WorksheetsChapter 10- EPR 363
Total questions: 20
Worksheet time: 13mins
What is learning that occurs when students work in small groups to help each other learn?
Cognitive apprenticeship
Cooperative learning
Situated cognition
Social constructivist approach
What is the idea that thinking is located in social and physical contexts, not within an individuals mind?
Cognitive apprenticeship
Cooperative learning
Situated cognition
Social constructivist approach
What is an approach that emphasizes the social context of learning and that knowledge is mutually built and constructed?
Cognitive approach
Cooperative learning
Situated cognition
Social constructivist approach
Which of the following is an example of a social constructivist approach?
In Mr. Hanratty’s class, students work together on social studies projects
In Ms. Baker’s class, students work independently to discover basic principles of science.
In Ms. Rinosa’s class, students are assigned one hour of homework a day.
In Mr. Francois’ class, students engage in silent reading of their self-chosen books.
Which of the following best reflects situated cognition?
Students read a book about the role of a justice of the peace in the legal system.
The teacher arranges for students to visit a local justice of the peace office, talk with the justice of the peace, and observe a justice of the peace session.
Students are given an assignment to collaborate with each other and write a report on the role of the justice of the peace in the legal system.
The teacher assigns students the task of searching for articles about what a justice of the peace does and to do an oral report on what they have found.
Which of the following is the best example of scaffolding?
Steve gives his friend Vlade the answers to today’s homework.
Steve helps his friend Vlade complete today’s homework by giving him the least amount of assistance he needs for each question.
Steve helps his friend Vlade complete today’s homework by giving him hints to each answer.
Steve tells his friend Vlade that he has to do his homework on his own.
Which of the following is an example of a cognitive apprenticeship?
Ms. Notwitzki asks her students lots of questions. If a student does not know the answer to a question, she moves on to another student because she does not want her students to be embarrassed.
Ms. Edgar pays attention to both the verbal and nonverbal cues her students give her regarding their understanding of her lessons. If she asks a student a question, she can determine if the student is thinking or confused. She often gives her stu-dents hints to help them answer.
Ms. Lindell asks her students lots of questions. If a student does not respond immediately to her query, she gives the student the correct answer.
Ms. Samuel lectures her class and they take notes. She answers any questions that they have at the end of the lesson.
Which teacher is using peer tutoring in the most positive way for both the tutor and the student?
Ms. Gasol uses sixth-grade students to tutor her third-grade students in math for 30 minutes, four times each week. She gives each tutor explicit instructions.
Ms. Mathews uses the buddy system in her class. Children choose who they would like to tutor them and what they would like to learn. Generally, they pick a close friend.
Ms. Rankowski selects lower-achieving students from the higher grades to come to her class at least once per week to work with her students. She generally has them do things such as administer spelling tests.
Ms. Taylor likes to use peer tutoring with her students, especially in math. She has found that often other students can explain things to her students more easily than she can. Therefore, she uses more advanced students in her class to teach those who are struggling with math concepts.
Mr. Kotter has assigned the students to work cooperatively on a project about the Civil War. He puts the students into heterogeneous groups of four and gives each group the project guidelines. They are to turn in one project on which they will receive a group grade. He is surprised when some students contribute little to their group’s effort. What is Mr. Kotter doing wrong?
Mr. Kotter did not include any individual accountability in his assessment.
Mr. Kotter should not give the students a group grade.
Mr. Kotter should not have used heterogeneous groups.
Mr. Kotter should not use cooperative learning in history
Which of the following represents the best practice for forming work groups?
one non-Latino White, high-achieving girl; three African American, middle-achieving boys
one African American, high-achieving boy; two non-Latino White, middle-achieving girls; one Asian American, low-achieving boy
two Asian American, high-achieving boys; two non-Latino White, low-achieving boys
two African American, high-achieving girls; one African American, middle-achieving boy; one African American, low-achieving girl
Mr. Fandango decides to work on team building at the beginning of the school year. To this end, he takes his entire class outside and has them create a human knot. They then must work together to untie the “knot.” Several students become frustrated and angry during the activity. Mr. Fandango intervenes by encouraging the students to elect a leader and to listen to each other. According to Best Practices: “Strategies for Developing Students’ Team-Building Skills,” what did Mr. Fandango do incorrectly?
He did not emphasize the importance of listening skills
He did not have enough students in the group.
He did not use heterogeneous grouping
He started with the whole class and a difficult task
George, John, Paul, Cassie, and Mackenzie are working together on a group proj-ect involving the Civil War. George is the resident expert on the Civil War. As the group works on the project, George answers the other students’ questions. John volunteers to get all the supplies that the group needs. The project goes smoothly and each of the students participates, because Cassie reminds them that every-one’s contribution is valuable. During one group work session, the group starts dis-cussing last weekend’s football game. Paul says, “Hey, guys, we’re supposed to be working on this project, you know.” After this, the group gets back on task. They become so engrossed in their discussion that they become rather noisy. At this point, Mackenzie reminds her peers to quiet down. Which student took the gate-keeper role?
George
John
Mackenzie
Cassie
True or false: individual tutoring is effective
True
False
True or false: Piaget's theory is a cognitive constructivist theory
True
False
True or false: Vygotsky's theory is social constuctivist
True
False
True or false: Structuring small-group work also involves attention to team-building skills.
True
False
True or false: A group also can NOT benefit when students are assigned different roles
True
False
What is the technique of providing changing levels of support over the course of a teaching session, with a more-skilled individual—a teacher or a more-advanced peer of the child—providing guidance to fit the student’s current performance.
Scaffolding
Cooperative learning
Structuring
Jigsaw classroom
True or false: Tutoring involves a cognitive apprenticeship between an expert and a novice.
True
False
What is a relationship in which an expert stretches' and supports a novice's understanding and use of a culture's skills?
Cognitive apprenticeship
Cooperative learning
Situated cognition
Social constructivist approach
