(Test Bank) Effective Teaching Methods, Research-Based Practice

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iii Copyright © 2022, 2017, 2012 Pearson Education, Inc. All Rights Reserved. Table of Contents Chapter 1: The Effective Teacher 1 Learning Outcome Quizzes 1 Application Exercises 13 Test Items 17 Test Answer Key 22 1 Copyright © 2022, 2017, 2012 Pearson Education, Inc. All Rights Reserved. Chapter 1: The Effective Teacher Chapter 1 Learning Outcome Quizzes Learning Outcome 1.1 Explain the role that research plays in demonstrating how teaching strategies and methods contribute to student performance. [Q1] What has become the focus of modern definitions of effective teaching? 1. The teachers’ personality traits and community ideals 2. How teachers interact with parents and colleagues 3. The amount of education that a teacher possesses 4. The teacher-student interaction within the classroom [correct] [Response to Answer Choice 1] This was the previous focus. Research has since moved beyond this because it was unrealistic. [Response to Answer Choice 2] Teachers should be able to interact with many different personalities and be a good teammate within the school setting, however it has little effect on student achievement. [Response to Answer Choice 3] Teachers are required to hold certain credentials, and attend professional development regularly, however they must apply the knowledge learned. [Response to Correct Answer Choice 4] Positive teacher-student interactions directly impact student achievement and the effectiveness of the teacher. [Q2] What characteristics would have been considered a “good teacher” decades ago? 1. Smart, angry, and bold 2. Honest, considerate, and generous [correct] 3. Thoughtful, strict, and envious 4. Unfriendly, intelligent, and funny [Response to Answer Choice 1] Teachers should not have been angry. [Response to Correct Answer Choice 2] Teachers were expected to be overall good people. 2 Copyright © 2022, 2017, 2012 Pearson Education, Inc. All Rights Reserved. [Response to Answer Choice 3] Teachers should only exude positive character traits. [Response to Answer Choice 4] An unfriendly teacher would not have been considered a good citizen or good employee. [Q3] Why did the definition of an ideal teacher shift? 1. The ideals were unfair to teachers. 2. Schools and divisions were unable to find enough teachers who held these qualities. 3. The standards were unclear and could not be consistently applied. [correct] 4. Colleges and universities were unable to effectively teach these qualities to their teacher candidates. [Response to Answer Choice 1] While some teachers may have felt the unfairness, this was not the reason for the change, and not all teachers felt this way. [Response to Answer Choice 2] There has not been research and/or data to support this claim. [Response to Correct Answer Choice 3] The standards were unclear and unobjective. There was no way to measure a teacher’s performance using these standards and ideals. [Response to Answer Choice 4] Teaching personalities may have been a challenge, however this was not the reason for the change. [Q4] How did researchers collect data on classroom interactions between teachers and students? 1. One researcher observed one classroom for a single class period. 2. Several researchers observed several classrooms over many days. [correct] 3. Several researchers observed classrooms as they participated in end-of-year testing. 4. Several researchers interviewed students about their overall satisfaction with school and their teacher. [Response to Answer Choice 1] This method would have yielded too little data to reveal any patterns. 3 Copyright © 2022, 2017, 2012 Pearson Education, Inc. All Rights Reserved. [Response to Correct Answer Choice 2] This method would reveal consistent patterns of teacher-student interactions. [Response to Answer Choice 3] There would have been very little teacher-student interaction as the students were completing assessments. [Response to Answer Choice 4] While students’ opinions and thoughts are valued, effective teaching is not entirely dependent upon students’ opinions of their teachers. Learning Outcome 1.2 Examine key instructional behaviors that contribute to becoming an effective teacher. [Q1] Why is it important for a teacher to have lesson clarity? 1. They will spend less time going over already taught material. [correct] 2. Students are unable to focus on multiple stimuli at once. 3. The classroom will be more organized and structured. 4. Students will spend more time on task and engage in the learning process. [Response to Correct Answer Choice 1] Questions will be answered clearly and correctly the first time that instruction is delivered. Students will be able to comprehend what is being taught. [Response to Answer Choice 2] This may be true for some students but not all. [Response to Answer Choice 3] Classroom environment is an important factor in student engagement and learning, but does not affect the clarity of the lesson. [Response to Answer Choice 4] Engagement in the learning process is a separate key behavior essential for effective teaching. [Q2] Mr. Brown established clear expectations and procedures in his classroom in the first few weeks of the school year. Students know and understand the rules that Mr. Brown has in his classroom, therefore there are very little interruptions and time away from teaching. Which key behavior has Mr. Brown mastered? 1. Lesson clarity 2. Instructional variety 4 Copyright © 2022, 2017, 2012 Pearson Education, Inc. All Rights Reserved. 3. Teacher task orientation [correct] 4. Student success rate [Response to Answer Choice 1] Lesson clarity refers to the clear and direct communication, which a teacher uses during instruction. [Response to Answer Choice 2] Teachers vary instruction by utilizing different questioning techniques and various learning materials. [Response to Correct Answer Choice 3] Teacher task behavior refers to the amount of time the teacher spends on teaching a specific topic and objective versus off task behaviors and distractions. [Response to Answer Choice 4] Student success rate refers to how well students understand objectives taught and complete assignments. [Q3] What is one of the best ways to ensure a high student success rate? 1. Plan activities which allow learners to construct their own understandings and meanings from content being taught. [correct] 2. Ensure that students spend approximately half of the classroom time working on critical thinking tasks. 3. Allow students to work collaboratively on all assignments given. 4. Ensure that, prior to assessments, students have access to study guides in order to correctly answer each question. [Response to Correct Answer Choice 1] Learners must go beyond simply recalling the content taught. [Response to Answer Choice 2] The average student in a typical classroom spends half of the time working on tasks, which provide opportunity for high success. Students must go beyond this average time in order to reach the highest levels. [Response to Answer Choice 3] Students should be given time to work collaboratively, however they must also be provided time to construct their own meanings and connections. [Response to Answer Choice 4] Study guides are an excellent tool for students, however recalling content information is not sufficient for high student success. 5 Copyright © 2022, 2017, 2012 Pearson Education, Inc. All Rights Reserved. [Q4] How do the key behaviors, Teacher Task Orientation and Engaged Learning Time differ? 1. Teacher Task Orientation refers to the amount of time the teacher spends redirecting students during a lesson, while Engaged Learning Time refers to the amount of time students spend off task. 2. Teacher Task Orientation refers to the teaching strategies utilized during a particular lesson, while Engaged Learning Time refers to the amount of time the students spend on each task. 3. Teacher Task Orientation refers to the physical setup of the classroom, while Engaged Learning Time refers to the amount of time students spend in each area of the classroom. 4. Teacher Task Orientation refers to the amount of time the teacher devotes to teaching content, while Engaged Learning Time refers to the amount of time students devote to learning the content. [correct] [Response to Answer Choice 1] Students should be engaged in the learning process, not exhibiting off-task behaviors. Redirecting misbehaviors would yield a low Teacher Task Orientation. [Response to Answer Choice 2] Teachers should utilize a variety of teaching strategies in order to keep students engaged in the learning process (Instructional Variety). [Response to Answer Choice 3] The physical classroom is important for the overall atmosphere. Students should feel comfortable in the setting, procedures should be set in place, and students should know when they can use different areas of the classroom. [Response to Correct Answer Choice 4] A teacher’s Task Orientation should provide students the greatest possible opportunity to learn and practice. Learning Outcome 1.3 Compare and contrast the approaches you can use as an effective teacher and discuss ways in which you can meet each learner’s diverse needs. [Q1] What is culturally responsive teaching? 1. Being knowledgeable about a variety of cultures, and implementing lessons in the classroom that celebrates cultures. 2. A teacher’s ability to speak a student’s native language in order to make the student and his/her family feel comfortable. 6 Copyright © 2022, 2017, 2012 Pearson Education, Inc. All Rights Reserved. 3. A teacher’s ability to recognize student differences, and ensure that all students have equal access to the content being taught. [correct] 4. Providing the same assignments, assessments, directions, etc. to all students no matter their abilities. [Response to Answer Choice 1] Culturally responsive teaching goes beyond the ethnicity of the student. [Response to Answer Choice 2] Utilizing a student’s native language would help students and families feel comfortable, however culturally responsive teaching includes more than a student’s culture and language. [Response to Correct Answer Choice 3] Culturally responsive teaching provides guidance to heighten educator’s awareness of any gaps or barriers that students may bring with them to the classroom. The teacher must break down these barriers in order to ensure that all students have the same opportunities and access. [Response to Answer Choice 4] Modifications must be made depending upon student abilities, needs, strengths, weaknesses, etc. [Q2] Why is it important for students to construct meaning for themselves? 1. They will be able to teach themselves so that the teacher can focus his/her attention on learners who require more review. 2. Students are able to take ownership of their learning and discover knowledge for themselves. [correct] 3. Teachers will spend less time reviewing previously learned content. 4. Students will be able to teach their peers. [Response to Answer Choice 1] Teachers should ensure that all students, regardless of ability level, receive the amount of instructional time needed to meet their needs. [Response to Correct Answer Choice 2] Learning is an active process in which learners construct knowledge, make connections, and develop a deep understanding of the content. [Response to Answer Choice 3] Teachers who exhibit lesson clarity will ensure that less time is spent on review. 7 Copyright © 2022, 2017, 2012 Pearson Education, Inc. All Rights Reserved. [Response to Answer Choice 4] At times, students should be able to share their learning with their peers. This would be an appropriate jigsaw activity or as a review, for example. [Q3] Constructivism and teacher-mediated dialogue help students use their own ideas, experiences, and thoughts in order to make sense of their learning. What are students encouraged to do during teacher-mediated dialogue? 1. Elaborate, extend, and comment on their thoughts. [correct] 2. Give a brief answer to a question posed by the teacher. 3. Respond with an answer as quickly as possible. 4. Discuss their thinking with a partner and then report out to the class. [Response to Correct Answer Choice 1] Students should respond with the correct answer and then elaborate, extend, and comment on it using their thoughts in order to internalize learning. [Response to Answer Choice 2] A brief answer will not allow the students to construct their own meanings and understandings of the content. [Response to Answer Choice 3] After posing a question, teachers should utilize sufficient wait time before expecting a student answer. [Response to Answer Choice 4] This strategy is defined as think, pair, and share. This is also a useful questioning technique to utilize in the classroom. [Q4] Which type of questions encourage higher order thinking skills such as inferencing, critical thinking, generalizing, etc.? 1. Content Questions 2. Probing Questions 3. Individualized Questions 4. Process Questions [correct] [Response to Answer Choice 1] Content questions are used to check for recall and understanding of specific content taught. There is usually only one correct answer. 8 Copyright © 2022, 2017, 2012 Pearson Education, Inc. All Rights Reserved. [Response to Answer Choice 2] Probing is done by the teacher after a student has already answered a question either to elaborate on an answer or redirect the student’s thinking. [Response to Answer Choice 3] There are no individualized questions. [Response to Correct Answer Choice 4] Process questions encourage more thinking and problem solving by requiring the learner to use personal sources of knowledge to actively construct their own interpretations and meanings. Learning Outcome 1.4 Discuss the role that standards play in teaching and learning. [Q1] What is main purpose of the In T A S C standards? 1. They describe the content and objectives that should be taught for each grade level. 2. They describe what an effective teacher should know and be able to do. [correct] 3. They describe how classrooms should be set up for optimal learning to take place. 4. They provide licensure renewal guidance to teachers. [Response to Answer Choice 1] Each state has their own set of curriculum standards, which describe the content and objectives to be taught for each grade level. [Response to Correct Answer Choice 2] The In T A S C standards are ten principles, which describe teacher knowledge, dispositions, and performances. [Response to Answer Choice 3] Part of the In T A S C standards addresses the classroom environment (Standard 3). [Response to Answer Choice 4] Standards 9 and 10 address the professional responsibility of teachers. [Q2] During her third year teaching, Ms. Sullivan recognized that many of her first grade students lacked sufficient phonemic awareness and decoding knowledge. The following summer she signed up to attend a workshop, which focused on those specific needs of her students. Which In T A S C standard is Ms. Sullivan illustrating? 1. Standard 3: Learning Environments 2. Standard 6: Assessment 9 Copyright © 2022, 2017, 2012 Pearson Education, Inc. All Rights Reserved. 3. Standard 9: Professional Learning and Ethical Practice [correct] 4. Standard 7: Planning for Instruction [Response to Answer Choice 1] Learning environments relates to the physical environment of the classroom. [Response to Answer Choice 2] Assessments are used to monitor student progress and guide future instruction. [Response to Correct Answer Choice 3] The teacher engages in ongoing professional development and uses the knowledge learned in his/her teaching. [Response to Answer Choice 4] The teacher plans instruction based on individual student needs. [Q3] Which Praxis series assessment is used to evaluate first year teachers through observation and interviews? 1. Praxis Pre-Professional Skills Test 2. Praxis Subjects Assessments 3. Praxis Teacher Performance Assessments [correct] 4. Praxis Principles of Learning and Teaching [Response to Answer Choice 1] The Praxis measures basic reading, writing, and math skills. This test is usually used for those just entering a teacher training program. [Response to Answer Choice 2] This test assesses content knowledge at the end of a teacher preparation program. The number and content of the tests taken are indicated by the subject areas and/or grade levels for which the teacher candidate wishes to be certified in. [Response to Correct Answer Choice 3] The Praxis evaluates the instructional skills of beginning teachers within the classroom. [Response to Answer Choice 4] There is no Praxis assessment. The Principles of Learning and Teaching portion is part of the Praxis exam. Learning Outcome 1.5 Evaluate factors that are critical to your transition into the real world of teaching. I:II :III :IV :I IIIIVII 10 Copyright © 2022, 2017, 2012 Pearson Education, Inc. All Rights Reserved. [Q1] What is the distinguishing feature of the survival stage? 1. The focus is more on your own well-being and less on the success of your students. [correct] 2. The focus is how well you deliver instruction in order to meet the needs of your students. 3. The focus is more on your students as individuals, and that all of their social, emotional, and academic needs are met. 4. The focus is on the safety of your students. [Response to Correct Answer Choice 1] During this first stage, teachers are concerned with their own well-being, what the students think about them, and behavior management. [Response to Answer Choice 2] This describes the second stage of teacher development: Teaching Task. [Response to Answer Choice 3] This describes the third stage, impact stage. [Response to Answer Choice 4] The safety of the students should be of utmost importance throughout all stages. [Q2] Mrs. Owens has been teaching 3rd grade for 8 years. When planning lessons for her students, she utilizes a variety of instructional strategies and resources. She plans lessons, which provide scaffolds for those students that may need them as well as enrichment activities for those students who require more of a challenge. She keeps in mind the knowledge that her students learned in 2nd grade (prior knowledge) and what the expectation will be in 4th grade. What stage of teacher development is Mrs. Owens most likely in? 1. Survival Stage 2. Teaching Task Stage 3. Impact Stage [correct] 4. Development Stage [Response to Answer Choice 1] The distinguishing feature of the survival stage is on your own well-being more than on the teaching task or the students. 11 Copyright © 2022, 2017, 2012 Pearson Education, Inc. All Rights Reserved. [Response to Answer Choice 2] In this stage, teachers are working to improve their teaching skills and achieve greater mastery over the content. [Response to Correct Answer Choice 3] In this stage, teachers view students as individuals and the concern will be that each student fulfills his/her potential to learn. [Response to Answer Choice 4] There is no development stage. This would be more likely associated with the survival and teaching task stage. [Q3] What are a few of the key sources that facilitate teacher change? 1. Professional development, P L Cs, and data collection 2. Professional development, P L Cs, and collaborative experiences [correct] 3. Professional development, collaborative experiences, and data collection 4. P L Cs, collaborative experiences, and data collection [Response to Answer Choice 1] Data collection may be a part of Professional Learning Communities and/or professional development. [Response to Correct Answer Choice 2] A few key sources for professional interactions that facilitate teacher change include professional development, Professional Learning Communities (P L Cs), professional collaboration, and collaborative or co-teaching experiences. [Response to Answer Choice 3] Data collection may be a part of Professional Learning Communities and/or professional development. [Response to Answer Choice 4] Data collection may be a part of Professional Learning Communities and/or professional development. [Q4] What is the biggest benefit of Professional Learning Communities and other collaboration experiences? 1. Teachers can earn professional development points for recertification. 2. Teachers will spend less time on planning. 3. Teachers will model appropriate teamwork for their students. 12 Copyright © 2022, 2017, 2012 Pearson Education, Inc. All Rights Reserved. 4. Teachers can learn from one another and from teachers with more specialized knowledge. [correct] [Response to Answer Choice 1] P L Cs may provide opportunities for recertification points, however this should not be the main reason for joining. [Response to Answer Choice 2] Teachers may find that they will be able to co-plan, however each teacher should plan for the individual needs of their students. [Response to Answer Choice 3] P L Cs most often occur before school, during planning blocks, or after school hours. Co-teaching will provide students with a view of teamwork in action. [Response to Correct Answer Choice 4] Divisions and schools employ teachers with specialized knowledge (i.e., literacy specialist, counselor, E L L teacher, etc.). These professionals can support teacher growth promote positive teacher change. 13 Copyright © 2022, 2017, 2012 Pearson Education, Inc. All Rights Reserved. Chapter 1 Application Exercises Chapter 1: The Effective Teacher Application Exercise 1.1: Effective Teaching Behaviors Learning Outcome 1.2: Examine key instructional behaviors that contribute to becoming an effective teacher. [Q1] The instruction in Pearson eText Video Example 1.2 follows students through several steps of their learning about the concept of camouflage. Identify how the teacher demonstrates the teaching behavior of lesson clarity as she teaches her students about camouflage. [Q1 Model Response] The teacher provides lesson clarity with her focus on the concept of camouflage, logical steps for the instructional experience (direct instruction, guided practice, and independent application), and clear, direct communication to all students. [Q2] The instruction in Pearson eText Video Example 1.2 follows students through several steps of their learning about the concept of camouflage. Identify how the teacher demonstrates the teaching behavior of instructional variety as she teaches her students about camouflage. [Q2 Model Response] Instructional variety is demonstrated in the diverse and flexible delivery of the instruction that includes a video, class discussion, hands-on partner work, and an extension activity. [Q3] The instruction in Pearson eText Video Example 1.2 follows students through several steps of their learning about the concept of camouflage. Identify how the teacher demonstrates the teaching behavior of engaged learning time as she teaches her students about camouflage. [Q3 Model Response] We see engaged learning time as the students demonstrate high-levels of engagement with responses during discussion, eager participation during partner work, and excitement during the application activity. 14 Copyright © 2022, 2017, 2012 Pearson Education, Inc. All Rights Reserved. [Q4] The instruction in Pearson eText Video Example 1.2 follows students through several steps of their learning about the concept of camouflage. Do you think most of these students took away a good understanding of what camouflage is? Why? [Q4 Model Response] The video does not reveal indicators of individual student mastery with the concept of camouflage; however, engagement, success rates, and understanding all feed each other, creating a cyclical relationship. Research indicates that students are more actively engaged when they are experiencing higher levels of success (Good and Brophy, 2007; Marzano, Pickering, and Heflebower, 2010). Therefore, the high levels of engagement demonstrated in the video are an indicator of success rates and understanding. In contrast, low levels of engagement could indicate a lack of understanding that is inhibiting success. Application Exercise 1.2: Using the Constructivist Approach Learning Outcome 1.3: Compare and contrast the approaches you can use as an effective teacher and discuss the ways in which you can meet each learner’s diverse needs. [Q1] Review the text content on questioning and constructivism. Cognitive conflict or confusion is a stimulus for a constructivist approach to teaching and learning. Identify the cognitive confusion the student is experiencing in Pearson eText Video Example 1.3 and how the teacher uses questioning to invite the student to grapple with the cognitive confusion. Give an example of the teacher questioning. [Q1 Model Response] The student in Pearson eText Video Example 1.3 demonstrated cognitive confusion about the separation of motion and sound stimuli as she worked to develop a plan to test for an animal’s response to sound. The teacher indirectly points out the conflicting stimuli (motion and sound) by posing a question that prompts her to think about motion and sound as two separate variables. An example of the teacher questioning is, “Could you make a noise without it seeing a movement?” [Q2] Review the text content on constructivism. Identify aspects of the learning environment in Pearson eText Video Example 1.3 that provide a rich context for constructivist learning. Comment on the overall effectiveness and impact on the student. [Q2 Model Response] Constructivism is grounded in learning from interactions in the physical and social environment. In Pearson eText Video Example 1.3 the teacher has provided a natural environment for students to construct knowledge through hands on experience with live