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WorksheetsInstructor Chapter 4 Quiz Game
Total questions: 40
Worksheet time: 20mins
Name
Class
Date
1.
The master educator will become knowledgeable in a variety of learning profiles and models as well as the use of
a)
a. lectures.
b)
b. multiple intelligences.
c)
c. testing modes.
d)
d. demonstrations
2.
An individiiaTs favored or preferred method of thinking, understanding, and processing infbrnialion is referred to as that student's
a)
a. personality.
b)
b. intelligence.
c)
c. learning style.
d)
d. sequence of learning
3.
It is believed that 75 percent of teachers today present material in a manner that is:
a)
a. abstract.
b)
b. analytical.
c)
c. compassionate.
d)
d. scientific.
4.
Research tells us that vve must integrate teaching strategies that meet the needs of a more multicultural student body with a variety of
a)
a. learning styles.
b)
b. journal activities.
c)
c. workbook activities.
d)
d. worksheets
5.
Those learners who process information through what they see are referred to as:
a)
a. sight learners.
b)
b. eye catchers.
c)
c. visual learners.
d)
d. video learners
6.
Learners who like to process information through what they hear and also like to talk things through are known as
a)
a. cochlear learners.
b)
b. auditory learners.
c)
c. audible learners.
d)
d. ear-piercing learners
7.
Processing information by the physical experience of doing and touching and manipulating things lor themselves is preferred by the:
a)
a. olfactory learner.
b)
b. aural learner.
c)
c. visual learner.
d)
d. kinesthetic learner.
8.
Students come to us because they want to understand something meaningful; therefore, they have:
a)
a. desire.
b)
b. clarity.
c)
c. excitement.
d)
d. creativity
9.
When students process and understand the information and how the task is performed, they have attained
a)
a. desire.
b)
b. input.
c)
c. assimilation.
d)
d. responsibility.
10.
Mastery of infbnnation or of a task comes only with:
a)
a. assimilation.
b)
b. repetition.
c)
c. desire.
d)
cl. input
11.
Two fundamental concepts of the multiple intelligences theory are that intelligence is not fixed and that
a)
a. education is unitary; there is only one way in which our students will be smart.
b)
b. education is not unitary; there are many ways in which our students can be smart.
c)
c. we should work smart and not hard.
d)
d. only a few will benefit from each intelligence to a degree
12.
The students who learn best through verba! presentations, reading, writing, discussions, conducting interviews, and listening to lectures have a strong
a)
a. bodily/kinesthetic intelligence.
b)
b. intrapersonal intelligence.
c)
c. visual/spatial intelligence.
d)
d. verbal/linguistic intelligence
13.
People who are better at comprehending and creating images have a flair fbr color and style, and relate best when they can see things by drawing diagrams and reading flowcharts have:
a)
a. visual/spatial intelligence.
b)
b. verbal/linguistic intelligence.
c)
c. logical/mathematical intelligence.
d)
d. bodily/kinesthetic intelligence
14.
The student who can think things through in a logical, systematic manner and is able to quantify, analyze, sequence, evaluate, and understand the reasons fbr doing something has:
a)
a. verbal/linguistic intelligence.
b)
b. visual/spalial intelligence.
c)
c. logical/mathematical intelligence.
d)
d. bodily/kinesthetic intelligence
15.
Learners who enjoy self-assessment, reflection, and planning and have the ability to understand their own behavior and feelings have:
a)
a. verbal/linguistic intelligence.
b)
b. intrapersonal intelligence.
c)
c. visual/spatial intelligence.
d)
d. bodily/kinesthetic intelligence
16.
The body-wise individual who has the ability to use the physical body skillfully to solve problems, create products, or present ideas and emotions and prefers manipulative skills has
a)
a. musical/rhythmic intelligence.
b)
b. verbal/linguistic intelligence.
c)
c. visual/spatial intelligence.
d)
d. bodily/kinesthetic intelligence
17.
The people-wise ability to relate to others, noticing their moods, motivations, and feelings, is known as:
a)
a. intrapersonal intelligence.
b)
b. verbal/linguistic intelligence.
c)
c. interpersonal intelligence.
d)
d. naturalistic intelligence
18.
The student who demonstrates the ability to comprehend and create meaningful sounds and has an appreciation fbr and ability to keep rhythm possesses:
a)
a. musical/rhythmic intelligence.
b)
b. bodily/kinesthetic intelligence.
c)
c. visual/spatial intelligence.
d)
d. verbal/linguistic intelligence
19.
To have the ability to make distinctions in the natural world of flora and fauna and to be able to differentiate between brands of cars, planes, and handbags is the proclivity of the
a)
a. naturalist intelligence.
b)
b. logical/mathematical intelligence.
c)
c. visual/spatial intelligence.
d)
d. bodily/kinesthetic intelligence
20.
Teaching ideas fbr the verbal/linguistic intelligence include
a)
a. using toss-ball review.
b)
b. employing word games, mnemonics, and affirmations.
c)
c. making collages, montages, and mobiles.
d)
d. employing dancing and physical energizers
21.
Tcaching activities for the visual/spatial learner include:
a)
a. evaluating ideas.
b)
b. brainstorming ideas.
c)
c. making mobiles.
d)
d. classifying and categorizing information
22.
Teaching tips and activities fbr the intrapersonal learner include
a)
a. building models and labeling them.
b)
b. having students role-play.
c)
c. creating simulations.
d)
d. arranging Internet research projects
23.
Activities best suited fbr the bodily/kinesthetic learner include
a)
a. practicing skills applications.
b)
b. arranging Internet research projects.
c)
c. assigning workbook activities.
d)
d. visualization
24.
The student with interpersonal intelligence will find this teaching activity beneficial
a)
a. self-paced independent project.
b)
b. team presentations.
c)
c. workbook activities.
d)
d. logging information on client cards
25.
Students with musical/rhythmic intelligence would benefit from:
a)
a. listing natural ingredients in products.
b)
b. role-playing.
c)
c. putting vocabulary to music.
d)
d. playing charades
26.
For the master educator to challenge the naturalisfs intelligence, activities would include:
a)
a. observing and recording observations in content area assigned.
b)
b. conducting a seven-minute nature walk as an energizer.
c)
c. teaching outdoors if permitted.
d)
d. all of the above.
27.
Verbal/linguistic learners will have more success if they:
a)
a. work in study groups to explain and discuss.
b)
b. recite information.
c)
c. outline chapters in their chosen format.
d)
d. all of the above
28.
When studying, the naturalist learner should
a)
a. study outdoors when practical and not distracting.
b)
b. create rhymes out of vocabulaiy words.
c)
c. study in a quiet room.
d)
d. take time to reflect
29.
A study tip fbr the visual/spatial intelligent student would be to:
a)
a. relate content to personal experience.
b)
b. color-code notes so each topic is in the same color.
c)
c. consider cause and effect of the information.
d)
d. study in a quiet room
30.
When giving study tips to learners with bodily/kinesthetic intelligence, have them try:
a)
a. group study with alternating discussion leaders.
b)
b. pacing and reciting while they study.
c)
c. using flashcards with another student.
d)
d. all of the above
31.
Study tips fbr the logical/mathematical learner include
a)
a. designing games that apply to the material.
b)
b. relating abstract information to something concrete in nature.
c)
c. thinking about why the material is important and what it relates to.
d)
d. playing background music while studying
32.
The student with intrapersonal intelligence would prefer to study by
a)
a. taking a one-minute reflection period fbr introspection.
b)
b. relating content to personal experiences.
c)
c. considering the causes and effects of the information.
d)
d. al! of the above
33.
The master educator could design a study plan fbr the interpersonal intelligent learner that would employ:
a)
a. group study with alternating discussion leaders.
b)
b. studying in a quiet setting.
c)
c. relating content to personal experiences.
d)
d. pausing to ponder over what has been read
34.
The benefits of identifying the learning styles of students include
a)
a. creating lesson plans and classroom environments that appeal to all their needs.
b)
b. formulating classroom presentations that offer extra fbcus in areas where students are weakest.
c)
c. facilitating a greater degree of success fbr all students.
d)
d. all of the above
35.
Educators who are fully equipped with the knowledge of their students5 intelligence preferences and learning styles will have the ability to
a)
a. extend their bag of tricks with creative ideas and good lessons to make all students succeed.
b)
b. be creative with lesson plans and facilitate to a greater degree the success of all students.
c)
c. enlarge our teaching strategies to encompass all intelligences and help make all students successful.
d)
d. all the above
36.
When tlying to ascertain which intelligence a student may favor, you may pose a problem and go about the room watching to see how students approach it; some students may
a)
a. brainstorm.
b)
b. physically act it out.
c)
c. approach it from a highly logical perspective.
d)
d. all of the above
37.
As long as the brain is still functioning, it is understood that there is no age limit fbr an individual to develop in
a)
a. interpersonal intelligence.
b)
b. verbal/linguistic intelligence.
c)
c. musical/rhythmic intelligence.
d)
d. visual/spatial intelligence
38.
In every class of adult education we should try to fbcus on at least:
a)
a. one intelligence.
b)
b. one to two intelligences.
c)
c. two to three intelligences.
d)
d. three to four intelligences.
39.
During the course of one week we should address
a)
a. al least seven of the intelligences.
b)
b. all of the intelligences.
c)
c. at least six of the intelligences.
d)
d. at least five of the intelligences
40.
If we design our classes to reach all intelligences, our success rate can be
a)
a. 75 percent.
b)
b. 85 percent.
c)
c. 95 percent.
d)
d. 100 percent.
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