78.Shana Boer teaching the concept arthropod to her students.  She : 1200720

78.Shana Boer teaching the concept arthropod to her students.  She : 1200720.

 

78.Shana Boer is teaching the concept arthropod to her students.  She displays the definition, “Arthropods are cold-blooded animals with an exoskeleton, three body parts, and jointed legs.”  She then shows students pictures of a lobster, a spider, a beetle, and an ant, telling the students that they’re arthropods.  Which of the following is the best assessment of her lesson as an application of instruction grounded in constructivist views of learning?

a.Consistent with instruction based on constructivism, since she provided a variety of examples of the topic (her pictures of the arthropods)

b.Inconsistent with instruction based on constructivism, since she provided the examples instead of having the students find the examples for themselves

c.Inconsistent with instruction based on constructivism, since understanding the concept arthropod isn’t an authentic task and therefore shouldn’t be taught

d.Inconsistent with instruction based on constructivism, since she merely told the students that the examples were arthropods, and there didn’t appear to be any discussion in the lesson

 

Use the following information for items 79 and 80.

 

Jaclyn Lincoln,  a fourth-grade teacher, wants her students to identify the correct verb in sentences such as “Andrea and Jose (is, are) the fastest runners on the girls’ and boys’ track teams.” She has the students complete a series of exercises in which they have to identify the correct verb.

Justin Boyd, a math teacher, wants his students to be able to simplify arithmetic expressions and has his students simplify a series of expression such as 3 + 5(8 -2) – 7.

Richard Dodd, a social studies teacher, wants his students to understand how geography, economy, and recreational patterns are interrelated. He shows the students a map that illustrates different geographic regions, such as mountains and plains, a matrix comparing the economies of the areas, and pictures illustrating the recreational patterns in these areas.

Lisa Hogan, a science teacher, wants her students to understand the characteristics of the solar system. She prepares a model showing the planets in their relative distances from the sun. She explains the model, pointing out that the first four planets are called the inner planets and the other four are called the outer planets.

Providing a variety of examples and representations of content is one of the “suggestions for classroom practice” for basing instruction on constructivist views of learning.

 

79.The teacher who most effectively followed this suggestion was:

a.Jaclyn.

b.Justin.

c.Richard.

d.Lisa.

 

80.The teacher who least effectively followed this suggestion was:

a.Jaclyn.

b.Justin.

c.Richard.

d.Lisa.

 

81.As part of a unit on percents and decimals, Katie Guzman gave her students ads from three different newspapers, each advertising the same products. Students then determined the cost per ounce for products such as orange juice and canned vegetables. After the students completed their calculations, Katie led a whole-class discussion in which the students explained their thinking and decided which products actually were the least expensive per ounce. During the discussion Katie periodically smiled and made comments, such as “Good analysis,” when students demonstrated a clear understanding of the topic. Based on instruction grounded in constructivist views of learning, which of the following statements is the best assessment of Katie’s lesson?

a.It was ineffective, because Katie gave the students the newspaper ads instead of having the students find the ads themselves.

b.It was ineffective, because Katie should have had the students complete the activity in small groups instead of conducting a whole-class discussion.

c.It was effective, because students were reinforced for clear thinking.

d.It was effective, because it provided a real-world task and used a considerable amount of social interaction.

 

82.Which of the following is an example of an informal assessment?

a.Teacher observations of group work

b.A graded social studies homework assignment

c.An oral presentation describing a student’s independent study project

d.A multiple-choice final given to all students

 

83.Research has identified several characteristics of urban environments that have implications for instruction. Of the following, which is the most important characteristic of urban environments for the application of constructivist principles?

a.Urban learners often come from low SES family backgrounds.

b.Urban schools often have limited resources for promoting learning.

c.Urban schools are often very large.

d.Urban learners come from diverse backgrounds.

 

Use the following information for items 84–87.  (This is the same vignette that precedes items 27-29).

 

Monica, age three, doesn’t touch plants because her mother, Teresa, in an effort to prevent her from pulling the leaves off the plants in the house warns her not to touch the plants. Teresa also touches a plant and says, “Ouch, hot!” When Monica tentatively moves to touch a plant, Teresa taps Monica’s fingers and says, “No, hot.”

The next day Monica walks by a plant, points, and says, “Hot,” and Teresa smiles at her and says, “Yes, hot.”

Monica also says to Teresa one day, “Girls wear glasses but boys don’t.”

“That’s an interesting idea,” Teresa smiles. “Why do you think that?”

“You have glasses, and Gramma has glasses, but Daddy doesn’t.”

“Let’s look at these pictures,” Teresa says, and she then pages through a mail order catalogue in which some of the female models are wearing glasses but others aren’t, and some of the male models are wearing glasses but others aren’t. “Look at him. . . . He’s wearing glasses,” Teresa says as Monica sits on her lap looking at the pictures. “And look at her. . . . Does she look like a girl?”

“Yes,” Monica replied.

“Is she wearing glasses?”

“No.”

Monica then decides that both girls and boys wear glasses, but she also decides that girls have long hair and boys have short hair after looking at the pictures.

Teresa smiles to herself and decides to pursue the idea of hair length at a different time.

 

 

 

 

84.  Which of the following best illustrates one of the guidelines for applying constructivist theory in classrooms?

a.Teresa’s warning Monica not to touch the plants.

b.Teresa’s touching the plant and saying, “Ouch, hot!”

c.Teresa’s tapping Monica’s finger when Monica started to touch the plant.

d.Teresa’s showing Monica the pictures of men and women with glasses.

 

85.  Using the guidelines for applying constructivist theory in classrooms as a basis for responding, which of the following is least likely to be effective in Teresa’s efforts to prevent Monica from touching plants?

a.Warning her not to touch plants.

b.Touching the plant and saying, “Ouch, hot!”

c.Teresa’s tapping Monica’s fingers when Monica moved to touch the plant.

d.Smiling at Monica and saying, “Yes, hot.”

 

86.Using the guidelines for applying constructivist theory in classrooms as a basis, how effective was Teresa’s attempt to prevent Monica from touching the plant by making her believe the plant was hot?

a.It was effective because it helped Teresa reach her goal (preventing Monica from touching the plant).

b.It was ineffective because plants, in general, are not hot, so Monica’s learning wasn’t connected to the real world.

c.It was effective because Teresa modeled not touching the plant when she said, “Ouch, hot!”

d.It was effective because tapping Teresa’s fingers was a gentle form of punishment that helped achieve the desired behavior of Monica’s not touching plants.

 

87.Using the guidelines for applying constructivist theory in classrooms as a basis, how effective was Teresa’s attempt to help Monica understand that both men and women wear glasses?

a.It was effective because Teresa provided Monica with examples, and Teresa and Monica interacted.

b.It was ineffective because Teresa should have reinforced Monica for saying that the girl in the picture wasn’t wearing glasses.

c.It was effective because Teresa modeled an understanding of some men wearing glasses and some women not wearing glasses.

d.It was ineffective because Teresa didn’t provide Monica live examples of men and women wearing glasses; her examples only came from written materials.

 

 

 

78.Shana Boer teaching the concept arthropod to her students.  She : 1200720

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