WGU - NHC1

Students will demonstrate originality in a creative graphic activity.

Which objective measures the given learning outcome?

• Given crayons and paper, students will draw a picture of an animal sitting in a chair using five colors and four geometric shapes

• Given a blueprint design, students will construct a four-legged chair out of large marshmallows and straws for a small stuffed bear

• Given simple props, students will pantomime an animal sitting in a chair reading a book while other students have 30 seconds to identify the action

• Given a list of 10 vocabulary words, students will correctly use eight or more vocabulary words to write a description of a bear sitting in a chair reading a book

What is a characteristic of learning outcome statements?

• They are written in overt and measurable terms

• They assist teachers in diagnosing student learning problems

• They follow principles of backward design models for curriculum mapping

• They are based on methodologies and strategies available to the teacher

A teacher works with an inclusion class that contains students at varying ability levels from different backgrounds. They all learn at varying speeds.

Which two instructional objectives reflect differentiated instruction appropriate for this class?

Choose 2 answers

• After instruction, using methods of their choice, all students will demonstrate mastery of the same objectives

• After instruction, students will break into ability groups for drill practice until all students are performing at the same level

• After instruction and skill drill practice, students will complete a pencil-and-paper spelling test as the teacher dictates the spelling words

• After instruction, students will work on the same assignments at their own pace by completing series of short, related activities and lessons

• After instruction and assessment, students who have mastered the content will work on worksheets independently until everyone has caught up and is ready to move on

Bloom et al.'s Taxonomy of Educational Objectives measures cognitive ability in which level?

• Synthesis

• Receiving

• Responding

• Organization

What is the purpose of the affective domain?

• To address feelings, emotions, values, and judgment

• To address physical actions, tactile involvement, and reflex actions

• To address higher and lower order thinking skills

• To construct meaning from state standards

On the first day of school, students share personal interests during an ice breaker group activity to create an effective classroom learning community.

What is the taxonomy for this instructional activity?

• Cognitive domain-applying level

• Cognitive domain-synthesis level

• Affective domain-organization level

• Affective domain-characterizing by value complex

State or national mandates of what students should know, understand, and be able to do

• Standards

• Bloom's taxonomy

• Harrow's taxonomy

• Objectives

Hierarchical listing of cognitive domain levels related to critical thinking

• Standards

• Bloom's taxonomy

• Harrow's taxonomy

• Objectives

Clear and measurable statements of instructional intent

• Standards

• Bloom's taxonomy

• Objectives

• Harrow's taxonomy

Framework of skills in the affective domain covering attitudes, emotions, and values

• Standards

• Bloom's taxonomy

• Krathwohl's taxonomy

• Objectives