A group of students wants to produce and electronic magazine that publishes original student writing and art. Their adviser is planning a unit to train them how to use a word-processing application to create pages that include features such as images, multi-column layouts, sidebars, headers, footer...
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A group of students wants to produce and electronic magazine that publishes original student writing
and art. Their adviser is planning a unit to train them how to use a word-processing application to
create pages that include features such as images, multi-column layouts, sidebars, headers, footers,
links, and page backgrounds. Which of the following would be the BEST culminating activity for this
portion of the training? - ANSWER Small teams producing a document under proctored conditions,
using specified features, and within a time limit.
Why? The purpose of the training is to prepare students to apply what they learn. The team and time
limit conditions make the performance more realistic; the whole activity promotes retaining and
transferring what has been learned.
Which of the following is MOST likely to promote effective transfer of knowledge to students? -
ANSWER Having students work on their own with specific information related to a topic before giving
an organizing lecture.
Why? Studies indicate that topics need to be organized and connected in order to promote transfer
of knowledge, but that a larger number of topics covered quickly will hinder student transfer because
students have too little time to connect and organize the information. Introducing organizational
structure early makes student learning difficult in that they first need specific information about the
topic before thy organizational structure can make sense and be remembered.
Students are about to take a paper and pencil test. If there is time for only one of the following
activities, which would BEST prepare students for the test? - ANSWER Students should make a chart
of the important topics with notes on subtopics below each.
Why? Organizational structures help students to connect and remember.
, How should a teacher generally begin almost every class? - ANSWER By telling students what they
will be covering that day.
Why? Telling students what they will be covering helps focus students' attention. A teacher should
remind students to pay attention if she notices that their attention is wandering, but she need not
start every class with this reminder. Reviewing skills is helpful on occasion, but not in every class.
Consider the following question asked by a first grade teacher: 'What do the three stories we have
read by Tomie de Paola have in common?' - ANSWER Analysis of the separate stores and comparison
between them.
Why? This question utilizes comparisons, which is part of the fourth level of Bloom's Taxonomy,
analysis. The teacher is looking to see which students are able to think of all three stories at the same
time and make comparisons between them.
In order to use an inductive sequence for teaching about World War II, which of the following would
be the BEST way for a class to work? - ANSWER Examine events leading up to the war and develop a
general model of world war in the process.
Why? Induction is the process of building a general model.
Given the following set of scores on standardized test, which choice most closely approximates the
difference between the mean and median of the set: 89, 65, 77, 93, 80, 87, 79 - ANSWER 1
Why? The mean of the data is 81.43 and the median is 80. The difference between them is 1.43,
which is closer to 1.
A teaching unit should be designed so that key skills are - ANSWER practiced early and in substantial
chunks
Why? Frequent practice distributed across the available time period helps students develop fluency.
In most cases, smaller chunks work better than big ones.
A student is returning to school after being hospitalized for three months. Which accommodation
should a teacher consider? - ANSWER Giving additional time to complete assigned work.
Why? Time to complete work is typically the most important accommodation needed after a long
absence. Most students who have been absent realize they will have adjustments to make and their
classmates realize this as well. Lowering expectations for in-class behavior or performance does not
help the student progress. Assigning another student to help only slows the student's recovery, and
is unnecessary if extra time is granted for completion of assignments.
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