This Document Contains Chapters 7 to 9 Chapter 7 Assessing and Evaluating Student Performance CHAPTER SEVEN EXAMINATION QUESTIONS I. Multiple choice 1. The topic of assessment can be referred to as the ________ component of our textbook, Teaching and Learning K-8. (a) why (b) how (c) who (d) what (e) when (f) how well 2. The degree to which an item or test measures that which it is intended to measure is called the item’s (a) validity (b) reliability (c) homogeneity (d) central tendency (e) formal assessment 3. A test that is said to be criterion-referenced is constructed so that (a) the majority of students attain a C grade (b) no student can possibly attain a perfect score (c) any student will attain a perfect score if that student has mastered the objectives (d) any student’s score can be compared to scores of other students and that student’s grade is determined from that comparison. 4. Assessment of student learning is (a) an ongoing process (b) illegal in some states (c) no longer done by classroom teachers (d) something done at the conclusion of a unit of instruction (e) something done to children at the beginning and at the conclusion of a unit of instruction 5. The process of determining the extent to which goals and objectives of teaching and learning have been attained is known as (a) rudiment (b) evaluation (c) assessment (d) measurement (e) authentic assessment 6. Which one of the following is least like the others? (a) direct assessment (b) aligned assessment (c) authentic assessment (d) performance assessment 7. A limitation to using portfolios for assessment of student learning is ________ . (a) it provides more of an opportunity for cheating (b) it may place too much emphasis on memorizing (c) it provides a broad picture of what the student knows and can do (d) conclusions drawn from it can be heavily influenced by the evaluator 8. A ________ test is one that establishes specific levels of expected performance. (a) readiness (b) standardized (c) norm-referenced (d) criterion-referenced 9. Which one of the following is least like the others? (a) readiness test (b) preassessment (c) diagnostic assessment (d) performance assessment 10. Regarding the use of student portfolios for instruction and assessment, which of the following is NOT a recommended guideline? (a) Portfolios should be graded by the teacher. (b) Everything that goes into the portfolio should be dated. (c) Portfolio contents should reflect academic goals and objectives. (d) The portfolio is used to illustrate growth in the student’s learning. (e) Students should be held responsible for maintaining their own portfolios. (f) Portfolios should be kept in the classroom until the end of the school year. 11. This test is an example of (a) unreliable sampling (b) formative assessment (c) diagnostic assessment (d) summative evaluation 12. A student’s final grade received for a subject or course is an example of (a) preassessment (b) formative evaluation (c) diagnostic assessment (d) summative evaluation 13. When talking with a parent or guardian about their child’s progress in your classroom, each of the following is an acceptable guideline except one. Which one is an unacceptable guideline? (a) Remain calm in the discussion. (b) Suggest ways of helping the child at home. (c) Talk about other individual students in comparison with that parent’s (or guardian’s) child. (d) Keep what you have to say objective and to the point of the student’s work in your classroom. 14. The primary reason for using preassessment is to (a) supply corrective feedback during instruction (b) help re-focus attention on the desired learning outcomes (c) identify students’ knowledge and skill levels prior to the start of instruction (d) review important information before transferring information to new situations 15. The main reason for using formative assessment is to (a) discover what students have learned up to that point of instruction (b) provide objective data about student learning to the school principal (c) determine what students have learned as the result of a unit of instruction (d) discover what the students know or think they know before instruction begins 16. Which one of the following is NOT a synonym for the term authentic assessment? (a) direct assessment (b) quality assessment (c) aligned assessment (d) alternative assessment 17. Readiness tests are appropriate for use in ________ grade levels of the elementary school (a) all (b) none of the (c) mostly the primary (d) mostly the intermediate and up 18. If you were to hold auditions for a part in a school drama production and you knew that at least 50 students would show up for the audition to demonstrate their talents and to compete for the 10 speaking parts, which one of the following types of assessments would be most appropriate and practical to use? (a) essay (b) performance (c) long-term project (d) completion drawing 19. Which one of the following assessment strategies would be most appropriate to determine a student’s progress over a period of time? (a) portfolio (b) performance (c) multiple choice test (d) completion statement test 20. A limitation to the use of portfolio assessment is that (a) it provides opportunity for bluffing (b) it may place too much emphasis on memorizing (c) it provides a broad picture of what the student knows and can do (d) conclusions drawn from it can be heavily influenced by the evaluator II. True or False 1. The primary purpose for testing is for arriving at grades. 2. Feedback to students is more likely to lead to improvement in performance than is evaluation. 3. A test item is said to have reliability when it measures that which it is intended to measure. 4. A test item can be valid without being reliable. 5. A reliable test item is not necessarily one that is valid. 6. Your instructor is using this test item for the purpose of summative assessment. 7. To be professional, a teacher’s evaluative comments about students must be diagnostically useful to the further development of the students. 8. Norm-referenced grading is based on the relative achievement of each student in a class. 9. Norm-referenced grading is NOT recommended for use in determining student grades. 10. Educators use norm-referenced ranking when comparing student scores on standardized assessments. 11. Test reliability and authentic assessment refer essentially to the same thing. 12. The best evidence for determining a student’s final grade is that student’s score on the final examination. 13. Student portfolios should not be graded by the teacher or compared in any way. 14. The terms assessment and grading are synonymous. 15. The authors of our text recommend that children not be labeled in any way. 16. When speaking of alternative assessments, the terms multiple assessment items and multiple-choice questions are synonymous. 17. One of the most important principles to remember about assessment is to match assessment items to the instructional objectives. 18. A student’s final course or subject grade is an example of summative evaluation. 19. A teacher who spends time thinking back over the aspects of an instructional activity that in some respects did work and in other respects did not work is using reflection as a self-assessment strategy. 20. Assessment data are stronger when derived from a variety of sources than if derived from a single source. III. Essay 1. Other than by a paper-and-pencil test, identify three techniques that you can use to assess a student’s academic achievement. 2. Explain the rationales for writing instructional objectives in behavioral terms. 3. For a course or subject (identify) and for a specific grade level (identify) that you intend to teach, describe the items and their relative weights that you would use for determining student grades. 4. Explain techniques available to you to determine whether a child is having a learning difficulty or not. 5. Explain why you would or would not use norm-referenced grading. 6. Explain how for a specific grade level you would determine individual student’s achievement grades. 7. Explain the concept of “authentic assessment.” Is it is the same as “performance assessment”? Explain why it is or is not the same. 8. Explain why you agree or disagree with this statement: Low student grades result from poor teaching. 9. Explain why you agree or disagree with this statement: After students have completed a major test it is okay under your guidance to have them exchange papers and grade them. 10. Explain whether and why you agree or disagree with the statement: It is understandable that there will always be a certain percentage of educational dropouts. Chapter 7 Key I. Multiple choice 1. f 2. a 3. c 4. a 5. b 6. d 7. d 8. d 9. d 10. a 11. d 12. d 13. c 14. c 15. a 16. b 17. a 18. b 19. a 20. d II. True or False 1. False 2. True 3. False 4. False 5. True 6. False (probably) 7. True 8. True 9. True 10. True 11. True 12. False 13. True 14. False 15. True 16. False 17. True 18. True 19. True 20. True III. Essay 1. conference; discussion; portfolio; observation of behavior; observation of product Alternative Techniques to Assess Academic Achievement • Observation: Teachers can assess students through direct observation during class activities, noting their engagement, understanding, and application of skills in real-time. • Portfolios: A collection of a student's work over time, showcasing progress, strengths, and areas needing improvement. Portfolios can include essays, projects, art, and other evidence of learning. • Oral Presentations: Students can demonstrate their knowledge through presentations, allowing them to articulate understanding and communicate effectively. 2. to communicate to students; to help design evaluation items; to assist in selecting materials and resources Rationales for Writing Instructional Objectives in Behavioral Terms • Clarity: Behavioral objectives are specific and clear, making it easier for both teachers and students to understand the expected outcomes of a lesson. • Measurability: By defining objectives in behavioral terms, teachers can more easily measure whether students have achieved the desired learning outcomes through observable actions or performances. • Focus: Behavioral objectives help focus instruction on specific skills or knowledge that students need to acquire, guiding the planning and execution of lessons. 3. Answers will vary but should indicate the student’s understanding of the importance of using a variety of sources and a variety of tests and test type items. Grading Criteria for 8th Grade Science Subject: 8th Grade Science Grading Criteria: • Quizzes and Tests (40%): These assess students' understanding of key concepts and their ability to apply knowledge. • Lab Reports (25%): Emphasize hands-on learning and scientific writing skills, demonstrating the application of scientific methods. • Class Participation (15%): Evaluates students' engagement, contributions to discussions, and collaboration with peers. • Homework Assignments (10%): Reinforce concepts learned in class and encourage independent study. • Projects (10%): Encourage creativity and in-depth exploration of scientific topics. 4. Observations and diagnostic testing. Techniques to Determine Learning Difficulties • Formative Assessments: Regular quizzes, assignments, and classroom activities that provide ongoing feedback can help identify students struggling with particular concepts. • Standardized Tests: These can offer benchmarks to compare a student’s performance with that of peers, indicating potential learning difficulties. • Student Conferences: One-on-one discussions with students can reveal challenges they face, both academically and emotionally, which may be impacting their learning. 5. It should not be used; see page 282. Norm-Referenced Grading: Pros and Cons Against Norm-Referenced Grading: • Lack of Individual Focus: Norm-referenced grading ranks students against each other, which can create unnecessary competition and does not account for individual improvement or mastery of content. • Fixed Percentages: It assumes a certain distribution of grades (e.g., a bell curve), which may not reflect the true performance or abilities of the students. For Norm-Referenced Grading: • Comparative Analysis: It allows for comparison across a large group, which can be useful in standardized testing contexts. However, I would not use norm-referenced grading in most classroom settings because it doesn’t account for individual progress or mastery of the material. 6. Answers will vary but should demonstrate knowledge (see p. 283), critical thinking, and skillful written expression. Determining Achievement Grades for 4th Grade Subject: 4th Grade Mathematics Determination of Grades: • Daily Work and Participation (30%): Regularly monitoring students' classwork and participation helps gauge their understanding and effort. • Quizzes (20%): Short, frequent quizzes to check comprehension of recently taught material. • Homework (10%): Evaluates practice and reinforcement of skills learned in class. • Unit Tests (30%): Assess cumulative understanding of key concepts. • Projects (10%): Allow students to explore mathematical concepts in-depth, applying them in practical situations. 7. It is the accurate assessment of student learning, by having the student do and assess that doing. Authentic assessment must be performance assessment, but not necessarily is performance assessment an authentic assessment. Concept of Authentic Assessment Authentic Assessment: This form of assessment evaluates students' ability to apply what they have learned to real-world tasks and challenges. It often involves tasks such as problem-solving, projects, or performance tasks that mirror the complexity of real-life situations. Performance Assessment: While similar, performance assessment specifically focuses on students demonstrating specific skills or competencies through activities like presentations, experiments, or performances. Comparison: Authentic assessment is broader, encompassing a wide range of tasks, while performance assessment is a component of authentic assessment that focuses on the execution of specific tasks. 8. Answers will vary but should demonstrate knowledge, critical thinking, and skillful written expression. Low Grades and Poor Teaching Disagreement: While poor teaching can contribute to low student grades, it is not the sole factor. Student performance can be influenced by various factors such as home environment, learning disabilities, motivation, and external pressures. Teachers should strive to improve their teaching methods, but it's important to recognize that low grades may result from a combination of factors. 9. We believe that this should be avoided, for the following reasons: (a) correcting and marking papers is a professional responsibility of the teacher (b) it may encourage cheating (c) it can create classroom management problems (d) it is a waste of instructional time (e) it violates the student’s right to privacy. Student Exchange of Test Papers for Grading Disagreement: I do not support having students exchange papers to grade each other’s tests. This practice can lead to privacy concerns, errors in grading, and potential discomfort among students. It's better for the teacher to handle grading to ensure fairness, accuracy, and the maintenance of a supportive learning environment 10. Answers will vary but should demonstrate knowledge, critical thinking, and skillful written expression. Educational Dropouts: An Inevitable Percentage? Agreement: While the goal should be to minimize dropouts, it is understandable that some percentage may always exist due to factors like socioeconomic challenges, personal issues, or mismatches between students' needs and the educational system. However, schools should continuously strive to reduce dropout rates through targeted interventions and support systems to help all students succeed. Chapter 8 Organizing and Grouping Children for Quality Learning CHAPTER EIGHT EXAMINATION QUESTIONS I. Multiple choice 1. Which one of the following is inconsistent with today’s emphasis on personalizing the learning to work toward quality learning? (a) starting a study by finding out what the students already know or think they know (b) empowering students with some decision-making responsibility (c) providing students with a variety of learning experiences (d) lecture on a unit of study, followed with drill and practice 2. About the concept of mastery learning, which one of the following is FALSE? (a) Most learning is sequential and logical. (b) Mastery of content is possible for all students to achieve. (c) Most learning outcomes can be specified in terms of observable and measurable performance. (d) Curriculum tracking and homogeneous ability grouping are important strategies for the success of any mastery learning model. 3. The term quality learning means the same thing as (a) covering the content (b) authentic assessment (c) the mastery of content (d) personalized instruction 4. Which response correctly completes this statement? Student journals should be ________ by the teacher. (a) read (b) read and critiqued (c) read, critiqued, and evaluated (d) read, critiqued, evaluated, and graded 5. In terms of sequence of implementation, which is the final component in any mastery learning model? (a) summative assessment (b) define the target learning objectives (c) preassessment of what the students know (d) formative assessments with corrective instruction (e) the instructional component with choices and options 6. For which one of the following are the performance expectations for cognitive learning most specific with a focus on mastery of content? (a) learning station (b) skill learning center (c) open-learning center (d) direct-learning center 7. Which one of the following is a FALSE statement about using cooperative group learning? (a) Group grading should be avoided. (b) Present standards for achievement should be the same for all students within a group. (c) Competition for rewards and grades among students within a group should be avoided. (d) Reward for group achievement may be recognized by giving bonus points to all students within a group. 8. Of the following researchers, the work of ________ is most connected with the concept of cooperative learning. (a) Fred Keller (b) John Carroll (c) Lev Vygotsky (d) Benjamin Bloom 9. Individualized instruction is where an individual student’s learning needs, abilities, and attitudes determine the (a) instructional content (b) instructional sequence (c) pacing of the learning (d) all the above (e) none of the above 10. Which one of the following is an instructional approach that is designed to help students to master basic skills or knowledge through repetitive work? (a) tutorial (b) simulation (c) drill and practice (d) discovery learning 11. A heterogeneous group of 3-6 learners working together in support of their learning is called a(n) __. (a) think-pair-share group (b) authentic learning group (c) cooperative learning group (d) competitive learning group 12. Dyad learning can include any of the following EXCEPT (a) peer tutoring (b) cross-age teaching (c) think-pair-share learning (d) cooperative learning group 13. As a general, which one of the following is LEAST effective in affecting student learning? (a) dyad learning (b) whole-class discussion (c) cooperative learning groups (d) non-interactive 30-minute lecture by the teacher 14. Which of the following is NOT valid as a reason why some teachers experience difficulty using CLGs? (a) Some teachers don’t seem to understand the procedure for effective use of CLGs. (b) The majority of children are not developmentally ready for learning by CLGs. (c) Children need training in the basic skills for interaction and group processing. (d) Some teachers use CLGs for time periods that are too long. (e) Some teachers use CLGs too often. 15. By design, which one of the following types of instructional units takes the least amount of student learning time? (a) thematic unit (b) self-instructional module (c) interdisciplinary thematic unit (d) conventional instructional unit 16. Which one of the following is a FALSE statement about student-centered project learning? (a) Writing should be a part of the process and product. (b) Students should share with the entire class the progress and product of their work. (c) The majority of children are not developmentally ready for project-based learning. (d) With guidance from the teacher, ideas for projects should emanate from the students. 17. About the learning center which one of the following is a FALSE statement? (a) A choice of two or more activities at the center is recommended. (b) The learning center is a useful place to isolate a student as punishment for the student’s misbehavior. (c) The purpose and instructions for the center should be clearly posted and easily understood by the student-user. (d) The learning center should be designed around a relevant theme, one that integrates student learning with activities that cross subject boundaries. 18. For the most effective whole-class, teacher-led discussion, the maximum recommended distance between participants is (a) 8 feet (b) 12 feet (c) 18 feet (d) 25 feet (e) 12 inches 19. Which one of the following is NOT a procedure for the teacher to follow in an effort to ensure equity in the classroom? (a) Maintain high and identical expectations for all students. (b) Insist that students raise their hands to be called on during whole-class instruction. (c) Insist that students be allowed to finish what they are saying without being interrupted by others. (d) Encourage students to demonstrate appreciation for one another by applauding all individual and group presentations. 20. Which one of the following has NOT been documented by research studies as being an educational outcome of cooperative group learning when compared with independent solo learning? (a) greater long term memory of problem-solving strategies in mathematics (b) improved communication and relations among students of different ethnic groups (c) improved communication and relationships among students with learning disabilities and other students (d) students who profit the most from cooperative learning are those who are intellectually gifted and talented II. True or False 1. For teaching grades K-8, learning that is project-based is of little to no value in facilitating meaningful student learning. 2. The educational value of the use of cooperative learning for teaching has been well supported by research studies. 3. Think-write-share-pair is a useful strategy within the category of dyad grouping. 4. The teacher should hold high expectations for each student and not waiver from those expectations. 5. The manner by which children are grouped for learning has no influence on their learning achievement. 6. The authors of the text recommend that you be eclectic in your selection of instructional strategies. 7. Some students learn better alone or in pairs than they do in groups of 3 or more. 8. Group grading should be avoided when using CLGs. 9. The maximum recommended distance between interacting participants during a teacher-led whole-class discussion is 12 inches. 10. Peer tutoring is NOT a recommended strategy for use with children in grades K-8. 11. Competitive group learning is a strategy where a homogeneous group of 3-6 students work together supporting the learning of each member of the group. 12. Advantages in using cooperative learning include increases in individual student achievement and self-esteem. 13. Small group learning and cooperative learning group refer essentially to the same instructional strategy. 14. Homework is NOT recommended for use when teaching children of primary grades. 15. Class discussions provide the teacher the opportunity to check for student understanding. 16. The job of the teacher is to teach the subject matter and not to be concerned about the amount and quality of attention he or she gives to individual students. 17. It is okay and pedagogical useful to have students play a content review game in class, especially when pitting boys against girls. 18. When giving students a homework assignment, it is recommended that to ensure equality each student receive the same assignment. 19. A learning center should NEVER be used for punishment. 20. To be fair to the students, you are advised NOT to accept late homework. III. Essay 1. Four components of any mastery learning module are: the preassessment of what the students know or think they know about the ensuring topic or unit of study; the instructional component; practice with ongoing assessment of how well the students are learning; summative assessment. Name and describe the fifth component. 2. Name and describe ways that you can personalize the instruction for your students in the classroom. 3. Name and describe at least two methods by which you can preassess student knowledge. 4. Describe no less than five ways teachers and schools have found to productively attend to student differences. 5. What are characteristics of children who are recalcitrant learners? Describe specific things you might find successful in working with recalcitrant learners. 6. Describe the meaning of the term empowerment when referring to student learning. 7. Describe why small group learning is generally preferred over teacher-led whole-class direct instruction. 8. What is meant by the term heterogeneous when used in the definition of cooperative learning group? Why is heterogeneous grouping preferred over homogeneous grouping? 9. When using CLGs, how can the teacher assure that no individual student rides on the coattails of the group? 10. Do you believe that students who are academically gifted are hurt in any way by their participation in CLGs? From peer tutoring? Explain your responses. Chapter 8 Key I. Multiple choice 1. d 2. d 3. c 4. a 5. a 6. d 7. b 8. c 9. d 10. c 11. c 12. d 13. d 14. b 15. b 16. c 17. b 18. b 19. a 20. d II. True or False 1. False 2. True 3. True 4. True 5. False 6. True 7. True 8. True 9. False 10. False 11. False 12. True 13. False 14. False 15. True 16. False 17. False 18. False 19. True 20. False III. Essay 1. The objectives stating what the students will know and be able to do as a result of the study. Fifth Component of Mastery Learning The fifth component of any mastery learning module is “Feedback and Adjustment”. This involves providing students with detailed feedback on their performance and adjusting instruction based on that feedback. It ensures that students understand their mistakes, learn from them, and have the opportunity to improve their mastery of the material before moving on to more advanced topics. 2. See discussion on page 294. Personalizing Instruction for Students • Differentiated Instruction: Tailoring lessons to accommodate different learning styles, abilities, and interests. For instance, providing various types of activities like visual aids, hands-on tasks, and written materials. • Flexible Grouping: Grouping students based on their needs, skills, or interests and changing these groups as needed to support diverse learning goals. • Individual Learning Plans: Developing personalized learning goals and strategies for students, particularly those who need additional support or challenge. • Choice Boards: Allowing students to select from a range of activities or projects that align with their interests and learning preferences. • One-on-One Conferencing: Meeting with students individually to discuss their progress, set goals, and address specific needs or concerns. 3. Answers can include think-pair-share, think-pair-write-share, and K-W-L. Methods to Preassess Student Knowledge • Pretests: Administering short tests before beginning a new unit to gauge students' existing knowledge and skills related to the upcoming material. • Diagnostic Assessments: Using tools such as quizzes, surveys, or interviews to identify students' prior knowledge, misconceptions, and learning needs. 4. See page 302, Figure 8.2. Productively Attending to Student Differences • Tiered Assignments: Designing tasks at varying levels of difficulty to match students' readiness and ensure appropriate challenge for all learners. • Scaffolded Instruction: Providing support structures, such as hints or partial solutions, which are gradually removed as students become more proficient. • Flexible Pacing: Allowing students to progress through material at their own pace, providing more time or acceleration based on individual needs. • Varied Assessment Methods: Using diverse assessment formats (e.g., projects, oral presentations, tests) to accommodate different strengths and learning styles. • Student Choice: Offering options in assignments and activities to align with students' interests and strengths, fostering engagement and motivation. 5. See page 304-5. Characteristics and Strategies for Recalcitrant Learners Characteristics: • Resistance to Authority: They may challenge rules or instructions. • Low Motivation: Often show little interest or enthusiasm for learning tasks. • Disruptive Behavior: May act out or disrupt class as a way to avoid work or seek attention. • Poor Academic Performance: Struggle with meeting academic expectations consistently. Strategies: • Build Relationships: Develop a positive, supportive relationship to understand their needs and motivations better. • Provide Clear Expectations: Set clear, consistent expectations and consequences to help them understand and meet behavioral and academic standards. • Engage Them in Choice: Involve them in decision-making processes related to their learning to increase their investment and ownership. • Offer Support and Encouragement: Provide additional help and recognize small successes to build confidence and motivation. • Use Relevant and Interesting Materials: Incorporate topics and materials that are engaging and relevant to their interests to increase engagement. 6. It means that the students have decision-making responsibilities and some positive control over their own learning. Empowerment in Student Learning Empowerment refers to giving students the autonomy and responsibility to take control of their learning. It involves providing opportunities for students to make choices, set their own goals, and reflect on their progress. Empowerment helps students develop self-confidence, ownership of their learning process, and a sense of agency in their educational journey. 7. Small-group learning gives students greater control over their learning, which helps make learning more effective and helps to build self-esteem. Small Group Learning vs. Teacher-Led Instruction Small Group Learning is generally preferred because it allows for more personalized attention, encourages collaboration, and provides opportunities for students to engage in discussions and problem-solving with peers. It can also be more effective in addressing diverse learning needs and fostering critical thinking skills compared to whole-class instruction, which can be less interactive and less responsive to individual student needs. 8. Heterogeneous means that the group is mixed according to one or more characteristics, such as learning capacity, skill level, ethnicity, gender, language proficiency, and so forth. When children of mixed backgrounds and capabilities work together toward a common goal, members of the group increase their friendship and respect for one another, and they learn. This is important for real-world survival. As a result of heterogeneous grouping, each individual’s self-esteem is enhanced, students are motivated to higher-order thinking, and academic achievement is accomplished. Heterogeneous vs. Homogeneous Grouping Heterogeneous Grouping refers to forming groups with diverse abilities, backgrounds, and skills. It is preferred over homogeneous grouping because it promotes a range of perspectives, encourages peer teaching, and helps students learn from each other. Heterogeneous groups can also foster a more inclusive environment and reduce the stigma associated with lower-achieving students. 9. By assigning roles and holding each student accountable. Preventing Free-Riding in Cooperative Learning Groups To ensure no individual student rides on the coattails of the group, the teacher can: • Assign Individual Roles: Clearly define roles and responsibilities within the group so each student has specific tasks. • Use Individual Assessments: Assess students individually on their contributions and understanding of the group work. • Implement Peer Evaluations: Have students evaluate each other’s contributions to encourage accountability. • Monitor Group Work: Regularly observe and check in with groups to ensure equitable participation. 10. Answers will vary but should demonstrate knowledge, critical thinking, and skillful written expression. Impact of CLGs on Academically Gifted Students Participation in Cooperative Learning Groups (CLGs) can benefit academically gifted students by providing opportunities for leadership, peer teaching, and developing social and collaboration skills. However, they might feel unchallenged if the group's tasks are not sufficiently advanced. To address this, the teacher can: • Differentiate Tasks: Ensure that tasks are appropriately challenging for gifted students. • Provide Enrichment: Offer additional enrichment activities or advanced topics to maintain their engagement and motivation. Chapter 9 Additional Strategies and Strategy Integration CHAPTER NINE EXAMINATION QUESTIONS I. Multiple choice 1. As a general guideline for your teaching, (a) lectures should not be used at all (b) lectures should be limited to about 10 minutes each (c) lectures should be no longer than 30 minutes duration (d) an occasional full-period non-interactive lecture is okay 2. Recommending that students remember Please Excuse My Dear Aunt Sally for the order of operation when solving an algebraic equation (parentheses; exponents; multiply; divide; add; subtract) is an example of (a) nonsense (b) symbolism (c) mnemonics (d) metacognition (e) an advance organizer 3. Which one of the following is NOT a teaching strategy but rather an intelligent behavior for which the teacher can facilitate skill development in students? (a) inquiry (b) simulation (c) demonstration (d) problem solving 4. The point in a lesson between learning activities is called (a) the closure (b) a transition (c) a metacognitive point (d) a comparative organizer 5. Reading aloud to your students a news article or story from a book, and talking about it and asking questions about it to yourself or to your students while you are reading, is an example of (a) mental modeling (b) cognitive mapping (c) an anticipatory set (d) a comparative organizer 6. When all else is equal, which one of the following learning activities is most recommended for your use in teaching? (a) teacher demonstration (b) cooperative learning inquiry (c) teacher-directed whole-class discussion (d) hour-long noninteractive lecture by the teacher 7. A lesson introduction that helps students mentally connect new content with content already learned or experienced is specifically called (a) a set introduction (b) an advance organizer (c) an expository organizer (d) a comparative organizer 8. When you want class brainstorming of an idea, you should do any of the following EXCEPT (a) use passive acceptance of student responses (b) record on the board or using an overhead projector all student ideas as expressed by them (c) when recording student ideas recognize the contributor by recording the name or initials of the contributing student (d) when a student provides a response that you particularly like or agree with, reinforce the contributor with something like “Hey, that is a good one!” 9. Which one of the following is NOT a characteristic of intelligent behavior? (a) persistence (b) sense of humor (c) dogmatic attitude (d) taking responsible risks (e) listening to others with understanding and empathy (f) all the above are characteristics of intelligent behavior (g) none of the above 10. Which one of the following terms is NOT synonymous with the others? (a) discovery (b) guided inquiry (c) level II inquiry (d) delivery mode teaching 11. When all else is equal, which of the following instructional sequences is most likely to stimulate student learning? (a) student inquiry followed by teacher talk (b) teacher lecture followed by a student workbook activity (c) teacher-led whole-class discussion followed by a teacher lecture (d) teacher talk followed by a video presentation and then a student worksheet activity 12. Which set of inquiry processes represents the most complex mental operations? (a) idea-using processes (b) idea-building processes (c) data-generating processes (d) data-organizing processes 13. Which one of the following sets of thinking skills are data-organizing processes? (a) graphing, classifying, comparing, sequencing (b) inferring, generalizing, explaining, synthesizing (c) communicating, experiencing, measuring, observing (d) applying, hypothesizing, predicting, model building 14. Which one of the following sets is comprised of idea-using processes? (a) charting, ordering, using numbers (b) controlling variables, defining operationally (c) measuring, experiencing, verifying, observing (d) inferring, interpreting data, making analogies 15. Which one of the following is LEAST useful for promoting student inquiry? (a) dogmatism (b) open classroom environment (c) encouragement of guessing and intuitive thinking (d) encouragement of skepticism and suspension of judgment until sufficient data are collected 16. A simulation differs from a contest in that a contest (a) depends on role playing (b) is based on a model of reality (c) requires the learner’s active participation (d) involves pursuit of a goal but within prescribe rules 17. Which one of the following statements is a FALSE statement about thinking. (a) Thinking skills should be taught directly to students. (b) To help in learning to think, students should be taught skills in metacognition. (c) Thinking skills include concluding, contrasting, and summarizing. (d) Learning to think is a more valid educational goal for students who are proficient in English than it is for students who have only limited proficiency in the English language. 18. Which one of the following statements is generally TRUE? (a) Learning by student-centered instruction takes less instructional time than when learning by strategies that are teacher-centered. (b) Learning by expository instruction is more likely to help students learn how to learn than when learning by inquiry, discovery, and problem solving. (c) Students are more likely to learn important things when learning from expository strategies than when learning from inquiry, discovery, and problem solving. (d) Learning inquiry, discovery, and problem solving is more likely to provide students with opportunity to practice intellectual skills than when learning by expository strategies. 19. Mind mapping and clustering are examples of (a) brainstorming tools (b) thinking process maps (c) task-specific organizers (d) all of the above 20. Which one of the following is an example of a pure simulation? (a) basketball (b) MicroSociety (c) race to be elected state governor (d) the television show Who Wants to Be a Millionaire II. True or False 1. The majority of elementary school teachers do not use demonstrations. 2. For teaching grades K-8, the authors of our textbook generally prefer the use of informal teacher talk to long and noninteractive lectures. 3. True inquiry is within the access mode of teaching and learning. 4. A teacher should avoid being seen using notes while teaching. 5. As a general rule, teachers should avoid prolonged direct eye contact with their students. 6. There is a difference between a teacher’s visual scanning of the classroom of students and the teacher’s establishment of eye contact with each student. 7. The teaching of thinking skills is more important when teaching students who are gifted and talented than it is when teaching disadvantaged students or those who are at risk of not finishing school. 8. Rather than a teaching strategy, problem solving is a way of behaving. 9. Critical thinking implies being skilled at level III inquiry. 10. Historically in the U.S., in schools students have been given more experience in solving problems than they have in recognizing and identifying problems. 11. Educational games are nothing more than recreational time-outs from the usual rigors of learning and have no place in formal teaching and learning. 12. The SURVIVOR television show is an example of a pure simulation. 13. The television game called AMERICAN IDOL is an example of a contest-game. 14. The terms simulation and game are interchangeable, that is they are synonymous. 15. Simulations are useful for linking learning from the cognitive and the affective domains. 16. The only teachers to use demonstrations in teaching, are those teaching art, mathematics, physical education, and science. 17. Teacher talk and student inquiry are incompatible instructional strategies. 18. Thinking skills can NOT be taught directly. 19. A primary difference between discovery and inquiry is whereas inquiry is the result of knowledge-seeking, discovery is a way of seeking knowledge. 20. The best teaching occurs when students are given a problem and then allowed to devise their own ways of solving it. III. Essay 1. Identify and describe five important cautions about using teacher talk. 2. Identify and describe no less than 10 guidelines for using teacher talk as an instructional strategy. 3. Identify ways that the teacher can plan to recapture student attention during instruction. 4. Explain the meaning of “establishing eye contact.” Identify the pros and cons of frequent and direct eye contact with students. 5. Compare and contrast Levels I, II, and III inquiry. 6. Explain which mode of instruction, direct or indirect, would be most appropriate for a teacher who desires to help students improve their skills in critical thinking. 7. Identify no less than 10 basic thinking skills. For one of those skills, describe in detail how you could help students at a particular middle grade level develop that skill. 8. Identify and describe the steps to critical thinking and problem solving. 9. Identify the major communication skills. Take one of those skills and describe in detail how you could teach that skill to students at a particular middle grade level. 10. Identify and describe what, if anything, in your subject field, needs to be memorized by students. Describe techniques that you could suggest to students for doing the necessary memorizing. Chapter 9 Key I. Multiple choice 1. b 2. c 3. d 4. b 5. a 6. b 7. d 8. d 9. c 10. b 11. a 12. a 13. a 14. b 15. a 16. d 17. d 18. d 19. a 20. b II. True or False 1. False 2. True 3. True 4. False 5. False 6. True 7. False 8. True 9. True 10. True 11. False 12. False (sim-game-cont) 13. True 14. False 15. True 16. False 17. False 18. False 19. False 20. False III. Essay 1. See text page 353-354. Overloading Students with Information Caution: Excessive or lengthy teacher talk can overwhelm students, leading to reduced comprehension and engagement. Description: When teachers provide too much information at once, students might struggle to process and retain key points. It's important to break down information into manageable chunks and ensure that students have time to absorb and understand each part before moving on. 2. Monotony and Lack of Engagement Caution: Monotonous or uninspired delivery can lead to student disengagement and reduced attention. Description: Speaking in a flat or repetitive tone may cause students to lose interest. Using varied intonation, emphasizing key points, and incorporating interactive elements can help maintain student engagement. 3. Ignoring Non-Verbal Cues Caution: Focusing solely on verbal communication without paying attention to students' non-verbal cues can lead to misunderstandings and missed opportunities for intervention. Description: Teachers should be aware of students' body language and facial expressions to gauge their understanding and engagement. Ignoring these cues may result in unaddressed confusion or disengagement. 4. Over-Reliance on Teacher Talk Caution: Relying too heavily on teacher talk can limit opportunities for student participation and active learning. Description: While teacher talk is important, it's crucial to balance it with student-centered activities that promote interaction and hands-on learning. Over-reliance on lecture-based instruction can inhibit students' ability to develop critical thinking and problem-solving skills. 5. Failure to Differentiate Communication Caution: Using the same level of complexity in teacher talk for all students may not meet diverse needs and learning styles. Description: Students have varying levels of prior knowledge and language proficiency. Teachers should adjust their language and explanations to accommodate these differences, ensuring that all students can understand and engage with the material effectively. 2. See text pages 355-362. Guidelines for Using Teacher Talk as an Instructional Strategy 1. Be Clear and Concise: Use straightforward language and avoid jargon to ensure students understand the content. 2. Pace Your Speech: Adjust the speed of your talking to match students' comprehension levels, avoiding speaking too quickly or too slowly. 3. Use Visual Cues: Supplement verbal explanations with visual aids, such as diagrams or charts, to enhance understanding. 4. Incorporate Questions: Pose questions during your talk to engage students and check their understanding. 5. Provide Examples: Use concrete examples to illustrate abstract concepts and make them more relatable. 6. Emphasize Key Points: Highlight important information through repetition and emphasis to reinforce learning. 7. Vary Your Tone: Use changes in pitch and volume to maintain interest and underscore critical points. 8. Monitor Student Reactions: Pay attention to students’ body language and facial expressions to gauge their comprehension and adjust accordingly. 9. Encourage Participation: Invite students to contribute to the discussion and share their thoughts or answers. 10. Summarize and Recap: Regularly summarize key points to reinforce learning and ensure that important concepts are retained. 3. analogies, verbal cues, pauses, humor, visuals, body gestures, sensory cues, proximity, strategy change Recapturing Student Attention During Instruction • Change Activities: Switch to a different type of task or activity to re-engage students. • Use Visuals or Media: Incorporate videos, slides, or other media to stimulate interest. • Incorporate Movement: Allow students to move around or engage in a brief physical activity. • Ask Questions: Pose questions that require students to think and respond, refocusing their attention. • Provide Feedback: Give immediate, positive feedback to acknowledge students’ efforts and keep them motivated. • Adjust Your Tone: Vary your speaking tone or use a different volume to capture attention. • Incorporate Humor: Use appropriate humor to lighten the mood and refocus students’ attention. 4. The advantages far outweigh the disadvantages; see text page 362. Establishing Eye Contact Meaning: Establishing eye contact involves looking directly at students while speaking or interacting with them, which helps to communicate attentiveness, authority, and engagement. Pros: • Builds Rapport: Helps create a connection with students and shows that you are attentive and interested. • Encourages Engagement: Keeps students focused and signals that you are paying attention to their reactions. • Enhances Communication: Clarifies understanding and reinforces the importance of the message. Cons: • Intimidation: Excessive or intense eye contact might make some students uncomfortable or anxious. • Distraction: Overuse of eye contact might distract from the content being delivered or disrupt the flow of the lesson. 5. See Table 9.1, p. 366. Levels of Inquiry • Level I: Structured Inquiry: The teacher provides a clear question and outlines the procedures for investigating it. Students follow these steps to reach a predetermined answer. • Level II: Guided Inquiry: The teacher offers a question and some guidance but allows students more freedom in designing their own methods of investigation and finding answers. • Level III: Open Inquiry: Students formulate their own questions, design their investigations, and determine their own methods for obtaining and analyzing data. The teacher’s role is more facilitative, providing support as needed. 6. Indirect because (among other benefits) it engages the mind with active learning, social interaction, questioning, and divergent thought. Direct vs. Indirect Instruction for Critical Thinking Indirect Instruction: Generally more suitable for developing critical thinking skills as it encourages students to explore, question, and analyze information on their own. Methods such as inquiry-based learning, problem-based learning, and collaborative projects foster deeper thinking and problem-solving skills compared to more directive approaches. 7. See Figure 9.3 (page 369). Answers to second part will vary but should illustrate knowledge, critical thinking, and skillful written expression. Basic Thinking Skills 1. Observation 2. Classification 3. Comparison 4. Inference 5. Analysis 6. Synthesis 7. Evaluation 8. Problem Solving 9. Reasoning 10. Application Skill Example: Analysis • Grade Level: Middle School • Teaching Strategy: Use case studies or complex texts that require students to break down information into parts, identify patterns, and understand relationships. Provide graphic organizers to help students categorize information and draw conclusions. 8. recognition of the problem; formulation of a question about the problem; hypothesizing a solution; collection of data; analysis of the data; arrival at a tentative solution Steps to Critical Thinking and Problem Solving 1. Identify the Problem: Clearly define the problem or question at hand. 2. Gather Information: Collect relevant data, facts, and evidence related to the problem. 3. Analyze Information: Examine the information critically, looking for patterns, connections, and discrepancies. 4. Generate Solutions: Develop multiple potential solutions or responses to the problem. 5. Evaluate Solutions: Assess the feasibility, pros, and cons of each solution. 6. Select and Implement: Choose the best solution and put it into action. 7. Review and Reflect: Evaluate the effectiveness of the solution and reflect on the process for future improvement. 9. reading, writing, speaking, listening; perhaps computer skills as well. Answers to second part will vary but should illustrate knowledge, critical thinking, and skillful written expression. Major Communication Skills • Listening • Speaking • Reading • Writing • Non-verbal Communication Skill Example: Listening • Grade Level: Middle School • Teaching Strategy: Conduct listening exercises where students listen to short stories or instructions and then summarize or answer questions about what they heard. Provide feedback on their listening skills and offer tips for improvement. 10. Answers will vary but should demonstrate knowledge, good thinking, and skillful written expression. Memorization in Subject Fields Subject Field: Mathematics • Memorized Items: Basic multiplication tables, key formulas, and mathematical properties. Techniques for Memorization: • Flashcards: Use flashcards for frequent review and self-testing. • Mnemonics: Create mnemonic devices or memory aids for complex formulas or concepts. • Repetition: Encourage regular practice through drills and quizzes. • Visualization: Use visual aids such as charts or diagrams to reinforce memory. • Practice Problems: Solve a variety of problems regularly to strengthen memory through application. Test Bank for Teaching and Learning K-8: A Guide to Methods and Resources Richard D. Kellough, John D. Jarolimek 9780131589629
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