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Chapter 7

Using Instructional Strategies That Help Students Learn

Using Instructional Strategies That Help Students Learn

This activity contains 12 questions.

	Ms. Skellie has been teaching fifth grade for twelve years. She decided that she needed a change and asked the principal of her school if she could teach an early childhood class. Her principal was confident in Ms. Skellie's abilities to take on a new challenge, so she moved her to a kindergarten class the following year. During the fourth week of school, Mrs. Skellie created a paper and pencil summative evaluation for her students which required them to write answers in sentences. Mrs. Skellie was ignoring which component of general pedagogical knowledge?   How to organize and manage a classroom Learner's development How culture affects learning How to assess learning

	Which is not a teaching dimension that supports meaningful learning?   Clarity Task orientation Simplicity Variety Student engagement

	Mrs. Fogerty's fifth grade class is beginning the first lesson in their study of the concept of Innovation, and Mrs. Fogerty is using questioning to help her with the learning cycle lesson that she has planned. She plans a key question, some closed and narrow questions, and some open ended questions. In which phase of the lesson would the key question be most appropriate?   Development phase Expansion phase Exploratory phase

	Which is not true of cooperative learning?   Students in cooperative groups show higher academic achievement and increased motivation. Cooperative learning requires more teacher time to keep students focused on the content. Positive student interaction and accountability holds students individually accountable for their own learning and for the learning of others in the group. Students learn as well or better when using cooperative learning as when using competitive and individual learning strategies. Students work to develop adequate interpersonal and small-group skills. Positive interdependence among students is created through the division of workload, responsibility, and joint rewards.

	Which is the traditional model for teaching?   Idea formation Fact acquisition Concept or idea attainment

	Mr. Patel's sixth grade class is studying democracy through guided discovery instructional methods. Students are given time to study relationships of the concept and subconcepts, they are involved in multiple activities that illustrate the concept, and they are investigating the ideas that relate to democracy in order to look for patterns. Mr. Patel does not explain democracy, because he wants his students to formulate their own understanding before he offers an explanation. Who has more control in this scenario; Mr. Patel or his students?   Parents and teacher Students Mixed teacher and student control Teacher

	Question: Why are inquiry problems most often those found in the school or local community? Which of the following is not a reason?   It is important to bring students into contact with other people's various views and conflicting values. Most problems are found in schools and local communities. Inquiry methods reduce the amount of material covered to a greater extent than other instructional methods. Inquiry focuses on problem-solving and decision making.

	Which is the least appropriate instructional strategy for the exploratory introduction phase of the learning cycle?   Problem exploration Structured exploration Field trip Cooperative group challenge Open exploration

	Mr. Rodriguez was teaching a social studies lesson on landforms. He created a digital story on his computer to show the students. He used some personal photos of landforms (e.g. mountains, oceans, valleys, canyons, rivers, lakes, hills, islands, ponds, and others) from past trips. Other photos he needed were selected from the Internet. He placed all of these together with background music, and he audiotaped the narrative that he had written to accompany the photos. After Mr. Rodriguez showed the digital story, students discussed their observations of the landforms, particularly the characteristics of each one. Students looked for photos of landforms on the Internet and in old magazines. Then Mr. Rodriguez's students constructed a large classification chart to hang on the wall. Students placed their photos on the classification chart. As the week progressed, some students even brought photos from their family trips in which landforms could be recognized. Mr. Rodriguez engaged students in other related activities, and then he took them on a hike at a state park. Groups of students took digital cameras to the park that day. As they hiked, they took photos of different landforms they saw. During the next few days, each group created and presented their own digital story using their landform photos. Which activity was part of the development phase of his lesson?   Mr. Rodriguez took students on a hike to the state park. Mr. Rodriguez's students created their own digital stories and presented them to the class. Mr. Rodriguez discussed the landforms in the digital story with his students. Mr. Rodriguez's students worked in groups to take photos of landforms in the state park.

	What are some of the difficulties that students have in reading textbooks?   They tend to have a heavy load of technical concepts. They pile too many concepts and generalizations into a few paragraphs without enough supporting examples and with little discussion. References to long periods of time and huge distances are frequent. They include hard-to-pronounce names of cities, faraway countries, and foreign words. All of the above

	What are some considerations that teachers should remember when planning the expansion phase of a lesson?   Teachers should select two or more different types of expansion activities for each learning cycle. Teachers should select different instructional strategies with substantial student control. A final lesson summary completes expansion activities, ending the lesson. Students need to have opportunities to apply the new concept. All of the above

	Ms. Williams is teaching a lesson on cardinal directions to her first grade students. During the exploration introduction phase she defines and gives the purpose of cardinal directions. During the development phase of the lesson, each child is given a worksheet in which they label a simple map with N, S, E, and W. During the expansion phase, students are given another worksheet and instructed to label a picture of a globe with N, S, E, W. Ms. Williams will use the last worksheet as an assessment for this lesson. Her scoring system is as follows: 4 correct labels = 4 points, 3 = 3 points, 2 = 2 points, 1 = 1 point, and 0 = no points. What is wrong with this lesson?   The exploration introduction phase did not motivate them or assess their prior knowledge. The development phase did not communicate, explain, demonstrate, or help students understand the concept. Ms. Williams appears to be more interested in the assessment than she does in students' learning. The activities were not engaging and meaningful, especially for young students. The expansion phase did not extend, expand, or engage students in applying the new idea. All of the above

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