one correct or best answer is:
a. divergent questions.
b. convergent questions.
c. focusing questions.
d. probing questions.
15. Questions that are intended to seek clarification and to guide students to more complete answers
are referred to as:
a. prompting questions.
b. closed-ended questions.
c. focusing questions.
d. probing questions.
16. The teaching strategy which refers to the teacher orally questioning students about content that
had previously been covered, and is also used as a means to diagnose student progress is:
a. recitations.
b. lecture.
c. practice and drills.
d. reviews.
17. Which type of question is typically open-ended with many different yet appropriate answers?
a. Divergent questions
b. Convergent questions
c. Seeking questions
d. Prompting questions
18. Which level of questioning provides students opportunities to use knowledge and engage in critical
and creative thinking?
a. Recall-level
b. Knowledge-level
c. Higher-level
d. Lower-level
20. All of the following are examples of good teaching practice regarding homework except:
a. teaching homework skills such as effective note-taking, establishing an at-home study spot, and
careful reading.
b. using homework to address previously covered material, material covered the day the
homework is assigned, and material to be covered the next day in class.
c. clearly communicating the class homework policy to students early in the course of the year.
d. assigning extra homework to students who misbehave in class.
TEST ITEMS – Chapter 6
1. Using the ______________ teaching strategy, the teacher would begin with an exploratory activity and
then lead students to discover a concept or generalization.
a. deductive
b. inductive
c. discussion
d. gaming
4. When deciding if you should use a student-centered or a teacher-centered method, one of the most
important things to keep in mind is that the method should be:
a. whatever the students like best.
b. different than the day before.
c. well matched with your goal.
d. based on what you feel comfortable with.
6. Inquiry and discovery approaches which enable students to collect data and test hypotheses are
usually ______________ in nature.
a. deductive
b. inductive
c. prompting
d. probing
7. The teaching strategy which is considered to be the least explicit and most student-centered is:
a. lecture.
b. discussion.
c. inquiry.
d. recitation.
12. Guidelines for effective whole class discussions include all the following except:
a. consider the goals of the discussion.
b. be careful not to use humor since it can be distracting.
c. study the issues.
d. consider the experience and development of the students.
13. Which type of instructional approach does cooperative learning fall into?
a. Direct approach
b. Inductive approach
c. Independent approach
d. Social approach
14. The style of group learning which involves six-member teams working on academic material that
has been broken down in sections with expert groups is called:
a. teams-games-tournament.
b. student teams-achievement divisions.
c. Jigsaw.
d. team accelerated instruction.
15. A fairly informal setting in which four to six participants with a chairperson discuss a topic among
themselves best defines a:
a. panel.
b. task force.
c. debate.
d. symposium.
16. Class activities designed to involve students in competition as the primary means to achieve a
learning goal are referred to as:
a. role playing.
b. simulations.
c. laboratories.
d. games.
17. At a learning center, a student should complete:
a. all tasks given.
b. a specific task chosen by the teacher.
c. a task that interests them.
d. the same task as all other students.
18. Activities that students complete without direct help from others are classified as:
a. a learning contract.
b. a problem-based strategy.
c. group work.
d. independent work
4. The study that students do when they are not under the direct supervision of their teacher is
known as:
a. homework.
b. problem solving.
c. note taking.
d. practice.
6. When setting objectives, you should be careful not to make them too:
a. personal.
b. comparative.
c. specific.
d. experimental.
7. Asking students to do a systems analysis is an example of which strategy?
a. Using advance organizers
b. Generating and testing hypotheses
c. Summarizing information
d. Identifying similarities and differences
8. Having your students skim the textbook to preview important information is an example of:
a. generating mental images.
b. summarizing.
c. generating hypotheses.
d. providing advance organizers.
9. ______________ involves evaluating the accuracy, credibility, and worth of information and the lines of
reasoning.
a. Problem solving
b. Cooperative learning
c. Transfer
d. Critical thinking
10. The ability to control your learning behaviors, know where you are on a given task, and be
committed to succeeding is called:
a. higher-order thinking.
b. self-regulation.
c. independent work.
d. active learning.
11. Which of the following strategies would likely best promote critical thinking?
a. Open discussions
b. Cooperative learning
c. Independent work
d. Direct instruction
13. When students are actively involved in tasks that stretch their abilities, it is known as:
a. engagement.
b. problem solving.
c. the state of flow.
d. cooperative learning.
14. Teachers should provide a supportive environment, communicate clear goals, and provide students
with feedback in order to:
a. promote student engagement.
b. tell students what they need to do.
c. get students to self-regulate.
d. properly assess students.
15. When challenging students, a teacher should ensure that the:
a. challenge exceeds the ability level.
b. challenge aligns with the ability level.
c. ability level exceeds the challenge.
d. challenge does not require any higher-order thinking.
16. The SIOP model was designed to help meet the needs of students who are:
a. severely disabled.
b. trouble makers.
c. extremely shy.
d. English language learners.
2. Requiring the student to complete certain activities related to the instructional objectives relates
to:
a. reinforcing desired behaviors.
b. academic accountability.
c. enhancing student self-concepts.
d. establishing positive teacher-student relationships.
3. The first step teachers should take when holding students academically accountable is to:
a. consider where and how assignments will be posted.
b. provide regular formative feedback regarding student progress.
c. determine evaluation processes and grading systems.
d. decide how homework will be collected and graded.
4. The ideal group size for a group instructional lesson would be:
a. 2-4 students.
b. 4-6 students.
c. 6-8 students.
d. 8-10 students.
5. A jigsaw activity is a form of:
a. cooperative learning.
b. ability grouping.
c. peer tutoring.
d. whole class instruction.
6. When holding all students accountable, teachers should follow each of the following guidelines
except:
a. determining a grading system for students.
b. monitoring student progress.
c. using ability grouping whenever possible.
d. providing feedback to students.
8. Which of the following is not a recommended approach for soliciting the attention of the students?
a. Remove distractions
b. Select a “cue” for getting attention
c. Do not begin until everyone is paying attention
d. Give clear, concise instructions for beginning the lesson
10. Weekly and monthly reviews provide the teacher with all of the following except:
a. an opportunity for slower students to catch up.
b. a check for student understanding.
c. insurance that prior skills are adequately learned.
d. a check on the teacher’s pace.
11. All of the following are considered to be effective techniques for conveying enthusiasm to students
except:
a. animated gestures.
b. eye contact.
c. voice inflection.
d. physical contact.
12. Using seatwork effectively, cueing behavior, and pacing are in which part of the lesson?
a. Prior to the lesson
b. Beginning of the lesson
c. Middle of the lesson
d. End of the lesson
13. Actions or statements by teachers that are designed to bring a lesson presentation to an
appropriate conclusion best refers to:
a. closure.
b. review.
c. summary.
d. set induction.
14. All of the following are ways to effectively manage student work except:
a. modeling problems for students ahead of time.
b. clearly explaining instructions once students begin working.
c. monitoring students as they are working on the assignment.
d. explaining the reason for the activity to students .
17. ______________ occurs when the teacher asks students to stay on a learning task too long and the
students begin to lose interest and get off task.
a. Fragmentation
b. Jerkiness
c. Momentum
d. Satiation
18. All of the following are ways to avoid satiation of the students except for the use of:
a. effective pacing of the lesson.
b. established routines in the class.
c. sufficient challenges in academic work.
d. feelings of progress by students.
19. ______________ occurs when a teacher goes too fast sometimes and too slow other times.
a. Momentum
b. Withitness
c. Jerkiness
d. Overlapping
22. To stay on track while delivering a lesson, a teacher should do all of the following except:
a. ensure a consistent pace that works for all students.
b. engage students in the lesson 70-80% of the time.
c. display the learning objectives of the lesson.
d. display the language objectives of the lesson.