21.The way April represented her content—standing one foot and then : 1200536

21.The way April represented her content—standing one foot and then : 1200536.

 

21.The way April represented her content—standing on one foot and then standing on two feet to show the kids the difference between force and pressure is best described as a:

a.simulation.

b.model.

c.case study.

d.demonstration.

Use the following information for Items 22–25.

Kathy Krudwig, an educational psychology instructor, wants her students to understand the importance of teacher questioning as a means of involving students. She read a research study in which one group of teachers was trained to call on all their students as equally as possible, another group of comparable teachers received no training, and the results indicated that the trained teachers’ students achieved significantly higher than the other teachers’ students.

She knows, however, that simply telling her students to ask many questions will be less effective than  showing them something concrete, so she writes the following vignette and displays it on the overhead in her classroom.

Mrs. Myers was having a difficult time getting her students to respond.  She tried various high-interest activities, but they remained apathetic.

Finally, she tried a direct approach.  She told them that she was going to call on each of them whether or not they had their hand up.  She reminded them that she was there to help them if they had trouble answering.

At first the process was very difficult, and she was exhausted at the end of the day, but within a week, the attention level and involvement of her students had increased significantly.

Kathy also “practices what she preaches” by calling on all of her students as equally as possible.

22.  Of the following, the form of content representation best illustrated by the vignette Kathy displayed is best described as:

a.an example.

b.a case study.

c.a demonstration.

d.a model.

23.  We see that Kathy understood that “simply telling her students to ask many questions will be less effective than showing them something concrete.” Kathy’s understanding in this instance is best described as:

a.knowledge of content.

b.pedagogical content knowledge.

c.knowledge of descriptive research.

d.knowledge of learners and learning.

24. Kathy’s ability to create her vignette to help her students reach her goal is best described as:

a.knowledge of content.

b.pedagogical content knowledge.

c.general pedagogical knowledge.

d.knowledge of learners and learning.

25.  Kathy’s practicing what she preached by calling on her own students best indicates her:

a.knowledge of content.

b.pedagogical content knowledge.

c.general pedagogical knowledge.

d.knowledge of learners and learning.

 

Essay Items

26.Describe and provide an example of three of the different kinds of knowledge professional teachers possess.

27.Paul Hernandez stood at the front of his classroom and smiled broadly as his seventh graders strolled in for their first meeting.  This was the day he’d been waiting for, and he felt ready.  He was confident that his double major in history and geography would make him a stellar teacher.  He was especially lucky in that he’d obtained an emergency certificate and hadn’t been forced to waste all that time in teacher education classes.

Which type of professional knowledge is Paul most likely to have? Explain.

 

 

21.The way April represented her content—standing one foot and then : 1200536

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