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WorksheetsPrinciples of Education Spring Final Exam
Total questions: 74
Worksheet time: 37mins
Name
Class
Date
1.
We learned about different cultures’ learning styles in order to:
a)
Profile them
b)
Stereotype them
c)
Understand their culture and the beliefs/obligations/responsibilities they hold
d)
Hold it against them
2.
We should be careful, respectful, and sensitive when discussing cultural differences.
a)
True
b)
False
3.
Students from this background/culture have female driven households; grandmothers anchor the family structure.
a)
African-American
b)
Hispanic
c)
Asian-American
d)
Native American & Alaskan Native
e)
Caucasian
4.
Students from this background/culture prefer to move around with learning; it engages them in the learning environment.
a)
African-American
b)
Hispanic
c)
Asian-American
d)
Native American & Alaskan Native
e)
Caucasian
5.
Learners from this background/culture are exceedingly social, have a connection to community, and like to learn in groups.
a)
African-American
b)
Hispanic
c)
Asian-American
d)
Native American & Alaskan Native
e)
Caucasian
6.
Learners from this background/culture are disproportionately ‘in trouble’ because of their need for movement, background noise, and social connection.
a)
African-American
b)
Hispanic
c)
Asian-American
d)
Native American & Alaskan Native
e)
Caucasian
7.
There is a deep connection to spirituality in this culture which is largely Christian.
a)
African-American
b)
Hispanic
c)
Asian-American
d)
Native American & Alaskan Native
e)
Caucasian
8.
Family centers everything and characteristics are largely passed from one generation to the next in this culture.
a)
African-American
b)
Hispanic
c)
Asian-American
d)
Native American & Alaskan Native
e)
Caucasian
9.
Learners from this background/culture prefer to move with variety in learning.
a)
African-American
b)
Hispanic
c)
Asian-American
d)
Native American & Alaskan Native
e)
Caucasian
10.
Students from this background/culture have a male-centered/dominated hierarchy.
a)
African-American
b)
Hispanic
c)
Asian-American
d)
Native American & Alaskan Native
e)
Caucasian
11.
Respect and showing respect is utmost important in this culture and will get you farther faster when interacting with students.
a)
African-American
b)
Hispanic
c)
Asian-American
d)
Native American & Alaskan Native
e)
Caucasian
12.
This group of learners are the most independent group, they tend to group up fast, and have an adult mindset.
a)
African-American
b)
Hispanic
c)
Asian-American
d)
Native American & Alaskan Native
e)
Caucasian
13.
Which group of learners is the largest group of learners with 29 different subsets?
a)
African-American
b)
Hispanic
c)
Asian-American
d)
Native American & Alaskan Native
e)
Caucasian
14.
Achievement is highly valued and failure is seen as a lack of will in this culture.
a)
African-American
b)
Hispanic
c)
Asian-American
d)
Native American & Alaskan Native
e)
Caucasian
15.
This background/culture practices deferred gratification.
a)
African-American
b)
Hispanic
c)
Asian-American
d)
Native American & Alaskan Native
e)
Caucasian
16.
Students from this background/culture consider the teacher as the expert on the subject and are regarded with high amounts of respect.
a)
African-American
b)
Hispanic
c)
Asian-American
d)
Native American & Alaskan Native
e)
Caucasian
17.
American culture is highly contradicting to students of this culture.
a)
African-American
b)
Hispanic
c)
Asian-American
d)
Native American & Alaskan Native
e)
Caucasian
18.
This background/culture fears bringing shame upon their family and ancestors.
a)
African-American
b)
Hispanic
c)
Asian-American
d)
Native American & Alaskan Native
e)
Caucasian
19.
Students from this background/culture are incredibly resilient.
a)
African-American
b)
Hispanic
c)
Asian-American
d)
Native American & Alaskan Native
e)
Caucasian
20.
Students from this background/culture are raised by the group as a whole; a large support system, a tribe.
a)
African-American
b)
Hispanic
c)
Asian-American
d)
Native American & Alaskan Native
e)
Caucasian
21.
There is a strong feeling of connectedness to all things in this culture.
a)
African-American
b)
Hispanic
c)
Asian-American
d)
Native American & Alaskan Native
e)
Caucasian
22.
Even though they faced extremes, this culture stayed mostly intact because of their beliefs in raising children.
a)
African-American
b)
Hispanic
c)
Asian-American
d)
Native American & Alaskan Native
e)
Caucasian
23.
This background/culture raises children around four developmental areas and four characteristics of self-esteem.
a)
African-American
b)
Hispanic
c)
Asian-American
d)
Native American & Alaskan Native
e)
Caucasian
24.
This background/culture places a high value on individualism, privacy, and control.
a)
African-American
b)
Hispanic
c)
Asian-American
d)
Native American & Alaskan Native
e)
Caucasian
25.
Staying on schedule is important in this culture.
a)
African-American
b)
Hispanic
c)
Asian-American
d)
Native American & Alaskan Native
e)
Caucasian
26.
In this culture, self-esteem is based on a person’s individual accomplishments.
a)
African-American
b)
Hispanic
c)
Asian-American
d)
Native American & Alaskan Native
e)
Caucasian
27.
In this culture, the family unit is considered the ‘nuclear family’; mom, dad, and siblings.
a)
African-American
b)
Hispanic
c)
Asian-American
d)
Native American & Alaskan Native
e)
Caucasian
28.
Students from this background/culture have a tendency to conform to the values of peers and community versus familial bonds or tradition.
a)
African-American
b)
Hispanic
c)
Asian-American
d)
Native American & Alaskan Native
e)
Caucasian
29.
Students from this background/culture are future oriented and working toward long term goals
a)
African-American
b)
Hispanic
c)
Asian-American
d)
Native American & Alaskan Native
e)
Caucasian
30.
Students from this background/culture tend to group themselves based on socio-economic status (or education level).
a)
African-American
b)
Hispanic
c)
Asian-American
d)
Native American & Alaskan Native
e)
Caucasian
31.
Bloom´s Taxonomy is a taxonomy of
a)
goals
b)
objectives
c)
skills
d)
content
32.
Bloom wanted to promote
a)
higher forms of thinking
b)
cooperative learning
c)
educational planning
d)
organized thinking
33.
The Bloom's Taxonomy includes ______ levels.
a)
3
b)
4
c)
5
d)
6
34.
Which of the following is highest order of thinking in Bloom’s Taxonomy?
a)
Creating
b)
Understanding
c)
Evaluating
d)
Applying
35.
What level can you associate the verb “label” with?
a)
Remembering
b)
Applying
c)
Creating
d)
Understanding
36.
To use Bloom's Taxonomy, you use the ________ to create your learning objectives.
a)
nouns
b)
verbs
c)
skills
d)
application
37.
Bloom's Taxonomy should be used to
a)
inform your learning intentions.
b)
promote and prompt deeper thinking.
c)
differentiate your lessons.
d)
all the above
38.
When Bloom's Taxonomy was revised, it moved from focusing on VERBS TO NOUNS.
a)
True
b)
False
39.
Teachers should be encouraged to develop lessons focused on the lowest level of thinking.
a)
True
b)
False
40.
Teachers should be encouraged to develop a variety of lessons that move through the levels of Bloom's Taxonomy.
a)
True
b)
False
41.
Bloom chose a pyramid because the higher levels build upon the lower levels.
a)
True
b)
False
42.
According to Bloom, before you can remember something, you must understand it.
a)
True
b)
False
43.
The student will be able to write a recommendation of whether a book should/shouldn't be read.
a)
Understand
b)
Apply
c)
Analyze
d)
Evaluate
44.
The student will be able to differentiate fact from opinion.
a)
Analyzing
b)
Creating
c)
Remembering
d)
Understanding
45.
Students are able to write a book review.
a)
Evaluate
b)
Understand
c)
Remember
d)
Apply
46.
The students are able to make a commercial to promote something.
a)
Analyze
b)
Create
c)
Evaluate
d)
Remember
47.
Students will be able to recite their ABCs.
a)
Apply
b)
Create
c)
Remember
d)
Understand
48.
Students will use a Venn Diagram to compare and contrast characters in a story.
a)
Apply
b)
Analyze
c)
Understand
d)
Evaluate
49.
Students will be able to create a diorama that displays an animal's habit.
a)
Evaluate
b)
Apply
c)
Understand
d)
Create
50.
Students are able to use the quadratic formula.
a)
Analyze
b)
Understand
c)
Create
d)
Remember
51.
Students will be able to transfer a main character into a new setting.
a)
Understand
b)
Remember
c)
Apply
d)
Analyze
52.
Students will able to explain what happens during each stage of infancy.
a)
Evaluate
b)
Understand
c)
Remember
d)
Apply
53.
The lowest level of Bloom's taxonomy is
a)
Apply
b)
Understand
c)
Remember
d)
Analyze
54.
The following verbs are used for which level of Bloom's Taxonomy: recite, recall, define, repeat
a)
Apply
b)
Analyze
c)
Understand
d)
Remember
55.
The following verbs are used for which level of Bloom's Taxonomy: solve, demonstrate, interpret, execute
a)
Apply
b)
Analyze
c)
Understand
d)
Remember
56.
The following verbs are used for which level of Bloom's Taxonomy: describe, explain, identify, classify
a)
Apply
b)
Analyze
c)
Understand
d)
Remember
57.
Assigning student's vocabulary to define is the highest order of thinking.
a)
True
b)
False
58.
The following verbs are used for which level of Bloom's Taxonomy: compare, contrast, examine, organize
a)
Apply
b)
Analyze
c)
Understand
d)
Remember
59.
The following verbs are used for which level of Bloom's Taxonomy: design, construct, develop, assemble
a)
Create
b)
Evaluate
c)
Analyze
d)
Apply
60.
The following verbs are used for which level of Bloom's Taxonomy: critique, appraise, argue, judge
a)
Create
b)
Evaluate
c)
Analyze
d)
Apply
61.
The process by which information is exchanged between individuals through a common system of symbols, signs, or behavior
a)
Communication
b)
Message
c)
Symbol
d)
Channel
e)
Noise
62.
Mediums through which you can send a message to its intended audience (phone calls, text messages, emails, video, radio, and social media)
a)
Channel
b)
Communication
c)
Message
d)
Symbol
e)
Noise
63.
A set of observable conditions that both the sender and receiver can use to associate the same things to a given message
a)
Context
b)
Communication
c)
Message
d)
Symbol
e)
Channel
64.
The verbal and nonverbal components of language, sent to the receiver by the sender, that convey an idea
a)
Message
b)
Communication
c)
Symbol
d)
Channel
e)
Noise
65.
A thing that represents or stands for something else
a)
Symbol
b)
Communication
c)
Message
d)
Channel
e)
Noise
66.
Any barrier preventing an effective communication process
a)
Noise
b)
Communication
c)
Message
d)
Symbol
e)
Channel
67.
What is meant by a word, text, concept, or action
a)
Meaning
b)
Encoding
c)
Decoding
d)
Perception
e)
Listening
68.
The ability to accurately receive and interpret messages in the communication process
a)
Listening
b)
Meaning
c)
Encoding
d)
Decoding
e)
Perception
69.
The ability to see, hear, or become aware of something through the senses.
a)
Perception
b)
Meaning
c)
Encoding
d)
Decoding
e)
Listening
70.
A way of listening and responding to another person that improves mutual understanding
a)
Active Listening
b)
Meaning
c)
Encoding
d)
Decoding
e)
Perception
71.
Which Kagan Cooperative Learning strategy is defined by: In teams, students take turns responding orally.
a)
Rally Robin
b)
Timed Pair Share
c)
RoundRobin
d)
RallyCoach
e)
Stand Up, Hand Up, Pair Up
72.
Which Kagan Cooperative Learning strategy is defined by: Students stand up, put their hand up and quickly find a partner with whom to share or discuss.
a)
Rally Robin
b)
Timed Pair Share
c)
RoundRobin
d)
RallyCoach
e)
Stand Up, Hand Up, Pair Up
73.
Which Kagan Cooperative Learning strategy is defined by: Partners take turns, one solving a problem while the other coaches. Then partners switch roles.
a)
Rally Robin
b)
Timed Pair Share
c)
RoundRobin
d)
RallyCoach
e)
Stand Up, Hand Up, Pair Up
74.
Which Kagan Cooperative Learning strategy is defined by: In pairs, students alternate generating brief oral responses.
a)
Rally Robin
b)
Timed Pair Share
c)
RoundRobin
d)
RallyCoach
e)
Stand Up, Hand Up, Pair Up
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