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Students' self-fulfilling prophecy effects seem to be stronger in the early grades.

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The goal of conceptual change teaching in science is to help students


A) achieve the six stages of learning.
B) cover the curriculum.
C) engage in instructional conversations.
D) work cooperatively in groups.

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A constructivist approach to assessment, compared to a traditional approach, would include use of


A) fewer teacher comments about each student's work.
B) more norm-competitive projects designed by students.
C) students and teachers sharing authority for evaluating students' work.
D) teacher-designed projects that students evaluate on the basis of predetermined criteria.

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The recommended waiting time while questioning students is


A) one to two seconds.
B) three to five seconds.
C) six to eight seconds.
D) 10 seconds or longer.

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Which one of the following methods is NOT related closely to conceptual change teaching?


A) Cognitive apprenticeships
B) Explicit teaching
C) Inquiry learning
D) Reciprocal teaching

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In constructivist approaches to learning, teachers make the decisions about content and teaching strategies, and students plan the activities.

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High-ability students generally appear most likely to benefit from


A) a lower pace with little emphasis on correcting errors.
B) a mixture of factual and higher-level questions.
C) a nurturing atmosphere for learning.
D) highly structured lesson plans.

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Constructivist teaching methods can be incorporated into any educational situation or setting.

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Research on the effectiveness of higher-level questions for learning has shown that such questions


A) are consistently inferior to lower-level questions.
B) are consistently superior to lower-level questions.
C) are equally as effective as lower-level questions.
D) vary in effectiveness depending upon the situation.

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The philosophy of the whole-language teaching approach is best captured in which of the following expressions?


A) "Language fundamentals and basics first; composition second"
B) "Hooked on phonics"
C) "Integrating language learning with everyday learning"
D) "Structuring language curricular events to ensure proper sequential development"

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A frequent criticism of seatwork as a classroom learning strategy is that it


A) is often overused.
B) may require learning skills that students might not possess.
C) places the student in a passive mode.
D) tends to reduce student motivation.

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Which one of the following students is responding to a divergent question?


A) Alice identifies the category name for a group of objects.
B) Dave adds to simple lines as many lines as he wants to make a meaningful figure.
C) Janelle indicates which one of five figures is concealed in a complex figure.
D) Mario gives a word to satisfy a definition and a given first letter.

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When instructional goals involve affective development and critical thinking or problem solving, direct instructional strategies are recommended.

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In order to measure the outcomes of cognitive objectives more easily, the objectives should be


A) based on test questions.
B) clarified with specific examples.
C) conceptualized as a general case.
D) presented to the class prior to a lesson.

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Which one of the five components of a constructivist approach to mathematics is reflected in the following example: "Ask students to restate the problem in their own words."


A) Construct a case history of each student.
B) Develop students' reflective processes.
C) Intervene to negotiate a possible solution.
D) Promote students' autonomy and commitment to their answers.

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The heart of the recitation approach to teaching that has been around for many years is


A) praising.
B) reacting.
C) questioning.
D) setting a framework.

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Changing seats so the student faces the instructor is a good strategy for students with learning and behavioural disabilities who have difficulty attending to a task

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The most basic skill in learning to read is ________.

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In what type of situation would it be most desirable for a teacher to use the lecture approach?


A) Application and analysis levels are key cognitive objectives for the material.
B) Cognitive and affective objectives stress lower-level concepts and develop interest in the material.
C) Students are relatively low in ability level and have limited experience with the material.
D) Students differ widely in ability levels and background experiences.

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Which one of the following objectives is complete according to Mager's guidelines?


A) Given coloured pictures of fruits and vegetables, students will correctly classify them with a high degree of accuracy.
B) Students will correctly identify the function of the four major organs in the digestive system without using notes.
C) Students will correctly recall the major bones of the human body.
D) Using a calculator, students will solve division problems containing fractions.

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