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WorksheetsReview: Chapters 6, 7, 8
Total questions: 20
Worksheet time: 20mins
Within the context of Vygotsky's perspective of cognitive development, why do students who are gifted often not benefit from regular classroom instruction?
Because they aren't working within their zone of proximal development
Because they're too preoccupied by their own self-talk
Because they're too busy thinking about things they learned from their outside reading to want to learn material presented in the classroom
Because they are typically more distractible than their nongifted peers
Which one of the following best describes Piaget's concept of equilibration?
A child assimilates without accommodating.
A child accommodates without assimilating.
A child doesn't encounter any new or challenging ideas.
A child revises existing schemes to incorporate new experiences.
Three of the following teachers are considering students’ zone of proximal development to help their students learn. Which one is not necessarily providing scaffolding?
Ms. García allows peer collaboration in a section of a problem that is difficult to students.
Mr. Klein allows students to see their notes of a procedure until they are ready to follow the steps on their own
Mr. Morris keeps providing step-by-step guidance when students can work independently.
Ms. Smith gives her students an exercise to do after modeling and rehearsing.
Which one of the following clearly illustrates Piaget's concept of assimilation?
A third grader develops the necessary eye-hand coordination for writing letters.
A sixth grader moves to a different school and does not change styles to fit local fashions.
A kindergarten child mistakenly writes on the chalkboard using a large white crayon instead of chalk.
An eighth grader who continually uses the word "awesome" in his compositions is encouraged to use other, more specific adjectives.
According to Piaget, three of the following are essential for cognitive development. Which one is not?
High self-esteem
Interaction with the physical environment
Accommodation of existing schemes
Social interaction
Which one of the following teachers is definitely keeping in mind Piaget's idea that assimilation and accommodation are both necessary for learning and cognitive development to occur?
Mr. Ames presents brand new topics every day, expecting the continual novelty to keep students interested and motivated.
Ms. Baretta makes sure that students have learned one topic very, very well before moving on to another.
Mr. Chang shows students how a new topic is similar to the things they already know, but also different in certain ways.
Ms. Doherty uses a lot of drill-and-practice exercises, encouraging students to work faster every time.
Which one of the following statements best describes Vygotsky's concept of internalization?
As children grow older, they develop an increasing ability to think about events in abstract rather than concrete terms.
With age, children acquire more sophisticated problem-solving skills, largely because their parents and teachers give them increasingly challenging problems to solve.
Over time, children acquire more self-confidence about their ability to deal with the world.
Through their social interactions with other people, children acquire new ways of mentally approaching and thinking about a task.
Imagine you are a third-grade teacher. If you look at cognitive development from Piaget's perspective, which stage would best characterize most of your students?
concrete operational stage
formal operational stage
preoperational stage
sensorimotor stage
Which of the following is NOT an effective way for a teacher to help students develop moral development?
Question students to see if they are being honest.
Provide students with several examples of honesty and empathy.
Promote class discussions about issues around social justice.
Provide opportunities for students to revise their moral beliefs.
Three of the following strategies should promote students' moral development. Which one might be beneficial in other ways but would not necessarily promote moral development?
Getting students involved in community service projects
Asking students to wrestle with difficult moral issues
Engaging in moral behavior yourself
Describing how "good" boys and girls should behave
Which one of the following statements reflects Kohlberg's preconventional moral reasoning?
"It's okay to cheat on this exam because the teacher isn't watching me."
"It isn't fair to the students who studied hard if I cheat."
"Cheating is against school rules, so I shouldn't do it."
"The most popular boy in school cheats all the time, so I guess I can too."
From Kohlberg's perspective, how can a teacher or other adult best promote children's moral development?
By talking daily about right versus wrong behaviors
By presenting moral dilemmas that create mental discomfort
By consistently presenting postconventional explanations
By letting children's moral development unfold naturally
An instructional objective that requires students to identify the different parts of speech in a sentence is at which level in the revision of Bloom's taxonomy presented in the textbook?
"Analyze"
"Create"
"Remember"
"Evaluate"
The major advantage of using Bloom's taxonomy in developing objectives is that the taxonomy:
Helps in the formulation of criteria for judging acceptable performance.
Encourages educators to address complex cognitive processes as well as factual knowledge.
Identifies an indisputable order in which objectives should be addressed in a lesson.
Specifies the most appropriate instructional method for each type of objective.
When Ms. Krakowski teaches the process of long division, she describes the objective of the lesson and demonstrates the procedure on the board. Then she has students solve long-division problems at the chalkboard, where she can give them frequent guidance as they work. Later, after the students show some proficiency with long division, she has them work on additional problems at their desks. Ms. Krakowski's approach can best be classified as which of the following?
Promoting information literacy
Task analysis
Student-directed instruction
Direct instruction
Which one of the following best describes a lower-level question?
It requires a simple response, as in a multiple-choice or true-false format.
It asks students to retrieve information they have previously learned.
It requires a nonverbal response, such as pointing to an object.
It asks students to think about and integrate information they learned at an earlier age.
A higher-level question asks students to respond in which one of the following ways?
To develop an answer students haven't specifically been taught
To recall information from more advanced classes
To recall information learned several years ago
To engage in both positive and negative transfer
Three of the following are accurate statements about the benefits of cooperative learning. Which statement is not accurate?
Students are more likely to develop friendships with students of diverse ethnic backgrounds.
Students often show higher academic achievement in comparison to students instructed in more traditional ways.
Students are more motivated and rarely get off task during cooperative learning activities.
Students model effective cognitive processes for one another.
Which one of the following is the best example of an authentic activity?
Listing four different kinds of sedimentary rocks
Designing a bridge using principles of physics
Putting definitions of new terms in your own words
Discussing reasons why World War I occurred
Which one of the following teaching strategies is the clearest example of how a teacher might scaffold complex cognitive processes in instruction?
Give students index cards with the words YES and No, and have them use the cards to "vote" on answers to questions presented during classroom lectures.
Have students tutor younger children on subject matter they know very well.
Provide considerable guidance on problem-solving tasks early in the school year and gradually remove this guidance as students become more proficient.
Make sure students have mastered the basic facts and skills taught in one unit before proceeding to the next unit.
