Chapter 11: A Classroom Model for Promoting Student Motivation
CHAPTER ELEVEN
A CLASSROOM MODEL FOR PROMOTING STUDENT MOTIVATION
Creating a Mastery-Focused Environment
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1.
Which of the following best describes a mastery-focused classroom?
a. Emphasis on achievement, high grades, and positive comments on report cards
b. Emphasis on effort, continuous improvement, and increased understanding
c. Emphasis on reinforcing students for conscientious effort and earning good grades
d. Emphasis on reports to parents that students are behaving and competing well with their
peers
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2.
Which of the following best describes a performance-focused classroom?
a. Emphasis working hard and meeting challenges
b. Emphasis on continuous improvement and increased understanding
c. Emphasis on providing feedback about understanding and viewing ability as alterable and
increasing with effort
d. Emphasis on earning high grades and competing well with other students in the class
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3.
Which of the following best describes the difference between mastery-focused and performancefocused classroom environments?
a. High grades are more strongly emphasized in mastery-focused than in performance-focused
classroom environments.
b. Assessment is more likely to be used to provide feedback about learning progress in
mastery-focused than in performance-focused classroom environments.
c. Value is more likely to be placed on demonstrations of high ability in mastery-focused than
in performance-focused classroom environments.
d. Ability is more likely to be viewed as fixed in mastery-focused than in performancefocused classroom environments.
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4. Which of the following is characteristic of a performance-focused classroom?
a. An emphasis on improvement
b. Ability as incremental
c. Entity view of ability
d. Effort toward understanding
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5. A teacher strongly emphasizes deep understanding of content and improvement in her class. This
emphasis most strongly illustrates which of the following?
a. A mastery-focused classroom environment
b. A self-regulated classroom environment
c. A performance-focused classroom environment
d. A challenge-focused classroom environment
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6. Which of the following is the best example of a performance goal statement?
a. I really want to learn how to do these problems.
b. I know I am not great at piano, but if I keep practicing I will get better.
c. I want to score a 650 on my Math SAT.
d. I don’t have to win the marathon; I simply want to run it in a time consistent with my
ability.
Chapter 11: A Classroom Model for Promoting Student Motivation
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7. Which one of the following teacher statements most promotes a mastery-focused rather than a
performance-focused classroom?
a. “Let’s try hard now. I want to see a lot of A’s and B’s on the next test.”
b. “Very well done. Every person in the class improved on their scores compared to the last
quiz.”
c. “Very good, everyone. Over half the class got either an A or a B on the last test.”
d. “C’mon now. Let’s give some of these top students a run for their money on this
assignment.”
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8. Ted Holmquist repeatedly makes comments such as, “Mistakes are a normal part of learning, so
don’t feel badly when you make a mistake. Remember, our goal is to really understand this stuff,
not just memorize a few terms.” Of the following, which statement best describes Ted’s efforts?
a. He is attempting to increase the students’ self-regulation.
b. He is attempting to create a mastery-focused classroom environment.
c. He is attempting to create a classroom environment in which students perform better than
students in other classes.
d. He is attempting to model desirable behaviors for the students.
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9. Mr. McCormick is trying to motivate his fourth-grade students. He posts all of the “best” work on
bulletin board and gives out the “best grade of the week” award on Fridays because he feels these
strategies will motivate the learners to do their best. Which of the following is most consistent
with Mr. McCormick’s behavior?
a. He is modeling a mastery-focused classroom environment.
b. He is enhancing student self-efficacy.
c. He is creating a performance-focused classroom.
d. He is promoting a humanistic view of motivation.
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10. The components in the Model for Promoting Student Motivation include:
a. the teacher, the classroom, and the students.
b. the classroom, learning activities, and assessments.
c. clear goals, learning activities, and student involvement.
d. the teacher, learning climate, and instruction.
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11. Personal teaching efficacy is part of the Model for Promoting Student Motivation. Of the
following, the best description of personal teaching efficacy is:
a. a component of the Model for Promoting Student Motivation.
b. a variable in the Model for Promoting Student Motivation.
c. a way of increasing extrinsic motivation in the Model for Promoting Student Motivation.
d. a strategy for improving student motivation to learning in the Model for Promoting Student
Motivation.
Essay Items
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12. Describe three differences between a mastery-focused and a performance-focused classroom
environment.
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13. Describe the components and the variables in the Model for Promoting Student Motivation.
The Teacher: Personal Qualities That Increase Motivation to Learn
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14. A teacher believes he can get all students to learn, regardless of background experiences or ability.
This belief most closely describes which of the following?
a. Teacher personal self-worth
b. Personal teaching efficacy
c. Personal teacher expectations
d. Teacher caring
Chapter 11: A Classroom Model for Promoting Student Motivation
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15. Which of the following is an outcome of low personal teaching efficacy?
a. High student challenge
b. High teacher motivation
c. High teacher burnout
d. High student efficacy
** 16. Meredith Preston and Javier Martinez, two fifth-grade teachers, are talking in the teachers’ lounge
after school.
“My students are impossible,” Meredith sighs. “They don’t do their homework, their parents
won’t answer the phone when I call, and most of them don’t know their basic math facts.”
“I think we should make them learn whether they want to or not,” Javier responds. “I think if
we’re good enough, we can get all of them to learn. Some will learn more than others, but we can
get every one of them to learn more than they are now. I tell them, ‘Don’t try to slip sloppy work
past me, because I’m just going to make you do it over.’ It’s surprising. Some of them are a lot
sharper than we give them credit for.”
Javier’s comments best illustrate which of the following variables from the model for
promoting student motivation?
a. Personal teaching efficacy
b. Positive expectations
c. Order and safety
d. Task comprehension
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17. Which of the following best describes high collective efficacy?
a. Schools in which most of the teachers believe that they can get all students to learn.
b. Schools in which teacher expectations for low achievers are identical to their expectations
for high achievers.
c. Schools in which most of the teachers have a high sense of self-worth.
d. Schools in which students are frequently reinforced for desirable behaviors.
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18. Which of the following is the most effective way to demonstrate that teachers are enthusiastic
about the topics they’re teaching?
a. Consistently demonstrate high levels of energy and animation during learning activities.
b. Routinely tell students that the topics are interesting and challenging.
c. Present topics in ways that are entertaining for the students.
d. Communicate to the students their own genuine interest in the topics they teach.
** 19. Students in Mr. Bradley’s class are convinced that he loves teaching. Their perceptions are most
likely the result of:
a. teacher modeling.
b. attribution theory.
c. reinforcement theory.
d. deficiency needs.
** 20. Keith Long and Marlo Drake, two junior high teachers, were talking in the teachers’ lounge. “I
have made a commitment to my class,” Keith commented. “If I ever do anything that breaks one
of our rules, I’ve told the class to remind me of it, and I’ll try to do better.” The variable in the
Model for Promoting Student Motivation that Keith’s comment best illustrates is:
a. personalization.
b. modeling.
c. task comprehension.
d. involvement.
Chapter 11: A Classroom Model for Promoting Student Motivation
** 21. Pamela Baker comments, “I try to get ‘up’ for my students in math. When I move around and stay
active, they stay more interested in the lesson.” The variable in the Model for Promoting Student
Motivation that the example best illustrates is:
a. modeling and enthusiasm.
b. personal teaching efficacy.
c. teacher expectations.
d. teacher personalization.
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22. Of the following, the most effective way to communicate caring to students is to:
a. smile at them frequently.
b. compliment them on personal characteristics.
c. spend time with them.
d. be enthusiastic in class.
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23. Which of the following is not considered to be an important personal quality of a caring teacher?
a. Shows respect and politeness to all students
b. Praises students whether or not they try
c. Helps with personal problems
d. Values individuality
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24. Of the following, which is the most important way to communicate to students that you care about
them?
a. Demonstrate that you respect them by holding them to high standards.
b. Avoid being too critical of their work, which could possibly damage their self-esteem.
c. Avoid teaching topics that aren’t relevant to their lives.
d. Give homework assignments on which all students can consistently succeed.
** 25. Mrs. Kryzewski spends a lot of time with her students both before and after school. The variable
in the Model for Promoting Student Motivation that best relates to her tendency to spend extra
time is:
a. enthusiasm.
b. caring.
c. involvement.
d. personalization
** 26. Ms. Adams sends electronic pictures to the parents of students in her Family and Consumer
Sciences class. The pictures portray students engaged in class activities (such as making an
omelet). She includes a personal note about the picture to each family. Ms. Adams’s behavior
best illustrates:
a. order and safety to meet students’ needs for equilibrium.
b. caring to meet students’ relatedness needs.
c. personal teaching efficacy to communicate beliefs about learning and teaching.
d. modeling and enthusiasm to communicate genuine interest.
Use the following vignette to answer items 27 and 28.
Daryl Brando conducts help sessions for his math students every morning before school. He tells them that
he will also help them after school if they want to come in and see him.
** 27. The variable in the Model for Promoting Student Motivation that Daryl’s efforts best illustrate is:
a. modeling.
b. caring.
c. personalization.
d. feedback.
Chapter 11: A Classroom Model for Promoting Student Motivation
** 28. Of the following, the theory of motivation that best explains the value of Daryl’s efforts is:
a. expectancy x value theory.
b. self- efficacy theory.
c. self-worth theory.
d. self-determination theory.
** 29. Elesha Cox is very concerned about her students’ self-esteem. To prevent her students from
experiencing failure, she will sometimes accept low-quality work from her students. “Sometimes
they don’t put in as much effort as I would like,” she notes, “but they’ll get better.” Of the
following, which is the best assessment of Elesha’s practice for increasing learner motivation?
a. It is effective, because experiencing success is important for motivation.
b. It is ineffective, because accepting work that reflects lack of effort indicates lack of caring.
c. It is effective, because students will eventually improve their learning strategies.
d. It is ineffective, because student self-esteem isn’t related to motivation.
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30. Of the following, which is the most effective way to communicate to students that you expect
them to participate and succeed?
a. Routinely remind them that you have high expectations.
b. Express your belief in their ability to succeed.
c. Model your own interest in the topics you’re teaching.
d. Call on all of them as equally as possible.
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31. Of the following, which best describes a difference in the ways teachers treat perceived high
achievers compared to the way they treat perceived low achievers?
a. They provide high achievers with less feedback about their work, since they believe high
achievers are already competent.
b. They call on high achievers more often than low achievers, because they expect high
achievers to be able to answer.
c. They spend more time with low achievers than with high achievers, because they believe
low achievers need more help.
d. They praise low achievers more often than high achievers, because they believe low
achievers need more reinforcement.
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32. Of the following, which is the most accurate statement regarding how teachers differentially treat
high- and low-achieving learners?
a. Teachers provide more explanations to lower-achieving learners than they do higherachieving learners.
b. Teachers place lower-achieving learners further away from them in the classroom than they
do higher-achieving learners.
c. Teachers ask more questions of, and wait longer for, answers from lower-achieving learners
than higher-achieving learners.
d. Teachers provide lower-achieving learners more feedback than they do higher-achieving
learners.
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33. The concept of self-fulfilling prophecies most closely relates to:
a. teacher modeling and enthusiasm.
b. teacher caring.
c. teacher expectations.
d. personal teaching efficacy.
Chapter 11: A Classroom Model for Promoting Student Motivation
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34. When teachers have low expectations for students, the students may inadvertently exert less effort
and ultimately perform less well than when teachers’ expectations are higher. Of the following
concepts, which one best explains this reduced effort and performance?
a. Self-efficacy
b. Self-regulation
c. Self-fulfilling prophecy
d. Self-monitoring
** 35. Sandra Kirk calls on all her students as equally as possible, and when someone fails to respond, or
responds incorrectly, she asks another, simpler question that allows the students to give an
acceptable answer. The variable in the Model for Promoting Student Motivation that this behavior
most closely relates to is:
a. enthusiasm.
b. modeling.
c. expectations.
d. caring.
** 36. “Wow, that is terrific work,” Mrs. Magyar emphasized. “You always make the greatest
illustrations for your stories!”
Mrs. Magyar and her fourth-grade student Darline were looking through Darline’s crayon and
water color drawings during art class. Darline sat listlessly and seemed uninterested in continuing
to work at all.
“Honey, just put some red right in there for the sun and that’ll be super,” Mrs. Magyar
suggested. Darline obediently picked up the red crayon and made some stray marks on her
picture.
“Excellent!” Mrs. Magyar again responded, and she then moved on to chat with other students
while Darline sat and stared out the window. According to research on teacher actions that
influence learner motivation, what mistake did Mrs. Magyar make in attempting to motivate
Darline?
a. She communicated low expectations by praising minimal effort.
b. She communicated low expectations through her animated vocalizations.
c. She communicated unreasonably high expectations by telling Darline how to draw the sun.
d. She made no mistake in this example.
** 37. Jamie is a low achiever and Rick is a high achiever in Mrs. Winston’s class. If Mrs. Winston’s
behavior is consistent with patterns identified by research, which of the following is most likely?
a. She will call on Jamie much more often than she will call on Rick (such as twice as often).
b. She will call on Jamie slightly more often than she will call on Rick.
c. She will call on Rick more often than she will call on Jamie.
d. She will call on both students about equally.
** 38. A teacher calls on John only rarely, gives him little time to respond before turning the question to
someone else, and provides sketchy feedback to his answers. The teacher’s behavior is most likely
the result of which of the following?
a. The teacher’s low expectations for John.
b. The teacher’s perception of John’s efficacy.
c. The kinds of topics the teacher teaches.
d. John’s past attitude in responding to questions.
Essay Item
** 39. Describe each of the four teacher personal qualities in the Model for Promoting Student
Motivation, and include a specific example that illustrates each.
** 40. Describe four guidelines that you can use to capitalize on your personal qualities to increase
students’ motivation to learning, and provide an example of each.
Chapter 11: A Classroom Model for Promoting Student Motivation
Climate Variables: Creating a Motivating Environment
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41 Of the following, which is the most effective way to set the tone for a safe and orderly learning
environment?
a. Consistently enforce procedures and rules for acceptable behavior.
b. Tell students that you respect them and want them to respect you in return.
c. Remind students of the need to treat each other as they expect to be treated.
d. Reinforce students for desirable behaviors.
** 42. “I start school right off the bat by setting up my rules for the year, and I spend the first 10 days of
school enforcing them until they get to be a pattern.” The variable in the Model for Promoting
Student Motivation that the example best illustrates is:
a. caring.
b. modeling.
c. introductory focus.
d. order and safety.
** 43. “Jason,” David Jensen, a fifth-grade teacher, says sternly after Jason has snickered at Marvin when
Marvin struggled to answer a question. “We stay completely quiet when one of our classmates is
attempting to answer a question.”
The variable in the Model for Promoting Student Motivation to which David’s admonishment
most closely relates is:
a. metacognition.
b. personal teaching efficacy.
c. order and safety.
d. teacher expectations.
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44. Of the following, which has the most important influence on learners’ self-efficacy?
a. Past performance on similar tasks
b. Modeling success on similar tasks
c. Hearing teachers express confidence in their ability to complete the task
d. Feeling positive, safe, and comfortable in the classroom environment
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45. Of the following, the variable in the Model for Promoting Student Motivation that has the greatest
likelihood of increasing learners’ perceptions of their own competence is:
a. order and safety.
b. enthusiasm.
c. modeling.
d. challenge.
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46. Which of the following is least likely to help learners be successful in learning activities?
a. Develop lessons with questioning.
b. Make clear lectures your primary mode of instruction.
c. Provide a variety of high-quality examples of the topics students study.
d. Make assessment an ongoing part of instruction.
** 47. “I like to use a lot of questioning in my class. I won’t ever leave kids who’ve answered
incorrectly until I get an acceptable answer from them.” The variable in the Model for Promoting
Student Motivation that the example best illustrates is:
a. success.
b. personalization.
c. task comprehension.
d. modeling and enthusiasm.
Chapter 11: A Classroom Model for Promoting Student Motivation
** 48. On Wednesday morning, after the school’s team had won an exciting basketball game on Tuesday
night, Kevin Davis began his language arts class by writing, “The game was very exciting, and we
pulled out a thrilling victory in the last minute,” on the board.
“What is one adjective in the sentence. . . . Karen?” Kevin asks.
“. . .”
“What do we know about the game?”
“ . . . It was exciting,” Karen says hesitantly.
“Yes, good,” Kevin smiles. "So, what is one adjective?”
“. . . Exciting?” Karen says hesitantly with a question in her voice.
“Yes,” Kevin smiles. "Exciting describes the game, which is a noun, so exciting is an
adjective.”
Of the following, Kevin’s questioning (asking, “What do we know about the game?” and,
“So, what is one adjective?”) best illustrates an attempt to capitalize on which variable in the
Model for Promoting Student Motivation?
a. Modeling and enthusiasm
b. Success
c. Feedback
d. Introductory focus
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49. Success in learning activities is important for students. However, to be most effective, success
should be combined with an additional variable in the Model for Promoting Student Motivation if
motivation is to be increased as much as possible. That variable is:
a. teacher caring.
b. teacher enthusiasm.
c. task comprehension.
d. challenge.
** 50. “I think you kids have really got this stuff,” Tammy Horton said to her geometry class,” so I’ve
fixed up a couple of problems that will make you think. Let’s see if you can come through on
them for tomorrow.” The variable in the Model for Promoting Student Motivation that Tammy’s
comment best illustrates is:
a. enthusiasm.
b. challenge.
c. task comprehension.
d. success.
** 51. Barbara keeps falling down but insists that she will become an excellent roller blade skater. Of the
following, the variable in the Model for Promoting Student Motivation best illustrated by
Barbara’s efforts is:
a. strategy use.
b. metacognition.
c. task comprehension.
d. challenge.
** 52. Which of the following theories of motivation best explains why challenging activities increase
learner motivation?
a. Self-regulation theory
b. Self-worth theory
c. Self-monitoring theory
d. Self-determination theory
Chapter 11: A Classroom Model for Promoting Student Motivation
** 53. Increasing students’ perception of competence and autonomy are important for learner motivation.
Of the following, perceptions of competence and autonomy are best increased by:
a. learning environments in which teachers are enthusiastic.
b. learning activities that focus on learner self-esteem.
c. success on tasks students view as challenging but doable.
d. reinforcement for completing assignments consistently and conscientiously.
** 54. Student motivation increases when they understand what they’re learning and why they are
learning it. Which of the following variables in the Model for Promoting Student Motivation is
best illustrated by this description?
a. Teacher caring
b. Teacher expectations
c. Task comprehension
d. Challenge
** 55. The concept of utility value—the belief that knowledge or skills learned in school will be valuable
outside the immediate classroom—most closely relates to which of the following variables in the
Model for Promoting Student Motivation?
a. Task comprehension
b. Goal monitoring
c. Introductory focus
d. Strategy use
** 56. When students understand what they’re supposed to be learning and why they’re supposed to learn
it, their perceptions of control increase. The value of these increased perceptions is best explained
by:
a. expectancy x value theory.
b. self-worth theory.
c. self-determination theory.
d. self-efficacy theory.
** 57. As Ron Hanson and his class are discussing a topic, Ron routinely asks, “Now, why do you
suppose we want to study this topic? Why do you think it’s important?” The variable in the Model
for Promoting Student Motivation that is best demonstrated by Ron’s questions is:
a. teacher expectations.
b. personalization.
c. task comprehension.
d. challenge.
** 58. Teachers are urged to provide students with a reason for studying the topics they’re studying.
Providing rationales most closely relates to which variable in the Model for Promoting Student
Motivation?
a. Modeling
b. Task comprehension
c. Order and safety
d. Involvement
** 59. “When I give the kids an assignment, I tell them exactly what I want, why we’re doing the
assignment, and how many points it’s worth,” Kelly Evans commented to one of her friends.
“They’re trying harder now than they did before.” The variable in the Model for Promoting
Student Motivation that Kelly’s comment best illustrates is:
a. order and safety.
b. climate.
c. task comprehension.
d. success.
Chapter 11: A Classroom Model for Promoting Student Motivation
Essay Items
** 60. Your text emphasizes the role of order and safety in learning. Suggest two reasons that order and
safety are important, and provide two personal suggestions as to how you will incorporate order
and safety into your learning and instruction plan.
** 61. “Geography influences the way we live,” Hector Gonzalez says to his students as they compare
the influence of geography on lifestyles in Minnesota and California. “It influences the way make
money, how we spend our leisure time, and even the way we dress. This is why we study it, and
we’ll look for these relationships in all the rest of our units.” Which component and what variable
of the Model for Promoting Student Motivation are best illustrated by Hector’s statements?
Explain.
** 62. Select a basic skills topic of your choice, such as a grammar rule, part of speech, or math skill.
Describe how you would teach the topic incorporating each of the climate variables in the model
for promoting student motivation. Provide specific examples in your response.
** 63. Explain why challenge is such an important climate variable. What theory of motivation best
explains the motivational effects of challenge.
Instructional Variables: Developing Interest in Learning Activities
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64. Of the following, the instructional variables in the Model for Promoting Student Motivation are
most oriented toward which of the following?
a. Maintaining student interest in learning activities
b. Developing student self-regulation
c. Attracting students’ attention
d. Increasing students’ sense of self-worth
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65. Beginning lessons with an attention-getting activity that provides an umbrella for the content to
follow best describes which of the following variable in the Model for Promoting Student
Motivation?
a. Goal setting
b. Task comprehension
c. Introductory focus
d. Personalization
** 66. Ron Cheek begins each of his lessons with a problem, question, or overview. “This is what we’re
going to focus on today,” he routinely says. The variable in the Model for Promoting Student
Motivation that best relates to his effort is:
a. involvement.
b. introductory focus.
c. task comprehension.
d. challenge.
** 67. A teacher starts her lesson by saying, “We’ve gotten really good at subtracting, but now I’m stuck.
I had thirty-two stickers,” as she writes 32 on the chalkboard, “but I gave eighteen of them away,”
and she wrote 18 on the board under the 32. “I can’t figure out how many I have left, because the
eight is bigger than the two. What am I going to do?” The problem best illustrates attempt to
promote motivation by capitalizing on which of the following?
a. Introductory focus
b. Order and safety
c. Success
d. Reinforcement
Chapter 11: A Classroom Model for Promoting Student Motivation
** 68. In many drivers’ education classes, the teachers include the viewing of “The Film.” “The Film”
includes footage from several accident scenes with voiceover telling the viewer how and why the
accident happened. Mr. Marino has decided to use “The Film” to start his unit on safe driving.
Which of the following best explains why “The Film” is likely to be effective for promoting
student motivation?
a. The film will address learning climate variables.
b. The film will directly facilitate goal setting.
c. The film will address introductory focus.
d. The film will assist in feedback to the learners.
** 69. The variable introductory focus in the Model for Promoting Student Motivation best attempts to
capitalize on the intrinsically motivating effects of which of the following factors?
a. Fantasy
b. Curiosity
c. Challenge
d. Control
** 70. As often as she can, Cheryl Eng puts the kids’ names, the class, and the school in her examples
when she teaches. She comments that this is an aid in getting their attention. The variable in the
Model for Promoting Student Motivation that the example best illustrates is:
a. involvement.
b. enthusiasm.
c. personalization.
d. modeling.
** 71. Teachers often put students’ names and situations in their examples and problems. Of the
following, which variable in the Model for Promoting Student Motivation does this practice best
illustrate?
a. Task comprehension
b. Safety and order
c. Introductory focus
d. Personalization
** 72. Dan Parker comments, “Kari, congratulations on our win yesterday. She made six stops in our
victory over Landon yesterday. Kari wears number 19 on her jersey. Now let’s look at how Kari’s
numbers relate to the different scales of measurement that we are studying today.” (Kari is the
goal keeper on the school’s soccer team.) Of the following, the variable in the Model for
Promoting Student Motivation best illustrated by the way Dan introduced scales of measurement
is:
a. involvement.
b. strategy use.
c. personalization.
d. caring.
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73. Student involvement is important for motivation. Of the following, which strategy is most
effective for increasing student involvement?
a. Explain topics thoroughly and accurately.
b. Remind students that you have high expectations for them.
c. Use open-ended questions that ensure students’ successful answers.
d. Be sure that students understand what they’re supposed to be learning and why.
Chapter 11: A Classroom Model for Promoting Student Motivation
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74. Of the following, which is least effective for promoting student motivation by increasing
involvement in learning activities?
a. Reinforcing students for acceptable behavior
b. Asking open-ended questions
c. Using hands-on activities
d. Using student group work
** 75. David Crouch has given his students their own mini chalkboards. When they practice math
problems, each student does the problem on his or her chalkboard, so he can immediately see how
they did and give them feedback. The variable in the Model for Promoting Student Motivation
that the example best illustrates is:
a. introductory focus.
b. involvement.
c. modeling.
d. enthusiasm.
** 76. A teacher wants to get more involvement from her class in their study of Beethoven and decides to
try to reach the goal through questioning. Based on research examining the involvement of
students in learning activities, which of the following is the best question for promoting student
involvement?
a. “How does Beethoven’s work compare to that of the other people we’ve studied so far?”
b. “Identify one or two of Beethoven’s most famous works.”
c. “At what time in history did Beethoven live?”
d. “What was Beethoven’s ethnic background.”
Use the following information for items 77–79.
On Wednesday morning, after the school’s team had won an exciting basketball game on Tuesday
night, Kevin Davis began his language arts class by writing,, “The game was very exciting, and we pulled
out a thrilling victory in the last minute,” on the board.
“What is one adjective in the sentence. . . . Karen?” Kevin asks.
“. . .”
“What do we know about the game?”
“ . . . It was exciting,” Karen says hesitantly.
“Yes, good,” Kevin smiles. "So, what is one adjective?”
“. . . Exciting?” Karen says hesitantly with a question in her voice.
“Yes,” Kevin smiles. "Exciting describes the game, which is a noun, so exciting is an adjective.”
** 77. The sentence Kevin wrote on the board was an attempt to capitalize on a variable in the Model for
Promoting Student Motivation. Which of the following variables best illustrates this attempt?
a. Personal teaching efficacy
b. Task comprehension
c. Modeling and enthusiasm
d. Personalization
** 78. The theory of motivation that best explains why Kevin’s example (his sentence on the board) was
likely to be effective is:
a. behaviorism.
b. expectancy x value theory.
c. self-efficacy theory.
d. self-determination theory.
Chapter 11: A Classroom Model for Promoting Student Motivation
** 79. Kevin’s statement, “Yes . . . Exciting describes the game, which is a noun, so exciting is an
adjective,” after Karen’s hesitant response best illustrates his attempt to capitalize on which of the
following variables in the Model for Promoting Student Motivation?
a. Teacher expectations
b. Success
c. Modeling and enthusiasm
d. Feedback
** 80. The variable in the Model for Promoting Student Motivation that best fits the description
“information about learning progress” is:
a. task comprehension.
b. introductory focus.
c. personalization.
d. feedback.
** 81. Which of the following best explains the need for feedback in increasing learner motivation?
a. Behaviorism
b. Cognitive load theory
c. Schema theory
d. Constructivism
** 82. Feedback helps meet learners’ needs to understand why they perform the way they do on
assessments. Which of the following theories of motivation best explains this need?
a. Attribution theory
b. Self-determination theory
c. Expectancy x value theory
d. Self-worth theory
*
83. Of the following, which is the most important characteristic of effective feedback?
a. It provides information that improves learning.
b. It provides information intended to increase self-esteem.
c. It provides positive reinforcement for students’ efforts.
d. It provides clear explanations of the topics students are studying.
*
84. Of the following, which is most important for increasing learner motivation after having given
them a test or quiz?
a. Make positive statements about their performance on the assessment.
b. Provide detailed feedback about their responses to items on the assessment.
c. Remind students that performance on assessments is important for moving on to the next
grade or for graduating from high school.
d. Identify the people who performed the best on the assessment, so that they’re models for
the rest of the students.
Chapter 11: A Classroom Model for Promoting Student Motivation
Use the following information for items 85-89.
Roxana Mendez pours water into one transparent plastic drink cup and an equal amount of alcohol into
another identical cup. She then drops an ice cube into each cup, and to the students’ surprise, since they
didn’t know that one of the cups contained alcohol, the cube floats in the first (the water) and sinks in the
second (the alcohol).
Smiling at their uncertainty, Roxana says, “Today, our task is going to be to figure out what is
happening here. First, what do you notice? . . . Larry?”
“The ice is floating there (pointing at the first cup), but it isn’t there (pointing at the second)."
“What else?” Roxana continues. “. . . Brigitte”
“Both the liquids look the same.”
“Yes, they do,” Roxana nods.
Roxana then continues questioning as she did with Larry and Brigitte, guiding the students to conclude
that the liquids in the cups must be different.
As the lesson comes to closure, Gary whispers to Edna, “Mrs. Mendez really digs this stuff,” and Edna
nods in agreement.
** 85. Of the following, which best describes Roxana’s thinking as she planned to begin her lesson by
dropping the ice cubes into the two cups of liquid?
a. Roxana wanted to capitalize on the motivating effects of high personal teaching efficacy.
b. Roxana wanted to capitalize on the motivating effects of learner self-regulation.
c. Roxana wanted to capitalize in the intrinsically motivating effects of curiosity.
d. Roxana wanted to capitalize in the intrinsically motivating effects of challenging goals.
** 86. Which theory of motivation best explains the motivating effects of Roxana’s demonstration?
a. Expectancy x value theory
b. Self-determination theory
c. Attribution theory
d. Self-worth theory
** 87. Of the following, Roxana’s lesson beginning—dropping the ice cubes into the liquids and saying
“Today, our task is going to be to figure out what is happening here”—best illustrates an attempt
to capitalize on which of the following variable in the Model for Promoting Student Motivation?
a. Task comprehension
b. Challenge
c. Personalization
d. Introductory focus
** 88. Of the following, the variable in the Model for Promoting Student Motivation that the type of
questions Roxana asked (e.g., First, “What do you notice?”) best illustrates is:
a. involvement.
b. challenge.
c. personalization.
d. personal teaching efficacy.
** 89. Of the following, the variable in the Model for Promoting Student Motivation best illustrated by
Gary’s comment, “Mrs. Mendez really digs this stuff,” is:
a. personal teaching efficacy.
b. teacher expectations.
c. teacher modeling and enthusiasm.
d. personalization.
Chapter 11: A Classroom Model for Promoting Student Motivation
*
90. Charlie Golgoski wants his students to understand adjectives, and he displays the following
sentence on the overhead:
Running is very good exercise.
Charlie also wants to capitalize on the motivating effects of involvement as much as possible. Of
the following, what is the most effective question Charlie can ask to promote involvement in his
students?
a. “What can you tell us about the sentence? . . . Terrell?”
b. “What is an adjective in the sentence? . . . Terrell?”
c. “From the sentence, what do we know about exercise? . . . Terrell?”
d. “Terrell, what is the adjective in the sentence?”
Use the following information for items 91 and 92.
In order to assess their progress toward his goals, Sam Malone quizzes his students frequently. He returns
the quizzes the day after they’re given and spends several minutes discussing the frequently missed items.
He invites anyone with other questions about any quiz item to see him after school. “You’re improving all
the time,” Sam periodically comments after discussing a quiz. “You’re getting to the point where you really
understand this stuff.”
** 91. Of the following, the variable in the Model for Promoting Student Motivation that Sam’s efforts
best illustrate is:
a. modeling.
b. expectations.
c. personal teaching efficacy.
d. feedback.
** 92. The value for student motivation of Sam commenting, “You’re improving all the time,” and
“You’re getting to the point where you really understand this stuff,” is best explained by which of
the following theories?
a. Humanistic views of motivation, since the comments communicate unconditional positive
regard
b. Expectancy x value theory, since the comments communicate the utility value of what
they’re learning
c. Self-determination theory, since the comments suggest that competence is increasing
d. Goal theory, since the comments are likely to lead to self-regulation
** 93. Oscar is one of the lowest achievers in Mrs. Edgar’s class. Which of the following is the best form
of feedback to give him as he receives the results of a quiz?
a. “Well done. You improved four points over your last quiz score.”
b. “Well done. You scored in the top half of the class on this quiz.”
c. “Well done. You got a B on this quiz. This is your highest score so far.”
d. “Well done. If you keep up the good work, you’ll soon be doing as well as your buddy
Carter here.”
Chapter 11: A Classroom Model for Promoting Student Motivation
Use the following information for items 94–96.
Zabrina Simpson introduces a lesson on present perfect tense by displaying the following sentences on
the board and saying, “Now let’s try to figure out what these sentences have in common.”
We have worked on grammar in this class for two weeks.
Mrs. Evenson has come into our room twice so far this week. [Mrs. Evans is the school principal.]
Karen was absent for two days last week. [Karen is a girl in the class.]
She then continues, “What do you see that’s different about the third sentence compared to the first
two? . . . Sue?”
** 94. Zabrina’s question (“What do you see that’s different about the third sentence compared to the
first two?”) is most likely an attempt to capitalize on which of the following variable in the Model
for Promoting Student Motivation?
a. Teacher expectations
b. Challenge
c. Involvement
d. Task comprehension
** 95. Zabrina’s question (“What do you see that’s different about the third sentence compared to the
first two?”) also is an attempt to capitalize on a second variable in the Model for Promoting
Student Motivation. Of the following, which variable is best illustrated by her question?
a. Metacognition
b. Personal teaching efficacy
c. Caring
d. Success
** 96. Zabrina’s choice of examples (her sentences) best illustrates an attempt to capitalize on which of
the following variables in the Model for Promoting Student Motivation?
a. Success
b. Task comprehension
c. Introductory focus
d. Personalization
*
*
97. According to research and your textbook, which of the following would be typical of urban school
classrooms?
a. A learning environment where the students are challenged
b. High teacher expectations for student learning
c. High levels of student autonomy
d. Emphasis on control of student behavior
98. Of the following, which variable in the Model for Promoting Student Motivation is likely to be
most important for increasing motivation to learn in members of cultural minorities?
a. Personalization
b. Task comprehension
c. Feedback
d. Introductory focus
Essay Items
** 99. As a middle school health teacher, you will be teaching a unit on nutrition. Identify three
techniques that demonstrate tools for introductory focus. Provide a concrete, novel example of
how you could employ each for your unit on nutrition.
** 100. Describe five guidelines that you can use in your attempts to capitalize on the learning climate and
instructional variables to increase your students’ motivation to learn. Provide a concrete example
of each.
Chapter 11: A Classroom Model for Promoting Student Motivation
** 101. Which variable in the Model for Promoting Student Motivation is particularly important for
working with students having diverse backgrounds, and particularly with members of cultural
minorities? Explain why this variable is so important.
Chapter 11: A Classroom Model for Promoting Student Motivation
CHAPTER ELEVEN ANSWERS
Creating a Mastery-Focused Environment
1.
b
2.
d
3.
b
4.
c
5.
a
6.
c
7.
b
8.
b
9.
c
10. d
11. b
12. Several differences exist between a mastery-focused and a performance-focused classroom. For
example: (1) a mastery-focused classroom focuses on improvement, whereas a performance-focused
classroom focuses on high grades and doing better than classmates; (2) value is placed on effort in a
mastery-focused classroom, whereas high grades are valued in a performance-focused classroom; (3)
increased understanding is the reason for effort in a mastery-focused classroom, whereas getting
high grades is the reason for effort in a performance-focused classroom; (4) ability is viewed as
alterable in a mastery-focused classroom, whereas ability is viewed as fixed in a performancefocused classroom; and (5) errors are viewed as a normal part of learning in a mastery-focused
classroom, whereas errors are viewed as a negative reflection on ability in a performance-focused
classroom.
13. The components in the Model for Promoting Student Motivation include: (1) the teacher: personal
qualities that increase motivation to learn; (2) learning climate, creating a motivating environment;
and (3) instructional variables: developing interest in learning activities.
Variables within the first component include, personal teaching efficacy, modeling and
enthusiasm, expectations, and caring. Within the learning climate component, the variables are,
order and safety, task comprehension, success, and challenge. Within the instruction component, the
variables are: introductory focus, involvement, personalization, and feedback.
The Teacher: Personal Qualities That Increase Motivation to Learn
14. b
15. c
16. a
17. a
18. d
19. a
20. b
21. a
22. c
23. b
24. a
25. b
26. b
27. b
28. d
29. b
30. d
31. b
32. b
33. c
34. c
35. c
18
Chapter 11: A Classroom Model for Promoting Student Motivation
36.
37.
38.
39.
40.
a
c
a
Teacher personal qualities that increase students’ motivation to learn include: (1) personal teaching
efficacy, believing you can get students to learn regardless of their background; (2) modeling and
enthusiasm, such as communicating your own genuine interest in the topics you’re teaching; (3)
caring, such as being willing to spend extra time with students; and (4) expectations, such as calling
on all students, which communicates that they are all expected to participate and learn.
Guidelines that you can use to capitalize on personal qualities include: (1) striving to maintain high
personal teaching efficacy, such as reminding yourself that you can get your students to learn;
(2) maintaining appropriately high expectations for all students, such as calling on all of them as
equally as possible; (3) demonstrating enthusiasm for the topics you’re teaching, such as
commenting on how interesting the topic is; and (4) demonstrating caring and commitment to your
students’ learning by spending time outside of class with them.
Learning Climate: Creating a Motivating Environment
41. a
42. d
43. c
44. a
45. d
46. b
47. a
48. b
49. d
50. b
51. d
52. d
53. c
54. c
55. a
56. c
57. c
58. b
59. c
60. Order and safety are critical for several reasons, as addressed in the text. These reasons can be
justified from almost any theoretical perspective, so the responses will vary. Promotes equilibrium,
provides for autonomy, sense of security and safety, among others, are potential reasons students
might include in their answers. Suggestions for how one might implement order and safety
characteristics into instruction will include classroom rules and procedures, sharing authority,
offering choice, and mutual respect, among others.
61. Climate variables are best illustrated by Hector’s comments, and task comprehension is the single
variable best illustrated by his comments. He is explaining why geography is important and why
they are studying it.
62. The climate variables should include and illustrate order and safety, success, task comprehension,
and challenge.
63. Meeting challenges contributes to learners’ perceptions of their own competence. The need for
competence is best explained by self-determination theory, which suggests that competence is a
basic need for all people.
Instructional Variables: Developing Interest in Learning Activities
64. a
65. c
66. b
67. a
68. c
19
Chapter 11: A Classroom Model for Promoting Student Motivation
69.
70.
71.
72.
73.
74.
75.
76.
77.
78.
79.
80.
81.
82.
83.
84.
85.
86.
87.
88.
89.
90.
91.
92.
93.
94.
95.
96.
97.
98.
99.
b
c
d
c
c
a
b
a
d
b
d
d
d
a
a
b
c
b
d
a
c
a
d
c
a
c
d
d
d
a
The text presents four tools/techniques (problems and questions, inductive sentences, concrete
examples, objectives and rationales), but the question requires only three. Student responses will
vary but may include having students analyze nutritional vs. non-nutritional snacks, may show how
many calories it takes to “work off” a typical treat, may provide concrete examples of food portion
sizes, may present the objectives for the unit or a pretest, or may show films on current obesity
problems, for example. There are a number of acceptable responses, but the responses should be
tied directly to the technique/tool suggested.
100. Guidelines teachers can use to capitalize on the climate and instructional variables to increase
students’ motivation to learn include the following: (1) Establish rules and procedures that maintain
a safe, orderly learning environment. (2) Create links between topics and students’ personal lives,
such as personalizing examples and using real-world applications. (3) Describe the reasons for
studying particular topics, and provide evidence for increasing competence, such as explaining why
being good writers is important and praising students for answers that demonstrate insight.
(4) Establish and maintain high levels of student involvement in learning activities, such as
developing lessons with questioning and using group work where appropriate. (5) Provide specific
and detailed feedback on student work, such as thoroughly discussing tests and quizzes after they’re
returned.
101. Personalization is a variable that is particularly important when working with members of cultural
minorities, because these students sometimes feel that they aren’t welcome in school, so they feel a
sense of alienation. Personalizing topics helps students feel welcome and helps overcome this
alienation.
20
Chapter 13: Learning and Effective Teaching
CHAPTER THIRTEEN
LEARNING AND EFFECTIVE TEACHING
Planning for Instruction
*
1.
Which of the following best describes a productive learning environment?
a. An environment in which learners understand and obey well-established rules
b. An environment that involves collaboration and cooperation between the teacher and
students
c. An environment that involves order and well-established routines
d. An environment that is orderly and focuses on learning
*
2. Of the following, which is the best definition of effective teaching?
a. Teaching that puts students into groups
b. Teaching that builds students’ self-esteem
c. Teaching that maximizes student participation
d. Teaching that maximizes student learning
*
3. Instruction is typically described as existing in three phases. Which of the following is not one of
those phases?
a. Planning for instruction
b. Implementing instruction
c. Preparing the physical environment
d. Assessing student learning
*
4.
When planning for instruction, teachers must first:
a. decide what students should know or be able to do.
b. decide what strategies to use.
c. decide what topics to study.
d. decide what examples are needed.
*
5. What teachers want students to know or be able to do with respect to a topic is best described as a:
a. learning activity.
b. learning objective.
c. learning process.
d. learning task.
*
6. Other than selecting topics, all of teachers’ planning decisions are guided by:
a. creating assessments.
b. identifying students’ interests.
c. selecting learning objectives.
d. preparing learning activities.
*
7.
The learning domain that focuses on mental processes involved in learning different forms of
knowledge best describes which of the following?
a. The cognitive domain
b. The metacognitive domain
c. The affective domain
d. The psychomotor domain
21
Chapter 13: Learning and Effective Teaching
*
8. A statement that describes the knowledge students are expected to acquire or construct and the
cognitive process that describes what they will be able to do with that knowledge best describes
which of the following?
a. An objective in the affective domain
b. An objective in the psychomotor domain
c. An objective in the cognitive domain
d. An objective in the psychosocial domain
*
9.
*
10. The type of objective that includes a general objective coupled with specific learning outcomes is
a:
a. Gronlund objective.
b. Mager objective.
c. Tyler objective.
d. Bloom objective.
A Mager objective includes all except which of the following?
a. Performance
b. Criteria
c. Condition
d. Instructional materials
** 11. The following objective uses Mager’s format for preparing objectives: The learner will solve ten
of twelve two-digit addition facts with 80% accuracy. In this objective, “80% accuracy” reflects
the:
a.
b.
c.
d.
condition.
performance.
criteria.
outcome.
Use the following Mager objective for items 12 and 13:
Given 40 equations to balance, learners will correctly balance 36 of 40 in 30 minutes.
** 12. “Correctly balance” reflects the:
a. condition.
b. performance.
c. criteria.
d. outcome.
** 13. “Given 40 equations to balance” reflects the:
a. condition.
b. performance.
c. criteria.
d. outcome.
Use the following objective for items 14 and 15:
Given six four-sentence paragraphs, the learner will correctly identify the topic sentence in five of the six
paragraphs as homework.
** 14. Which style of objective does this objective best illustrate?
a. Mager
b. Gronlund
c. Tyler
22
Chapter 13: Learning and Effective Teaching
d.
Skinner
** 15. The performance in this objective is best stated as:
a. given six four-sentence paragraphs.
b. correctly identify the topic sentence.
c. in five of the six paragraphs.
d. as homework.
*
16. The taxonomy for learning, teaching, and assessing, as presented in your text, uses a matrix to
classify learning objectives. This matrix is a revision of an original taxonomy developed by:
a. Mager.
b. Tyler.
c. Bloom.
d. Gronlund.
*
17. Of the following, the cell in the cognitive taxonomy table that receives the most focus in teachers’
instruction is likely to be:
a. the cell where factual knowledge intersects with remember.
b. the cell where factual knowledge intersects with understand.
c. the cell where conceptual knowledge intersects with remember.
d.
the cell where procedural knowledge intersects with understand.
** 18. The cognitive objective “Students will use the rules for forming plural nouns in their own writing”
is best classified in the taxonomy table in:
a. the cell where factual knowledge intersects with apply.
b. the cell where procedural knowledge intersects with apply.
c. the cell where conceptual knowledge intersects with remember.
d. the cell where procedural knowledge intersects with understand.
** 19. The cognitive objective “Students will learn to state the rule for forming plural nouns in their own
words” is best classified in the taxonomy table as:
a. the cell where factual knowledge intersects with understand.
b. the cell where procedural knowledge intersects with apply.
c. the cell where conceptual knowledge intersects with remember.
d. the cell where conceptual knowledge intersects with understand.
** 20. Into which cell of the cognitive taxonomy table would the objective “Students will learn to look
for bias in newspaper editorials” be best classified?
a. The cell where factual knowledge intersects with apply
b. The cell where conceptual knowledge intersects with understand
c. The cell where procedural knowledge intersects with apply
d. The cell where metacognitive knowledge intersects with understand
** 21. Into which cell of the cognitive taxonomy table would the objective “Students will know their
times tables from 1 through 12” be best classified?
a. The cell where factual knowledge intersects with remember
b. The cell where factual knowledge intersects with understand
c. The cell where conceptual knowledge intersects with remember
d. The cell where procedural knowledge intersects with understand
** 22. “Students will learn to write original poems using iambic pentameter.” Into which cell of the
taxonomy table would this objective be best classified?
a. The cell where factual knowledge intersects with apply
23
Chapter 13: Learning and Effective Teaching
b.
c.
d.
The cell where conceptual knowledge intersects with apply
The cell where procedural knowledge intersects with apply
The cell where procedural knowledge intersects with create
** 23. One of the problems in your students’ textbook asks them to find the area of the following figure.
They are also given the lengths ab, ae, and cd. You assign your students the task of breaking the
problem into solvable subtasks.
a
b
____
|
\
c |_____\ d
|
/
|____/
e
f
Into which cell of the taxonomy table would this task be best classified?
a. The cell where factual knowledge intersects with apply
b. The cell where conceptual knowledge intersects with apply
c. The cell where conceptual knowledge intersects with analyze
d. The cell where procedural knowledge intersects with create
*
24. The first step in preparing and organizing learning activities is:
a. sequencing the components of the topic.
b. identifying the components of the topic.
c. preparing examples for students’ use.
d. Ordering the examples with the most concrete first.
*
25. The process of breaking content down into component parts and making decisions about
sequencing the parts refers to which part of the instructional process?
a. Writing learning objectives
b. Conducting a task analyses
c. Sequencing examples
d. Instructional planning
*
26. After one has identified the component parts of content, the next step in a task analysis is to:
a. assess learners.
b. prepare examples.
c. order examples.
d. align instruction.
*
27. The final step in a task analysis is to:
a. identify component parts.
b. sequence the components.
c. prepare examples.
d. order examples.
** 28. A language arts teacher remembers that his students have trouble differentiating metaphors from
similes, so he first plans to define figurative language. He then plans to provides several examples
of metaphors and several other examples of similes. He then plans to have the students compare
the characteristics of each. The teacher’s thoughts and actions best illustrate:
a. knowledge of content.
b. task analysis.
c. authentic tasks.
d. pedagogical content knowledge.
24
Chapter 13: Learning and Effective Teaching
** 29. Brenda Ruiz, a science teacher, wants her students to understand the makeup of atoms and
molecules. She plans to begin with protons, neutrons, and electrons, and use models to identify the
protons and neutrons in the nucleus. She then plans to display several models, beginning with
simple elements, such as hydrogen and helium, and gradually progress to elements with larger
numbers of protons, neutrons, and electrons. Finally, she plans to have the students identify
elements on the periodic table. Brenda’s thinking in this example best illustrates which of the
following?
a. Knowledge of learners and learning
b. A task analysis
c. Teaching to a standard
d. Instructional alignment
*
30. Which of the following parts of the planning process answers the question, “How can I determine
if my students have reached the learning objectives?”
a. Preparing learning objectives
b. Organizing learning activities
c. Planning for assessment
d. Ensuring instructional alignment
*
31. Instructional alignment refers to:
a. the match between learning objectives, learning activities, and assessments.
b. the correspondence between classroom activities and standardized assessments.
c. the relationship between teacher-made assessments and standardized tests.
d. the tie between learning objectives and state standards.
*
32. Learning activities that focus on objectives, and assessments that measure the extent to which the
objective have been met best describe which of the following?
a. A task analysis
b. Knowledge of learners and learning
c. Instructional alignment
d. The cognitive domain
*
33. Statements that are generated at the state or national level and that describe what students should
know or be able to do at the end of a prescribed period of study are best labeled:
a. task analyses.
b. domains.
c. taxonomies.
d. standards.
Essay Items
Use the following information for items 34–37.
Celena Ramos, a math teacher, prepares the following lesson plan and writes it in her plan book:
1. Multiplying fractions
2. Understand multiplication of fractions:
Multiply fractions accurately
Explain why multiplying two fractions results in a smaller fraction
3. Fold papers
4. Derive rule for multiplication
5. Have students solve problems on p. 115
25
Chapter 13: Learning and Effective Teaching
“What is this?” Cal Wygart, one of Celena’s friends and colleagues asks, pointing to the note about
folding papers in the book.
“Oh, I have them fold papers into thirds, we write the fraction on the board, and then I have them take
a half of the third, write it again, and they see that one-half of one-third is one-sixth, and then I fold the
papers into some other fractions. They see a pattern, and we derive the rule for multiplying fractions. Then
I have them practice, and on their tests they have to solve problems like those.”
“Why don’t you just show them on the board instead of messing with folding papers?” Cal asks.
“I’ve done that, and they just memorize the rule,” Celena responds. “They don’t really get it.”
** 34. Identify the objective in Celena’s lesson plan. Did she more nearly following Mager’s plan for
writing objectives, or did she more nearly follow Gronlund’s plan for writing objectives? Explain.
** 35. Identify the part of Celena’s plan that most closely relates to preparing and organizing learning
activities.
** 36. Identify the part of Celena’s plan that most closely relates to planning for assessment.
** 37. Classify Celena’s objective—understand why multiplication of two fractions results in a smaller
fraction—into one of the cells of the cognitive taxonomy table, and explain your classification.
Also, classify the objective into one of the categories in Bloom’s original taxonomy.
** 38. As he prepares lesson plans, Ben Davis always begins with a specific objective, such as, “Students
will understand and be able to identify examples of ratios in their day-to-day experience.” He then
writes, “Have students describe the ratio of girls to boys in the class. Have them describe the ratio
of boys to girls. Have them identify some additional personalized examples.”
Ben then conducts his lesson, during which several examples of ratios are discussed and
explained. On Friday he gives the students a quiz, and the following is one of the items on the
quiz.
You’re riding your bike along a bike path in your neighborhood, and you meet 6 people jogging, 8
people walking, and 5 people on bicycles. Counting yourself, what is the ratio of people on bikes to
people on foot? Explain your answer in one or two sentences.
Was Ben’s instruction aligned? Explain why it was or why it was not?
Items 39 and 40 are related.
** 39. You want students to be able to identify adjectives and adverbs in written products. Prepare a task
analysis that will help you meet your objective.
** 40. Prepare an assessment that will appropriately measure the extent to which the students have met
your objective.
Implementing Instruction
*
41. Basic abilities that all teachers, including those in their first year of teaching, should have to
maximize student learning are best described as:
a. task analyses.
b. instructional alignments.
c. essential teaching skills.
d. models of teaching.
26
Chapter 13: Learning and Effective Teaching
*
42. Which of the following is NOT an essential teaching skill?
a. Personal teaching efficacy
b. Questioning
c. Focus
d. Training
*
43. High expectations are an example of which of the following essential teaching skill?
a. Attitudes
b. Feedback
c. Questioning
d. Organization
*
44. When a teacher believes he or she can positively affect student learning, that teacher is said to
possess:
a. effective attitudes.
b. teaching efficacy.
c. empathetic effectiveness.
d. proactive attitudes.
** 45. Marta Reyon was reflecting on the problem of Luiz. He was in her third-period English class, and
he was failing. She had tried gentle reminders to him to complete his work and made sure she
recognized him when he did so; she had tried simplifying directions; she had tried counseling him;
she had tried drawing him out in class and elaborating on his comments and questions. “So far,
none of those has really worked for very long,” she mused, “I know I can get him to learn. I
wonder what I should try next. I think I’ll call his parents and ask for their help.” Which of the
following statements best describes Marta’s behavior in the episode you just read?
a. She has demonstrated high teaching efficacy.
b. She has demonstrated modeling and vicarious learning.
c. She has demonstrated effective organizational skills.
d. She has demonstrated a commitment to ethnic diversity.
** 46. Tony Martin’s students are convinced that he loves teaching English. Of the following, their belief
is most likely related to:
a. Tony’s personal teaching efficacy.
b. Tony’s expectations.
c. Tony’s modeling.
d. Tony’s organization.
** 47. Rick Reynolds calls on all his students as equally as possible. Of the following, his practice most
closely relates to which essential teaching skill?
a. Teacher expectations
b. Teacher modeling
c. Teacher caring
d. Teacher warmth and empathy
** 48. Gamal is a second-year teacher in a large urban district. He is concerned for one of his learners,
Hasani, as he does not seem to understand the content in his geometry class. Gamal has tried
several different ways to teach the content, to no avail. This concern for Hasani and his
understanding best reflect which essential teaching skill?
a. Organization
b. Focus
c. Caring
d. Communication
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Chapter 13: Learning and Effective Teaching
** 49. Roger is a world history teacher. He peppers his presentation with questions to the students in the
class. If Roger’s behavior is consistent with existing research, which of the following students is
Roger most likely to call on?
a. Pete, a low achiever.
b. Jon, a passive student who rarely participates in class.
c. Burton, who tends to be disruptive.
d. Fritz, a high-achieving student.
*
50. Developing automatic routines is an example of which of the following essential teaching skills?
a. Attitudes
b. Feedback
c. Questioning
d. Organization
** 51. After school the day before she was going to have the class do an experiment, a teacher checked to
see if she had the worksheets for the students and the test tubes and other equipment she needed
for the experiment. This best illustrates which of the following?
a. Organization
b. Connected discourse
c. Withitness
d. Academic focus
*
52. Which of the following characteristics of effective communication refers to the cues that alert
students to important information in a lesson?
a. Transition signals
b. Connected discourse
c. Emphasis
d. Precise language
*
53. Which of the following characteristics of effective communication refers to the teacher talk that
eliminates vague terms from explanations and responses to students’ questions?
a. Transition signals
b. Connected discourse
c. Emphasis
d. Precise language
*
54. Which of the following characteristics of effective communication refers to instruction that is
thematic and leads to a point?
a. Transition signals
b. Connected discourse
c. Emphasis
d. Precise language
*
55. Which of the following characteristics of effective communication refers to verbal statements
indicating that one idea is ending and another is beginning?
a. Transition signals
b. Connected discourse
c. Emphasis
d. Precise language
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Chapter 13: Learning and Effective Teaching
** 56. Compare the following two examples of teacher statements to students. The first is:
“Sometimes we don’t make a literal statement. This is hyperbole, like when you say, ‘I never
worked so hard in my life.’ This probably isn’t true, so you grossly overstate the point.”
The second is:
“Grossly overexaggerated statements, such as ‘I’ve never worked so hard in my life,’ are a form of
figurative language called hyperbole.”
Of the following essential teaching skills, the second, by contrast with the first, best illustrates:
a. an effective transition signal.
b. connected discourse.
c. emphasis.
d. feedback.
** 57. “We have been talking about stages of cognitive development. We are going to shift now to a new
but related topic. The rest of class today will deal with psychosocial development, in terms of
theoretical way of looking at behavior.”
The statement best illustrates the use of which of the following concepts of effective teaching?
a. Transitional signals
b. Emphasis
c. Connected discourse
d. Precise terminology
Items 58 and 59 are related.
** 58. Ms. O’Brian was teaching a unit on health and nutrition to her middle school class. In referring to
the national exercise recommendations for children, she repeated the amount of activity time
recommended for children three times and paused so her students could write it down in their
notebooks. In so doing, Ms. O’Brian was best illustrating:
a. transition signals.
b. connected discourse.
c. emphasis.
d. feedback.
** 59. The essential teaching skill best reflected in Ms. O’Brian’s preceding example is:
a. organization.
b. focus.
c. attitudes.
d. communication.
** 60. Ms. Thornton says to her students, “Let’s do this once more so everyone understands. What did
Timmy just say about the setting of the story?” This question is most closely related to:
a. emphasis.
b. enthusiasm.
c. closure.
d. feedback.
*
61. When teachers tie lessons to a main point and then provide support for that point, they are
displaying aspects of which of the following essential teaching skills?
a. Attitudes
b. Focus
c. Feedback
d. Communication
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Chapter 13: Learning and Effective Teaching
** 62. Mrs. Barnhart is teaching her students about main idea. She displays a paragraph on the overhead
with a summary sentence below it that states the main idea. Her display on the overhead would be
best described as:
a. focus.
b. organization.
c. review.
d. connected discourse.
**
63. Robin uses colored wooden rods to help her students understand equivalent fractions and goes
through four examples with them. Her procedures illustrate the concept of:
a. sensory focus.
b. organization.
c. connected discourse.
d. perceptual reorganization.
** 64. Mr. Steward passes arrowheads around the classroom and shows slides of the different shapes the
arrowhead took as the technology of the Native Americans improved. This best illustrates:
a. connected discourse.
b. emphasis.
c. sensory focus.
d. visual discrimination.
** 65. Siri is teaching her students how to regroup. She uses some unifix cubes to assist her students’
understanding. The use of these and other manipulatives in mathematics classes is best related to
the concept of:
a. sensory focus.
b. working memory.
c. metacognitive knowledge.
d. transitional signals.
*
66. Information about current behavior that can be used to improve future performance is called:
a. review.
b. closure.
c. monitoring.
d. feedback.
*
67. Which is not an essential characteristic of effective feedback?
a. It is general.
b. It is immediate.
c. It provides corrective feedback.
d. It has a positive emotional tone.
*
68. Of the following, which is the most accurate statement regarding praise?
a. Praise is used frequently, more than 5 times, during most classes.
b. Praise is more often given to low-achieving students.
c. Teachers praise creative answers more than accurate answers.
d. Praise for good behavior is rare in most classrooms.
*
69. Regarding praise, research suggests that in practice teachers:
a. praise too often.
b. praise student behavior, not their work.
c. praise low achievers too much.
d. praise too generally.
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Chapter 13: Learning and Effective Teaching
** 70. Min is teaching English as a second language courses. She provides a take-home assignment to
her class that requires the students to ask for directions to a known location. She wants to be sure
her students have practice qualifying knowledge they were receiving from others. She collects the
assignments and gives the students grades and a model answer. The use of the model answer in
this case is an example of which essential teaching skill?
a. Attitude
b. Organization
c. Feedback
d. Focus
** 71. A teacher is working on finding percents of numbers and displays the problem 20% of 45 = ? He
asks, “What’s the answer to this problem, Jack?” After thinking a few seconds, Jack responds,
“900."” Based on research examining teacher feedback, of the following, what is the best teacher
response?
a. “Not quite, Jack. Can someone help Jack out on this one?”
b. “Not quite, Jack. It’s point two zero times 45.”
c. “Not quite, Jack. Remember, the first thing we must do is change the percent to a decimal.
What is the decimal equivalent of 20%?”
d. “Not quite, Jack. The answer is 9. Now, think about that one for a minute while the rest of
us look at another problem.”
** 72. A teacher asks the class to identify a triangle, square, and circle. When called upon, Mary
identifies the triangle as the square. According to research, of the following, the most effective
feedback is:
a. “No, Mary. See the triangle has three sides and the square has four sides.”
b. “No, Mary. Not quite. George, can you help her out?”
c. “No, Mary. This one is the square.” (Points to the square)
d. “No, Mary. Arminta, identify the square for us.”
** 73. According to research, of the following, the most significant result of teacher questioning is:
a. a greater difference between the achievement of faster compared to slower learners.
b. higher levels of student involvement from all students.
c. a tendency for high achievers to process information more efficiently.
d. greater recall from working memory.
** 74. At the end of the class Suzy stopped by Mr. Barber’s desk and commented, “Mr. Barber, you
called on everybody else, but you didn’t call on me even once, today.” Suzy’s comment most
closely relates to:
a. teacher caring.
b. equitable distribution.
c. prompting.
d. organization.
** 75. Susan heard that posing questions to her students while teaching a topic will make her
presentations better, so she has started to pose questions. However, she has found not many
students are trying to answer, and most often those that do are the best students. Susan’s problems
with questioning are most likely tied to:
a. asking too many questions.
b. not asking enough questions.
c. not providing enough wait time.
d. not practicing equitable distribution.
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Chapter 13: Learning and Effective Teaching
** 76. Which of the following teachers is most likely to use prompting?
a. Anne, because she asks a large number of memory-level questions during her class.
b. Gayle, because she has a large number of high-achieving learners.
c. Sam, because he asks a number of higher-order questions during his class.
d. Dan, because he teaches a small class of learning-disabled students in a math class.
** 77. A teacher notices Mary being inattentive in a class discussion on the factors leading up to the
American Revolutionary War. Based on research examining effective teaching behaviors, of the
following, what is the best teacher action?
a. Ask, “What is one of the things the British did that angered the colonists? Mary?”
b. Ignore the inattention.
c. Say, “Mary, please pay attention to this topic. Information from this discussion will be on
the next test.”
d. Say, “Mary, please pay attention to what we’re doing here. This information is important.”
*
78. A teacher calls on a student, and the student fails to respond. The teacher then asks another
question designed to illicit a response. This process is best described as:
a. equitable distribution.
b. prompting.
c. repetition.
d. review.
*
79. Ideally, wait-time should be approximately:
a. less than a second.
b. between 1 and 3 seconds.
c. between 3 and 5 seconds.
d. between 5 and 7 seconds.
*
80. According to research, teacher wait-times tend to be about how long?
a. 1 second
b. 3 seconds
c. 5 seconds
d. 10 seconds
*
81. The form of review occurring at the end of a lesson is referred to as:
a. closure.
b. transition.
c. discourse.
d. focus.
** 82. A teacher says, “Okay, summarize in your own words what we have found out in today’s
discussion, Carol.” Of the following, this statement best illustrates:
a. repetition.
b. rehearsal.
c. organization.
d. closure.
*
83. Your text specifies essential teaching skills that are especially critical in urban environments. The
sense of belonging that teachers promote in an urban environment is one such characteristic. To
which essential teaching skill is this characteristic most related?
a. Positive expectations
b. Attitudes
c. Feedback
d. Focus
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Chapter 13: Learning and Effective Teaching
Essay Items
** 84. Describe each of the essential teaching skills, and explain how they increase learning.
*
85. Describe the essential characteristics of effective feedback.
** 86. Describe the characteristics of effective questioning, and explain how each increases learning.
Models of Instruction
*
87. Prescriptive approaches to teaching designed to help students acquire a deep understanding of
specific forms of knowledge is referred to as:
a. models of instruction.
b. essential teaching skills.
c. sensory focus.
d. instructional alignment.
** 88. Given that you would like your students to be able to identify verbs in sentences rapidly and
accurately, which of the following instructional models would you most likely employ?
a. Cooperative learning
b. Lecture-discussion
c. Direct instruction
d. Guided discovery
** 89. Which of the following content is best suited for direct instruction?
a. Literature
b. Social studies
c. Mathematics
d. Reading comprehension
*
90. Guided practice is an important element in which of the following models of instruction?
a. Guided discovery
b. Discovery
c. Cooperative learning
d. Direct instruction
*
91. Developing automaticity with a skill occurs during which phase of the direct instruction model?
a. Introduction and review
b. Developing understanding
c. Guided practice
d. Independent practice
*
92. The phase of the direct instruction model that accesses prior knowledge from long-term memory
is:
a. developing understanding.
b. guided practice.
c. introduction and review.
d. independent practice.
*
93. A benefit of direct instruction is that it:
a. works well for higher-level objectives.
b. is based upon a social constructivist model of instruction.
c. works well with both high- and low-ability students
d. is suited for social science and literature classes.
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Chapter 13: Learning and Effective Teaching
** 94. Gwen is a secondary mathematics teacher. She starts each day with an introduction of what she
will cover that day and a brief review. Next she develops student understanding by describing and
modeling the skill she wants the students to understand. Based on the model Gwen has chosen, she
is next most likely to:
a. provide a homework assignment.
b. provide guided practice.
c. access students’ prior knowledge.
d. give students a test.
** 95. Given the following teachers, which has considered the characteristics of effective homework?
a. John assigns a new type of problem and will use the homework as a pre-assessment of
student knowledge.
b. Paul only periodically assigns homework, so that when he does the students really try hard
to do an exceptional job.
c. Dave assigns homework daily. Students are “on their honor” to complete it. He does not
grade the homework, because he believes the students know that it is important.
d. Ron assigns homework almost daily that includes problems related to the learning activity.
He scores the homework and discusses the homework with the students.
*
96. Which of the following instructional models is best suited to help learners acquire organized
bodies of knowledge?
a. Direct instruction
b. Lecture-discussion
c. Guided discovery
d. Cooperative learning
*
97. Which of the following is a disadvantage of lectures?
a. Lectures can overload learners’ working memories.
b. Lectures allow teachers to organize information in understandable ways.
c. Lectures are efficient, since the teacher needs to focus primarily on the content.
d. Lectures are flexible; they work in a variety of content areas.
*
98. The phase of the lecture-discussion model during which students acquire knowledge of the topic
is:
a. introduction and review.
b. presenting information.
c. comprehension monitoring.
d. integration.
*
99. A teacher arranges data and examples so that patterns can be found and then questions the students
in leading them to a description of the patterns. Of the following, the teacher’s approach could
best be described as:
a. direct instruction.
b. guided discovery.
c. lecture-discussion.
d. cooperative learning.
*
100. The second phase of guided discovery is:
a. introduction and review.
b. the convergent phase.
c. the open-ended phase.
d. closure.
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Chapter 13: Learning and Effective Teaching
*
101. The phase in the guided discovery model of instruction during which teachers activate student
prior knowledge is:
a. introduction and review.
b. the convergent phase.
c. the open-ended phase.
d. closure.
** 102. Melinda wants to help her students understand the concept of velocity. She provides a large
number of Hot Wheels cars and small ramps and scales, stopwatches, and rulers for her students
so that they can work to find patterns. Melinda then questions the students as a group, and they
come to a description of the patterns that emerged. Of the following, the Melinda’s approach
could best be described as:
a. direct instruction.
b. cooperative learning.
c. guided discovery.
d. lecture-discussion.
** 103. In teaching a current events class you would like to convey some content to your learners but also
would like them to have the opportunity to hear others’ opinions on some environmental
legislation. Given this scenario, which of the following instructional models would you most
likely employ?
a. Cooperative learning
b. Lecture-discussion
c. Direct instruction
d. Guided discovery
** 104. It is August, and Susan has decided to use cooperative groups in her fourth-grade science class for
the upcoming year. Based upon effective cooperative learning practice, which of the following is a
valid recommendation for Susan to consider as she plans this instruction?
a. Group children together by ability so higher-achieving students are not brought down by
lower-achieving students and lower -achieving students are not pressured by higherachieving students.
b. Provide the learners a difficult task as the first assignment so that they know they will have
to take cooperative learning seriously.
c. Grade all the students individually so that one student’s grade cannot hurt another student
who did more of the work.
d. Provide instruction on social cooperation and group skills so that students better understand
the role that these skills play in learning.
** 105. Consider the following goal: Your students have been learning about different mammals. You
would like to have different students become experts on a particular system within mammals (e.g.,
circulatory, respiratory, reproductive, etc.) and share that knowledge with the class. Which
cooperative learning model is likely to be most successful in reaching this goal?
a. Reciprocal questioning
b. Scripted cooperation
c. Jigsaw II
d. STAD
*
106. Which model of cooperative learning requires individual students to become expert in a particular
component of the content and then share that content with their group?
a. Reciprocal questioning
b. Scripted cooperation
c. Jigsaw II
d. STAD
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Chapter 13: Learning and Effective Teaching
** 107. Jocelyn used a modified direct instruction for a thematic instructional unit on measurement in her
fifth-grade class. Instead of assigning homework for independent practice, however, she replaced
the homework with a team study, game-like scenario. She followed up with a quiz covering the
content. She found her students really enjoyed the instruction. Based upon the scenario, Jocelyn
best displayed:
a. guided discovery.
b. STAD.
c. lecture-discussion.
d. Jigsaw II.
Essay Items
** 108. Describe an objective that would be appropriately taught with the direct instruction model. Then,
do the same for the lecture-discussion model, the guided discovery model, and cooperative
learning models.
** 109. Which of the steps in the direct instruction model is most important for promoting students’
understanding? Explain why this step is so important.
** 110. Use learning theory to describe three weaknesses of lectures. Explain how the “discussion”
component of the lecture-discussion model helps overcome these weaknesses.
** 111. Use cognitive learning theory to explain why guided discovery is often a more effective model for
promoting learning than are more teacher-centered approaches.
** 112. Describe two problems that often occur with students when teachers use cooperative learning.
Explain how these problems can be overcome.
Assessment and Learning: Using Assessment as a Learning Tool
*
113. Which of the following are characteristics of effective assessments?
1. The assessments provide students with positive reinforcement for their efforts.
2. The assessments are aligned with teachers’ learning objectives.
3. The assessments increase student learning.
4. The assessments allow students to compare their performance to their classmates.
a. 1, 2, 3, 4
b. 2, 3, 4
c. 1, 2, 4
d. 2, 3
*
114. Of the following, which is the most essential characteristic of effective assessments?
a. Assessments must use an objective format, such as multiple-choice.
b. Assessments must be given immediately after learning activities are conducted.
c. Assessments must allow a majority of students to respond to the items correctly.
d. Assessments must provide information about students’ thinking.
*
115. Of the following, the most important purpose of assessments is to:
a. provide teachers with information that they can use to assign grades.
b. provide parents with information about their child’s learning progress.
c. provide students with information they can use to increase their learning.
d. provide students with information about how their performance compares to their
classmates.
*
116. Which of the following is not an essential characteristic of effective assessments?
a. The assessment is aligned with the teacher’s learning objectives.
b. The assessment is a form of positive reinforcement for students.
c. The assessment provides information about students’ thinking.
d. The assessment promotes learning in students.
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Chapter 13: Learning and Effective Teaching
Essay Item
*
117. Describe two essential characteristics of effective assessments, and explain why each is important.
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Chapter 13: Learning and Effective Teaching
CHAPTER THIRTEEN ANSWERS
Planning for Instruction
1. d
2. d
3. c
4. c
5. b
6. c
7. a
8. c
9. d
10. a
11. c
12. b
13. a
14. a
15. b
16. c
17. a
18. b
19. a
20. d
21. a
22. d
23. c
24. b
25. b
26. b
27. d
28. b
29. b
30. c
31. a
32. c
33. d
34. Celena’s objective was for the students to understand the multiplication of fractions, and specifically
how to multiply fractions accurately and understand why the product of two fractions results in a
smaller fraction.
35. Steps 3 and 4 most nearly illustrate preparing and organizing learning activities.
36. Step 5 in her plan most closely relates to planning for assessment.
37. Understanding why multiplying two fractions results in a smaller fraction is a form of conceptual
knowledge, so the objective should be classified into the cell where conceptual knowledge intersects
with understand.
38. Ben’s instruction was aligned, because his learning activity was consistent with his objective, and
his assessment was consistent with both his objective and his learning activity
39. The task analysis would break the content into examples of adjectives, some of which appear before
nouns and others of which appear after nouns. It would then include examples of adverbs that
modify verbs, adverbs that modify adjectives, and adverbs that modify other adverbs.
40. The short vignette, such as the one Carol Lopez used to teach the concept adjective on page 256 of
Chapter 9 of the text, could also be used as a form of assessment (assuming that it hadn’t already
been used to teach the concept.)
Implementing Instruction
41. c
42. d
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Chapter 13: Learning and Effective Teaching
43.
44.
45.
46.
47.
48.
49.
50.
51.
52.
53.
54.
55.
56.
57.
58.
59.
60.
61.
62.
63.
64.
65.
66.
67.
68.
69.
70.
71.
72.
73.
74.
75.
76.
77.
78.
79.
80.
81.
82.
83.
84.
85.
86.
a
b
a
c
a
c
d
d
a
c
d
b
a
b
a
c
d
a
b
a
a
c
a
d
a
d
d
c
c
a
b
b
d
c
a
b
c
a
a
d
b
The essential teaching skills include: (1) attitudes, such as personal teaching efficacy, modeling and
enthusiasm, caring, and high expectations, which increase learner motivation, and anything that
increases motivation also increases learning; (2) organization, which increases learning by
maximizing the time available for instruction; (3) clear communication, which increases learning by
making information coherent and sensible; (4) focus, which increases learning by attracting and
maintaining student attention; (5) feedback, which increases learning by providing students with
information about their learning progress and helping them reconstruct their knowledge when
necessary; (6) questioning, which increases learning by putting students in cognitively active roles;
and (7) review and closure, which helps students activate their prior knowledge and construct
meaningful schemas.
Effective feedback is immediate and specific. It provides corrective information for the learner. It
has a positive emotional tone. Providing corrective information is the most important characteristic
for increasing learner understanding.
Effective questioning includes: (1) frequency, which increases learning by putting students in
cognitively active roles; (2) equitable distribution, which increases learning by requiring all students
39
Chapter 13: Learning and Effective Teaching
to be attentive and involved in the lesson; (3) prompting, which increases learning by helping
students be successful on challenging tasks; and (4) wait-time, which gives students time to think
about their answers.
Models of Instruction
87. a
88. c
89. c
90. d
91. d
92. c
93. c
94. b
95. d
96. b
97. a
98. b
99. b
100. c
101. a
102. c
103. a
104. d
105. c
106. c
107. b
108. Any objective that involves the development of a procedural skill, such as learning to add two-digit
numbers, would be appropriate for the direct instruction model. Any objective that involves concept
learning, such as students’ understanding figurative language, would be appropriate for the guided
discovery model. Wanting students to understand any organized body of knowledge, such as
students’ understanding the relationships between geography and climate in different parts of a
country, would be appropriate for the lecture-discussion model. Wanting students to learn to work
together would be appropriate for cooperative learning models, and these models can be effectively
used with a variety of content goals.
109. Developing understanding, as the label implies, is the most important phase of the direct instruction
model. It sets the tone for both guided and independent practice. If students don’t understand the
skill, practice is ineffective.
110. First, lectures put learners in cognitively passive roles, and cognitive activity is essential for
learning. Second, lectures can easily overload learners’ working memories, and third, lectures don’t
provide any provision for checking students’ perceptions. Finally, lectures often fail to effectively
maintain student attention, and if students aren’t paying attention, they can’t learn.
111. Guided discovery is often effective, because it involves a great deal of teacher questioning, which
puts students in cognitively active roles, and cognitive activity is essential for learning.
112. High-achieving students sometimes feel exploited in cooperative learning activities while other
students receive a “free ride.” A second problem is that lower-achieving students’ comments and
opinions are sometimes dismissed in cooperative learning activities, leaving them with feelings of
incompetence or inadequacy. To prevent these problems, cooperative learning activities must be
carefully monitored, and students must be held individually accountable for their understanding.
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Chapter 13: Learning and Effective Teaching
Assessment and Learning: Using Assessment as a Learning Tool
113. d
114. d
115. c
116. b
117. First, assessment must be aligned with learning objectives, so the teacher can determine the extent to
which learners are learning what she wants them to learn. Second, effective assessments give
teachers information about students’ thinking. Without this information, teachers are unable to
identify students’ misconceptions and incomplete understanding.
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Chapter 13: Learning and Effective Teaching
42