Font size
WorksheetsWGU - NHC1
Total questions: 119
Worksheet time: 4hrs 58mins
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
A teacher plans a social studies lesson based on the following standard:
Determine the influence of geography on indigenous community location and development.
Which objective aligns with the standard?
Describe the traditions and foods of an indigenous community
Identify persons from different indigenous cultures from photographs
Use a topographical map to analyze features common to indigenous areas
Compare and contrast major world ecosystems common to indigenous people
To summarize criteria according to different levels of performance
Rubric
Portfolio
Post-test
Formative assessment
To systematically organize evidence that reflects growth and development
Portfolio
Rubric
Post-test
Formative assessment
To provide a form of summative assessment
Rubric
Portfolio
Post-test
Formative assessment
To plan and assess learning during instructional activities
Rubric
Portfolio
Post-test
Formative assessment
Require students to apply skills and knowledge in a real-life situation
Authentic assessment
Competitive evaluation
Work sample
Journals and blogs
Pre-test
Determine individual student's standing within a group
Authentic assessment
Competitive evaluation
Work sample
Journals and blogs
Pre-test
Determine teacher effectiveness as related to evidence of student
Authentic assessment
Competitive evaluation
Work sample
Journals and blogs
Pre-test
Require students to periodically write about social climate and activities
Authentic assessment
Competitive evaluation
Work sample
Journals and blogs
Pre-test
Provide information that will enable the teacher to better plan effective instruction
Authentic assessment
Competitive evaluation
Work sample
Journals and blogs
Pre-test
Which assessment strategy would help determine student proficiency in objectives that have yet to be introduced?
Choose 2 answers
Give students a written exam over the upcoming objectives
Assign peer tutors to designated groups to discuss the content
Ask questions aloud to determine students' knowledge of the topic
Place students in groups to brainstorm about the content that will be discussed
Introduce the lesson and corresponding activities to determine the subsequent course of action
Students who have difficulty with motor skills
Scribes
Recorded books
Concept maps
Manipulatives
Students who struggle with reading
Scribes
Recorded books
Concept maps
Manipulatives
Students who have difficulty processing complex concepts
Scribes
Recorded books
Concept maps
Manipulatives
Students who struggle in mathematics
Scribes
Recorded books
Concept maps
Manipulatives
A 5th grade teacher is developing a unit on geographic areas of the United States. She wants to plan a series of differentiated activities so that students will be able to identify various land and water forms.
Which set of instructional activities will meet this goal?
The teacher will assign groups using a class list
Each group will be randomly assigned a geographic area
Each group will present their findings using classroom wall maps
The teacher will organize self-selected groups of students
Each group will choose a geographic region to research
Each group will decide how to best communicate their research findings
The teacher will assign each group a geographic region on a random basis
Each group will draw from a box the name of a region
The group will present their findings in an oral presentation
The teacher will organize students by table groups
Each group will be assigned a geographic region
They will present their findings in an electronic media presentation
A teacher is covering the different types of currency used in North and South America. The teacher would like to use activities that meet the needs of the Logical-Mathematical learners in the classroom.
Which two activities would meet this goal?
Games that utilize different forms of currency
Classification activities where students group currency types
Choral reading of real-life stories that explore the use of currency
Use word games that target the vocabulary associated with using currency
Physical games that allow the student to understand currency amount through movement
A teacher has several students who are English Language Learners (ELL). The teacher decides to differentiate a lesson on recycling by lengthening the amount of time the lesson will last. The teacher also reduces the amount of hands-on materials that will be used to complete the activity.
Which differentiated strategy above is most effective for these students?
Providing a longer time for the lesson is most effective since students from other countries are used to longer class periods
Providing a longer time for the lesson is most effective because students who are learning a new language process at a slower speed
Providing fewer hands-on materials is most effective because students from other countries are not used to having tangible materials used in their lessons
Providing fewer hands-on materials is most effective because students will not have to divide their attention between verbal information and physical interaction
What is a component of effective direct instruction?
Give fact-oriented feedback that promotes memorization
Teach basic skills that are fundamental to more complex activities
Assign less structured topics, such as a discussion of social issues
Initiate scientific investigations to explore various aspects of an event
A teacher is having her students do an experiment that involves the collection of air-quality data.
How should the teacher monitor group participation in this experiment?
The teacher should require students to summarize their participation in their science journals
The teacher should use probing questions after data collection to ask students about their participation in the classroom
The teacher should follow students around the building, observing their participation and making sure the classroom aide only assists
The teacher should ask the classroom aide to visually monitor student progress during the collection and to report back after class
A teacher places five to eight students in a panel group.
What is the outcome activity for this task?
The students identify and solve an assigned problem
The students clarify elements of a lecture
The students generate answers to questions
The students prepare and present an informal discussion
Which statement describes constructivism?
Learners use three sequential modes of learning
Learners individually discover and build their own knowledge
Learning is based on developmentally appropriate education
Learning is enhanced and extended by interacting with significant others
Which 2 instructional activities align with a constructivist perspective on learning?
Choose 2 answers
Students paint pictures of different flowers and hang them in the hall
Students visit a local nursery to complete a flower identification activity
Students create paper flowers from a model and display their flowers in a classroom flower garden
Students plant pansies, marigolds, and snap dragons in front of the school, and take turns watering the flowers
Students watch a time-lapsed video of a flower growing and then draw a picture to show the growth of a plant from a seed
Which activity describes a student-centered rather than a teacher-centered instructional strategy?
Students watch a time-lapse video showing the growth of a dandelion from seed to flower. Students create flowers from tissue paper and display them in the hall
Students work in centers related to plants, where the students plant a seed, water a plant, trace a leaf, and draw a tree
Students read aloud from an interactive white board about the growth of a flower. Then students match vocabulary terms to corresponding pictures
Students listen to a presentation by a ranger about leaves that can be found at the local center
Which strategy should teachers use to select online learning resources?
Review online resources prior to teaching the lesson to determine if it will support student learning
Review online resources to determine which types of equipment will need to be purchased for the classroom
Review online resources to determine the amount of time for professional development that needs to take place during the school year
Review online resources as they are being utilized by the students to gain an understanding of the resource from the students' perspective
How can teachers monitor and evaluate student engagement with resources?
Increase the use of reflective practice
Establish credibility at the beginning of the year
Use a seating chart record of classroom behaviors
Maintain weekly individual student-teacher conferences
A 4th grade teacher wants her students to interact with varied learning resources to heighten their learning experiences.
Which two strategies enable the teacher to manage, track, and analyze the types of resources each student is using?
Choose 2 answers
Implement weekly conferences with each student
Implement a seating chart record of classroom behaviors
Increase the use of multimedia presentations among the students
Have students fill out a weekly checklist for the resources they used
What are the three stages of backward design in instructional planning?
Provide instruction, reteach, and test
Differentiate, adapt instruction, and assess
Evaluate post-test, provide instruction, and plan the next learning activity
Identify desired outcomes, assess, and plan learning experience and instruction
A teacher reads a rhyming poem and models the process of writing one. Students are put into pairs and given a poem selected by the teacher. The student partners discuss what the poem is about and how it is written. Then they write a rhyming poem together.
Which extension activity would be appropriate for the students to do after writing their poem?
Choose 2 answers
Complete a 5 question quiz about writing poetry
Create an artistic display to showcase their poems
Read and discuss various poems from another author
Memorize their poem so they can recite it word for word the next day
Practice reciting their poems together using inflection for an oral presentation
Which types of activities promote engaged student participation and active student learning?
Two-way listening and brainstorming
One-way listening and independent practice
Empathic listening and journaling
Comprehensive listening and note taking
Which statement describes effective time allocation in a classroom setting?
Time allocation such as pauses and silences signal difficult content to be learned
Time allocations such as pauses and silences can be useful to convey minor details
Time allocations such as pauses and silences have common interpretations across geographic areas
Time allocations such as pauses and silences can be interpreted differently among different ethnic groups
Which 3rd grade student activity would effectively begin a class for an initial lesson on fractions?
Reviewing and reciting division facts
Organizing jelly beans by color into piles
Coloring a worksheet with pictures of pizza and pie
Completing a learning activity reviewing number placement facts
A 5th grade science teacher is thinking about activities for the opening week of classes. The teacher wants the students to feel comfortable and be encouraged about the new school year.
Which strategy should the teacher use to begin the academic year effectively?
Adopt a stern demeanor and define the rules in order to downplay individual differences
Distribute a short assignment that is interesting and is not textbook dependent
Initiate general orientation discussions during the first few days without having planned activities
Lecture on classroom rules and procedures with examples of appropriate punishments for infractions
Which two strategies can a teacher implement to facilitate positive social interactions among all students?
Choose 2 answers
Provide information periodically so that students will learn to listen effectively
Teach self-regulation strategies so that students can nurture interpersonal relationships
Organize a series of teacher-developed multimedia presentations to present new instruction
Provide feedback at the end of the unit of study so that students understand their assessment scores
Distribute a survey to determine students' interests and use this information for cooperative learning groups
A student has lived in the United States for four years and has mastered conversational English but continues to have a limited grasp of academic English. The student's science class is studying geology.
Which strategy would help this student grasp the material?
Breaking down assignments into smaller, more manageable units
Using presentation software to present the information to the student
Pairing the student with a strong science student for structured research
Giving the student a variety of rocks to examine and ask for a report of the findings
What is a physical component of an effective learning environment?
Deciding on a discipline model and being consistent in the implementation
Implementing a leadership style based on a democratic classroom approach
Establishing behavioral limits in the classroom and being clear about the rules
Planning transitions between activities and arranging seating according to activity
Which instructional strategy is used in the development of students' academic language skills?
drill
mnemonics
knowledge telling
encoding specificity
Which 3 strategies could a teacher use to model academic language for students?
Choose 3 answers
Engaging students in knowledge-telling exercises to discuss a new topic
Using teacher-student interactions as a way to introduce students to new vocabulary
Requiring students to visit the library regularly to read books related to a particular topic
Maintaining high expectations of the student's ability to understand what the teacher is saying
Developing positive classroom communication skills to effectively communicate with students
A teacher is planning instructional activities for a history unit about the Northwest Ordinance.
Which strategy is useful for introducing new essential vocabulary for instruction?
Organize text-based learning experiences that use visuals and real objects
Assign collaborative tasks that require students to use the vocabulary of the lesson
Select text readings that are focused on vocabulary from a previous instructional unit
Preview text to determine vocabulary words or terms that students might find interesting
Which type of information found in a cumulative record is important to review during a parent conference?
Book reports
Student portfolios
Standardized test results
Rubrics of completed projects
Which 2 strategies are appropriate for keeping parents who are unable to attend conferences informed of their child's academic progress?
Choose 2 answers
Call the parents at home periodically
Send class newsletters with photos of students
Ask the principal to send a letter requesting a meeting
Add notes to report cards describing student performance
What is an example of effective communication at the beginning of the school year with parents who are non-English speakers?
Attend a cultural fair before the start of the school year
Hold a special meeting with the family and have an interpreter present
Hold a parent teacher conference at school using the student to translate information
Mail a letter in English with a word-for-word translation in the parents Native language introducing the classroom
What is an appropriate use of a school-based social networking site for teacher-student communication?
To learn more about students' parents and their home lives
To communicate with students about issues with friends and family
To have conversations with students about interests outside of school
To provide links to additional information on what was taught at school
What are 2 advantages of creating a podcast as an instructional activity?
Choose 2 answers
Students can post text entries and other people can comment on those posts at a later time
Students can discuss in-class and out-of-class topics interactively and in real time
Students can design audio and video files and post them to the internet
Students can use a wide range of skills such as planning, preparing, and recording
How does a technology-enhanced environment that includes access to computers, digital tools, and web access support differentiation of instruction?
It provides few levels of activities and support
It allows the teacher to focus attention on students who are struggling
It is controlled so that students have no choice of products or performances
It allows teachers to use time flexibly and implement a range of instructional activities
Which guidelines should teachers follow when using the internet as an instructional tool?
Allow students to select their own research sites
Select activities that are developmentally appropriate
Assign one student in each group to operate the computer
Allow students to use any website that they have used at home
Progress on development of specific skills documented
Computer-based instruction
Electronic white board
Digital camera
Internet
Occurs before instruction and helps teacher planning
pre-assessment
formative assessment
summative assessment
norm-referenced assessment
Occurs during instruction and may be informal
pre-assessment
formative assessment
summative assessment
norm-referenced assessment
Occurs at the end of instruction, aligns with the objective
pre-assessment
norm-referenced assessment
formative assessment
summative assessment
Will be a standardized or a competitive test. Students are ranked and compared to each other.
formative assessment
summative assessment
norm-referenced assessment
criterion-referenced assessment
Usually a teacher-made test that matches the content of the lesson(s). Students show a proficiency level that is set by the teacher in the objective.
formative assessment
summative assessment
norm-referenced assessment
criterion-referenced assessment
These are assessments that measure student-centered types of instructional strategies that are performance-based.
norm-referenced assessment
criterion-referenced assessment
authentic assessment
rubric
a chart with 3-5 levels (usually) that measure multiple criteria of a student's work
rubric
authentic assessment
objective
criterion-referenced assessment
a yes/no or 1-5 list of student performance
checklist/rating scale
rubric
objectives
standards
a collection of student work samples (also called "evidence") that reflects growth over time
rubric
checklist/rating scale
portfolio
journals
student writing that is reflective in nature, often "metacognitive"
rubric
portfolio
journals
standards
introduction in direct instruction
anticipatory set
describing objectives
accessing prior knowledge
presenting new information
modeling
instructional sequencing in direct instruction
presenting new information
modeling
guided practice
independent practice
describing objectives
conclusion in direct instruction
closure
assessment
guided practice
modeling
accessing prior knowledge
advantages of direct instruction
efficient method of introducing content/topic
allows for maximum information to be delivered
sets the baseline for instruction
teacher-centered vs student-centered
teaches higher-level thinking, analysis, or evaluation
disadvantages of direct instruction
is teacher-centered vs student-centered
should not be used to teach higher level thinking, analysis, or evaluation
should not be used to teach material over a long period of time
efficient method for introducing new material
allows for maximum information to be delivered
types of questioning used during a direct instruction lesson
converge & diverge
empirical, productive, and evaluative
direct
indirect
response results conclude with what is accepted to be true
converge
diverge
empirical
productive
response results may vary
converge
diverge
empirical
evaluative
response results lead to observations/experiences rather than theory
empirical
converge
diverge
evaluative
response results are based on a work outcome
productive
evaluative
empirical
diverge
response results lead to conclusions based on assessing an event and/or circumstance
evaluative
productive
empirical
diverge
may be composed of students with similar interests, learning styles, and/or abilities
homogeneous groups
heterogeneous groups
task-based groups
panel groups
may be composed of students with differing abilities. genders, and/or interests
heterogeneous groups
homogeneous groups
panel groups
task-based groups
instructional technique in which a group of 4-8 students is formed to solve a problem or complete a project
task-based
brainstorming
jigsaw
TGT
instructional technique of organizing classroom activity that makes students dependent on each other to succeed. breaks classes into groups and breaks assignments into pieces that the group assembles
task-based
jigsaw
TGT
panel
instructional technique in which small groups of learners with different levels of ability work together to accomplish a shared learning goal
STAD
TGT
panel
jigsaw
instructional technique where students work together in groups and are responsible for their teammates learning as well as their own and compete in tournaments against other teams to test learning
TGT
STAD
panel
task-based
instructional technique in which 5-8 students prepare and discuss a topic in front of a class
panel
task-based
TGT
STAD
instructional technique used for students to answer a question or complete a problem-solving activity
think-pair-share
TGT
STAD
panel
instructional technique in which small groups of students generate ideas, solutions, or comments relative to an assigned topic. All answers, no matter how wrong they may seem to the teacher or other students, are accepted as possibilities related to the assigned task
brainstorming
think-pair-share
learning together
panel
instructional technique in which there is a group goal, sharing the opinion and materials, division of labor and the group reward
learning together
think-pair-share
brainstorming
panel
approach to learning emphasizing that individuals actively build on previous knowledge and understanding
constructivism
differentiation
learning together
jigsaw
a teaching theory based on the premise that instructional approaches should vary and be adapted in relation to individual and diverse students in the classroom
differentiation
constructivism
direct instruction
indirect instruction
this represents what the student needs to learn or how the student will get access to the information (text on DVDs, auditory and visual ideas, computers, reteach to struggling students)
content
process
products
learning environment
these activities engage the students to make sense of or master the content (manipulatives, interest centers, hands-on supports)
content
process
products
learning environment
culminating projects that ask the students to rehearse, apply, and extend what they have learned in a unit (give students options to express what they have learned: write a letter or use a computer)
content
process
products
learning environment
this is the way the classroom looks and feels. teachers can make sure there are quiet places to work, provide materials that reflect a variety of cultures and home settings, set clear guidelines for independent work and help students understand that some students have to be active to learn
content
process
products
learning environment
the teacher provides explanations, descriptions, or examples, of what is to be learned while checking for understanding
modeling
introduction
review
guided practice
tangibles likes supplies, equipment, art materials, furniture, etc. (a computer, dice)
materials
learning resource
resources that contain information to inform the student or the teacher (a software CD, website, index cards, game questions)
material
learning resource
teacher-centered learning resources
lecture/presentation, demonstration
drill & practice, tutorials
discussion, cooperative learning, games
simulations, problem-solving
student-centered learning resources
lecture/presentation, demonstration
drill & practice, tutorials
discussion, cooperative learning, games
simulations, problem-solving
the cope of planning from an annual perspective through the daily lessons that are taught
synthesis
analysis
application
evaluation
the curriculum for the year is mapped out, and the curriculum design is decided
yearly mapping / year-long planning
unit planning
weekly planning
daily planning
with the curriculum mapped for the year, a series of many intended learning activities, that link goals, objectives, and evaluation of content
yearly mapping / year-long planning
unit planning
weekly planning
daily planning
many units are longer than one week, therefore each week of the unit is considered
yearly mapping / year-long planning
unit planning
weekly planning
daily planning
design each lesson for the day, teacher considers what type of lessons to construct
yearly mapping / year-long planning
unit planning
weekly planning
daily planning
invite students to apply and synthesize knowledge that they have acquired at lower levels of Bloom's pyramid. generally are placed after independent practice and before the summative assessment
extension activities
incomplete lessons
subject-centered curriculum
student-centered learning
it is not uncommon to run out of time at the end of a lesson. at the beginning of the next lesson/day, remember to review with students to access their prior knowledge from the last lesson
extension activities
incomplete lessons
subject-centered curriculum
student-centered learning
traditional approach to curriculum. a subject is taught without consideration or other subjects. Direct instruction is the primary method used. The teacher considers what should be taught, designs lessons, teaches the lesson, and then plans and gives summative assessments to students
extension activities
incomplete lessons
subject-centered curriculum
student-centered learning
curriculum that focuses on desired outcomes and results. What do we want students to know and be able to do? The next step is to design the summative assessment, Then the teaches designs the lessons to match the summative assessment
integrated curriculum
student-centered curriculum
subject-centered curriculum
backward design
curriculum that focuses on student activities. students learn by doing and have input regarding the instructional design. The teacher facilitates. Usually combines discipline, especially language arts with social studies or math with science
integrated curriculum
student-centered curriculum
subject-centered curriculum
backward design
curriculum that is constructed to address real-world problems.
integrated curriculum
student-centered curriculum
subject-centered curriculum
backward design
a single subject requires students to solve real problems
single-subject integration
coordinated model
integrated core model
integrated double core model
two or more teachers cooperate in teaching integrated single subjects
single-subject integration
coordinated model
integrated core model
integrated double core model
a single teacher remains with students for two or three periods. a teacher might teach science as a core in the context of math or social studies
self-contained core model
coordinated model
integrated core model
integrated double core model
two teachers integrate "cores" to the students. one might teach math in the context of science and the other teaches language arts within the context of social studies
self-contained core model
coordinated model
integrated core model
integrated double core model
a teacher, with multiple credentials, instructs one group of students all day within a single context
self-contained core model
coordinated model
integrated core model
integrated double core model
indicate important information is coming up or they should reflect on the last information
pauses
silence
wait time
language of time
can communicate fear, defiance, or lack of interest
pauses
silence
wait time
language of time
a pause after a question that allows students to think before responding. can lead to better classroom interaction
pauses
silence
wait time
language of time
can be interpreted differently by different cultures and regions
pauses
silence
wait time
language of time (time allocation)
