Dr. White's Final

The degree to which teachers use research to improve their lessons can generally be described as:
1. overuse
2. misuse
3. underuse
4. correct use
A common word that describes the aspirations of the reform committees is:
1. excellence
2. scholarship
3. credibility
4. economical
Generally, teachers tend to overemphasize the importance of:
1. research
2. experience
3. content knowledge
4. discipline
Most Middle school teachers perceive their greatest need to be for more knowledge in:
1. their content areas
2. mathematics and science
3. the history and philosophy of education
4. classroom management
Good curriculum planning should:
1. Cover several weeks in advance to permit the class to take advantage of audiovisuals, consultants, and field trips.
2. Cover only a few days to permit for flexibility needed to meet the changing interests of students
3. Be developed mainly at the state level to assure that all students in the state have equal access to quality education.
4. Ignore the concerns of students since middle and high school age youths are very indecisive and uncertain about their preferred futures.
The best curriculum units are usually developed by:
1. Experts at the federal government level.
2. Experts at the state government level.
3. Consultants and supervisors at the local school district level.
4. Teachers.
The appropriate degree of student involvement in curriculum development is that students should:
1. Have little or no involvement, since middle and secondary school students do not have expertise in this area.
2. Have equal say to that of the teacher in selecting content.
3. Be encouraged to express their ideas, but the final decision should belong to the teacher.
4. Take the major responsibility for curriculum development since it is for their benefit, not the teacher’s.
Content selection for secondary and middle school curricula should be based on:
1. major generalizations in the discipline.
2. Facts as determined by the textbook
3. The desires of various pressure groups throughout the community
4. The requirements made at the federal, state, and local district levels
Philosophy contributes most to curriculum development when the teacher:
1. takes coursework in philosophy
2. selects a leading philosopher’s perspective and models the curriculum after it.
3. Writes his or her own beliefs about such things as the purpose of school, the nature of youth, and the nature of learning.
4. Requires the students to develop their own philosophy statements.
Over the past centuries, the major factor affecting the curriculum has been the:
1. school principal
2. state course of study
3. students
4. textbooks
When developing the curriculum, the teacher should consult:
1. teachers at the next grade level
2. curriculum guides
3. textbooks
4. all of the above
Learning activities are important in any curriculum unit because:
1. students need a psychological break from constant study
2. learning activities are the vehicle through which students develop understanding
3. learning activities provide the teacher with frequent breaks
4. students need to spend some time without the pressure of the teacher
Ultimate responsibility for quality learning experiences lies with the:
1. students
2. State Department
3. Teacher
4. Principal
Compared to educational aims, objectives are more:
1. specific
2. distant
3. elementary
4. demanding
The level of cognitive objectives that requires forming a new whole:
1. evaluation
2. application
3. synthesis
4. analysis
The best use of textbooks in planning is:
1. no use at all, since textbooks are usually written at low cognitive levels
2. exclusively, since the textbook is written by experts in the field
3. one of several sources of information
4. best determined by a textbook committee
The unique feature of ends-means planning is that this type planning always begins
1. giving a test
2. setting advance organizers
3. selecting the most appropriate content
4. determining the desired outcomes
The most frequently neglected part of planning is the:
1. philosophy
2. content
3. objectives
4. evaluation
Behavioral objectives should be stated in terms of desired:
1. content to be learned
2. student behavior
3. teacher behavior
4. all of the above
Throughout the years, teachers’ roles in curriculum planning have:
1. increased
2. decreased
3. remained unchanged
4. become more controversial
A good performance term should be:
1. observable
2. measurable
3. general
4. both a and b
The teacher’s first role in using oral reports is to:
1. decide which students will be required to give reports
2. determine the purpose of the reports
3. assign a committee to evaluate the reports
4. decide the criteria to be used to grade the reports.
The best way to assure that students understand homework assignments is to:
1. ask them questions about it
2. explain it carefully
3. explain it more than once
4. have them work a problem in class.
The ultimate test of good curriculum or a good lesson is its ability to:
1. challenge the mental abilities of all students.
2. Change the behaviors of all students
3. Stimulate the interest level of all students
4. Distinguish between those students who understand the major ideas and those who do not.
The degree of importance of activities to a lesson:
1. varies according to the content being studied.
2. Cannot be measured since activities and content are inseparable
3. Is that activities are important, but not as important as content
4. Is the activities are much more important that content.
Daily lesson plans are needed:
1. only by those teachers who do not have a firm mental grasp of their disciplines.
2. By all teachers because they are required by all school systems.
3. Only by those teachers who teach in districts that require them.
4. By all teachers because they are the means by which the long term expectations are attained.
The proper use of daily lesson plans is:
1. They should be used each day, but the teacher should allow the lesson to include some planned directions, always returning to the lesson plan.
2. They should be used at the beginning of each period, but once the class takes its own direction, they should be set aside.
3. They should be used only by those teachers who lack expertise and experience needed to teach better without them.
4. They should be adhered to at all times and teachers should never permit discussions to stray from the planned lessons.
Student activities should be included in:
1. those lessons which involve psychomotor objectives
2. those lessons which involve highly complex ideas
3. those lessons which otherwise prove boring to students
4. all of the above
Curriculum content should be arranged according to:
1. natural sequences
2. simple to complex
3. sequences that facilitate learning the material
4. all of the above
Lesson planning should begin with the identification of desired:
1. content generalizations to be understood.
2. Changes in student behavior
3. Activities to be performed.
4. Facts to be understood
At the end of each lesson a review should be made of:
1. the major concepts found in the lesson
2. those facts which are stated clearly in the text
3. all ideas covered in the lesson
4. only those ideas which the students consider valuable
The most functional lesson plans are usually those made by:
1. experts at the federal and state level
2. local education agencies
3. teachers
4. textbook authors.
A true test of the value of any lesson plan is:
1. how detailed it is.
2. How well it is formatted.
3. How well it works for a particular group of students.
4. Whether it follows the principles of lesson plan development.
The lecture is a superior teaching method for:
1. achieving high retention
2. building a mental framework
3. motivating students
4. developing social skills.
The most common error teachers make when simulations and games is that they:
1. fail to adequately explain the instructions.
2. Permit students too much freedom.
3. Belief in the ability of all students to succeed.
4. Interfere during the game.
When adopting a game for classroom use, the teacher should:
1. keep the rules simple.
2. Limit the game time to one class period or less.
3. Assure that chance plays a role in determining success.
4. All of the above.
The most common error that teachers make when using questions is:
1. attempting to involve all students.
2. Failing to give students adequate time to answer the questions.
3. Directing questions to individual students.
4. Encouraging students to ask questions.
In inquiry learning, the major role of the teacher is that of a:
1. catalyst
2. scorekeeper
3. arbitrator or judge
4. disciplinarian.
Using humor during a lesson often:
1. decreases the immediate cognitive gains.
2. Increases the immediate cognitive gains.
3. Decreases the long term cognitive gains.
4. Increases the long term cognitive gains.
Because of the ability to tie relative concepts together as excellent method of summarizing a lesson is the:
1. Research should lead to improve teaching.
2. Teachers’ time would be better
3. Lecture
4. Discussion.
When lecturing, the teacher should take precaution to make his or her language:
1. simple and easy to understand
2. sophisticated enough to introduce new vocabulary
3. adequately complex to challenge students.
4. Sophisticated at a level equal to or above the level of the particular age group.
Teachers should use a variety of teaching styles because:
1. style preference differs from student to student
2. supervisors give higher rating to teachers who display versatility.
3. Teachers must compete in a world of entertainment.
4. Teachers have style preference.
Three criteria needed to enable students to very successfully master their subjects are:
1. high I.Q., creativity, and motivation.
2. Confidence, competition, and style.
3. Motivation, time, and style.
4. Direction, reinforcement, and intelligence.
Inter-class competition (competition among or between classes) produces:
1. cooperation across class boundaries.
2. Competition across class boundaries
3. Competition within each class.
4. All of the above
When using ability grouping, the teacher should guard against:
1. intellectual snobbery
2. diminished self-esteem among the lower groups
3. socialization between the high performers and low performers
4. both a and b
Teachers who wish to determine the preferred styles of their students frequently achieve this by:
1. Administering a questionnaire, which measures style preference.
2. Simply asking students for their preference
3. Looking up this information in their cumulative folders
4. Consulting their previous teachers
The proper entertainment role of media in classroom use is:
1. Media should not be entertaining
2. the major function of media in the classroom is entertainment.
3. Entertainment is an important function of media, but it is not as important as the content presented.
4. Whether or not media used in the classroom is entertaining is unimportant.
Before showing a film or playing a tape in the classroom, teachers should review these materials because previewing provides the teacher an opportunity to:
1. judge the quality of the media.
2. Determine whether the media relates to the topics being studied.
3. Prepare questions about the content to give students prior to showing the media.
4. All of the above.
The value of bulletin boards for classrooms depends on:
1. how functional they are.
2. How much time is spent in their preparation.
3. How attractive they are.
4. Whether the principal and parents want them.
The opaque projector continues to be used in classrooms because it
1. is small and unobstructive.
2. Has the capacity to show materials for long periods of time without damaging them.
3. Is very quiet
4. Enables students to enlarge drawings.
Media should be used in the classroom only if it:
1. has commercial quality.
2. Is commercially produced.
3. Contributed to the content in the lesson.
4. Is produced by students.
Films for classroom use should be selected several weeks or months in advance to:
1. guarantee their availability.
2. Enable the teacher to plan them into the year’s work.
3. Assure that students appreciate their instructional value.
4. All of the above
When using media for instructional purposes, teachers should:
1. use only one type at a time to reduce the possibility of malfunction.
2. Use a combination of media to increase motivation.
3. Surprise the students, giving them a sense of break from their studies.
4. Permit disinterested students to go to the library to avoid boredom.
In recent years, computers have become:
1. smaller
2. faster
3. cheaper
4. all of the above
Computer selections for purchases should be based primarily upon:
1. intended use.
2. Initial cost.
3. The selections made by other schools in the area.
4. The administrative capacities of the available computers.
The microcomputer’s capacity:
1. includes the ability of the computer to create.
2. Is limited to drill and practice
3. Includes teaching problem solving skills.
4. Is totally unlimited.
The attitude of most teachers toward the computer had been one of:
1. over-confidence
2. insecurity
3. indifference
4. infatuation
Microcomputers should be used to promote:
1. rote memorization
2. problem solving skills.
3. Creative thinking skills
4. All of the above
The teacher’s role in using humor is best described as a need for:
1. an ability to entertain students.
2. The art and skill of telling jokes effectively
3. A willingness to allow for a relaxed classroom where humor can emerge.
4. Permitting only teacher initiated humor since student initiated humor can quickly get out of control.
Teachers should assure their own enthusiasm by:
1. planning enjoyable activities into each classroom.
2. Asking their students to compare their enthusiasm with that of their other teachers.
3. Taking at least one drama course.
4. Ridding their course of goals and objectives since those may lead to a rigid climate.
Motivational efforts should always be related to the perspectives of:
1. the textbooks author
2. the students
3. the teacher of a particular class
4. other teachers
For middle school and high school students, the self-concept can affect a student’s level of motivation. Whereas a positive self-concept is a strong motivator, a negative self-concept tends to have the following impact on a student’s level of enthusiasm.
1. none
2. positive
3. negative
4. all of the above
Student involvement in lessons is a strong motivation strategy. A good rule to follow is to:
1. involve all students in every lesson
2. rotate, involving some students today, some tomorrow, etc.
3. involve only those who wish to be involved, since some students prefer to be silent.
4. Ask for volunteers throughout each lesson.
The responsibility for students being interested in any course belongs to the:
1. teacher
2. students
3. parents
4. counselor
Goal clarification tends to have the following effect on students interest levels.
1. It has no particular effect.
2. It has a negative effect since goals are usually boring to these age groups.
3. Clear goals tend to increase the level of student interest.
4. Goal clarity can either raise or lower student interest.
A good rule for using reinforcement in the classroom is:
1. The more reinforcement, the better
2. Always be serious, never giving unearned recognition.
3. Give each student some success every day.
4. All of the above
The amount of credit or weight assigned to a test item should be proportional to:
1. The emphasis given the topic in class.
2. The amount of time spent discussing the topic.
3. The amount of time required to answer the questions.
4. All of the above.
Compared to summative test items, formative test items should:
1. be longer.
2. Cover longer periods of time.
3. Be administered at shorter intervals.
4. Measure more depth into the subject.
The appropriate role for test scores to play in determining a student’s grade is that test scores should:
1. count more than all other criteria.
2. Be the only grading criterion.
3. Count only for students who are capable of mastering the content.
4. Be one of several criteria.
Extra credit assignments should be permitted only when:
1. a student is on the borderline of passing and failing.
2. A student is clearly failing.
3. The project will result in additional learning.
4. The students parents insist that their child be given this opportunity to improve an existing course grade.
Summative evaluation is:
1. given prior to instruction.
2. Given during instruction.
3. Used only to promote learning.
4. Used more than formative evaluation in middle and secondary schools.
When using criterion-referenced evaluation, the teacher:
1. informs students of the basis for earning a grade before instruction is given
2. forces students to compete with their classmates
3. allows only a certain percent of A’s and B’s.
4. uses the bell curve to determine grade distribution.
Measurement:
1. necessarily involves the teacher’s values.
2. Is a subset of evaluation.
3. Must be subjective
4. Is not essential to the determining of grades.
Teacher competency exams such as the New York Regents exams are an example of:
1. formative evaluation.
2. Norm-referenced evaluation.
3. Criterion-referenced evaluation.
4. Evaluation which produces cooperation, not competition.
Most psychometrists (test experts) recommend that teachers include on each test, both:
1. objective and subjective type questions
2. true-false and fill in the blank type items
3. positively written and negatively written items.
4. Multiple-choice and fill-in-the blank items
Every test should contain:
1. some items which challenge the most capable students in class.
2. Some items that even the least capable students can score correctly.
3. Some items that no students in class can score correctly.
4. Both a and b
Compared to subjective test items, objective items have the advantage of:
1. letting students tell what they know about the subject.
2. Encourage students to be creative
3. Being more easily and quickly scored
4. Providing students opportunities for self-expression.
When constructing a test, the teacher should attempt to include items representing:
1. all levels of all three educational taxonomies.
2. Only one domain
3. No more than two or three levels of any domain
4. Several levels of as many domains as possible
The level of cognitive items which require students to break down generalizations in order to better understand them:
1. synthesis
2. application
3. analysis
4. evaluation
The textbook should have the following effect on determining the curriculum in secondary and middle school classes:
1. The textbook should be the sole curriculum determiner.
2. The textbook should not affect the selection of content.
3. The textbook should be one of several sources that determine the shape and content of the curriculum
4. All decisions about curriculum content should be made at the state level.

Dr. White's Final

Quiz