Communication

1. A high school teacher uses the Socratic method to structure class discussions in which

the students question one another while the teacher monitors and facilitates the

discussions. The instructional method is most beneficial because it allows students to

• A. evaluate their own ideas and those of others.

• B. improve their public speaking skills.

• C. integrate new and prior knowledge.

• D. actively engage in research skills.

2. Each week students compose, send, and respond to emails to communicate with their email pals from different communities. Which of the following is the most important benefit of the project?

• A. Teaching students to use various technology applications

• B. Engaging students in learning how to properly write letters

• C. Enriching students' understanding of different cultures

• D. Instructing students on effectively cooperating with others

3. A third-grade teacher wants to increase the amount of productive instructional time. Which of the following most likely to help the teacher achieve this goal?

• A. Allowing students to choose groups to complete projects

• B. Developing a signal for maintaining students' attention

• C. Providing worksheets for students who complete assignments early

• D. Grouping students heterogeneously to teach difficult mathematical concepts

4. Jamie, a fourth-grade student, asks Ms. Walker why he never gets to answer questions during class discussions. The teacher responds by saying that she calls on students who raise their hand and she seldom sees his hand raised. Which of the following teacher actions will best help Jamie have a greater opportunity to participate in class discussions?

• A. Providing students an incentive for the number of questions they answer correctly

• B. Designating a number of discussion questions specifically for Jamie to answer

• C. Increasing the wait time after asking discussion questions

• D. Asking Jamie if he has an answer to contribute after asking each discussion question

5. Which of the following is most effective in helping second-grade students learn strategies to identify and use language to communicate feelings to others?

• A. Creating a display chart using pictures of people with different facial expressions

• B. Using role-play to demonstrate appropriate ways to express feelings

• C. Reading to students about a person who had to overcome obstacles to achieve success

• D. Taking a survey of the students' feelings each day for a week

6. Mr. Peterson, a fifth-grade social studies teacher, is planning activities for a unit on the American War. Which of the following activities is most likely to foster the students' highest level of thinking skills

• A. Creating a timeline highlighting key events leading up to the Boston Tea Party

• B. Reading literature from the time period that reflects the sentiments of the colonists

• C. Identifying the most influential figures and leaders of the American Revolution

• D. Writing a persuasive essay from a colonist's perspective convincing others to resist the BI

7. A third-grade teacher is discussing a science concept with the class. As the question and-answer period progresses, the teacher notices that an English-language learner in the class who is at the intermediate level of speaking proficiency has not volunteered a response. To best promote the student’s involvement in the discussion, the teacher should first.

• A. Increase the wait time to provide an opportunity for the student to formulate a response in context and language.

• B. Offer encouraging feedback that focuses on students’ participation rather than the correctness of their responses.

• C. Foster the student’s desire to participate in the future by using extrinsic motivation to reward the student for responding

• D. Prompt the student by asking questions to check for comprehension of the topic and to clarify if necessary

8. A third-grade teacher reads a short story to the class about a boy who decides not to invite one of his classmates to this birthday party. As an extension to the reading, which of the following assignments promotes the highest levels of student thinking?

• A. Writing a persuasive letter to the main character convincing the character to make a different choice

• B. Completing a research report on the author covering the author’s early life, accomplishments, and historical background

• C. Constructing a three-dimensional map that traces that various locations and events that occurred during the story

• D. Creating a diagram of the story’s literary elements, including plot, characters, setting, and tone

9. Mr. Tucker is a high school health teacher who has students of various levels of English language proficiency in his classes. He asks beginning-level students yes/no questions, often with the use of visual cues. He asks intermediate-level students either/or questions, to which possible answers are limited. Finally, he asks advanced students more grammatically complex questions, such as embedded and open-ended questions that use “who,” “what,” “when,” or “where.” The practice best reflects which of the following principles related to questioning strategies?

• A. Embedding students’ prior knowledge in the questions will support their learning

• B. Eliciting responses from students will produce active learners

• C. Modifying the language structure of questions will support students participation

• D. Using an organized process for questioning will help track which students are called on.

10. Which of the following nonverbal behaviors can a teacher use to best communicate enthusiasm for the material to students?

• A. Standing in front of the class while teaching

• B. Exhibiting a calm reaction toward student responses

• C. Using gestures to prompt a response

• D. Showing emotions through facial expressions