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1 . The main purpose for understanding the thinking underlying…
1 . The main purpose for understanding the thinking underlying students’ motivation is to
foster academic intrinsic motivation
encourage performance-approach goals
develop causal attributions
promote extrinsic motivation
2. When students cram for a test to get a good grade, they are best described as exhibiting
intrinsic motivation
mastery-approach goal
c. extrinsic rnotivation
d. attainment value
3. A student participating in a lesson might ask herself any of the following questions. In expectancy-value theory, which best illustrates the idea of intrinsic value?
‘Do I want to do this task?”
“What do I get if I do this task?”
“Can I do this task?”
“What will happen if I don’t do this task?”
4. In attribution theory, the dimension of locus refers to causes.
mastery and avoidance
controllable and uncontrollable
stable and unstable
external and internal
5. Our interpretations of performance on a task, based on past performance and social norms, are referred to as
causal attributions
competency beliefs
achievement goals
utility values
6. Which student is most likely to be motivated to continue to work after experiencing failure?
One who attributes the failure to a stable cause, such as the teacher making the test too difficult
One with an incremental view of ability
One who attributes the failure to an uncontrollable cause, such as luck
One with an entity view of ability
7. Which best describes a student with an entity view of ability?
Elizabeth thinks that her high abilities in tennis are something she was born with, but will get even better with practice.
Joseph thinks that his low abilities in math are fixed and unchangeable, beyond his control.
William thinks that his high abilities in geography are just a natural strength, but knows it will slip if he does not study hard.
Danielle thinks that her low abilities in algebra are ever-changing, and with hard work she will experience success.
8. Megan calmly awaits the teacher to pass out a chemistry exam. “l can handle this,” she decides. “I’m good at answering these kinds of questions, and I’ve got the skills to understand all we did in the lab.” Megan has high
self-determination
self-efficacy
self-esteem
self-regulation
9. Which is the best example of the domain-specific nature of self-efficacy?
Heather is confident about her knowledge and skills in history class, and believes she has the skills to succeed in any other subjects she tries.
Justin is confident about his skills in football and athletics and feels good about himself as a result.
Jessica does not have confidence in her ability to complete geography class, or any other subject this year.
Daniel is confident about math and believes he can master the current unit, but does not believe he has the skills to succeed in other subjects.
10. Which of the following best illustrates an outcome expectation?
A student believes that studying leads to good grades.
A teacher believes that she is good at delivering instruction.
A student believes that he does not have the ability needed to get a good grade.
A teacher avoids putting children into ability groups.
1 1. If a lower-achieving student is in a classroom in which ability grouping occurs, the most likely outcome is that
it will increase his internalization
it wilt undermine his relatedness
it will increase his growth needs
it will undermine his self-efficacy
12. A student’s state of emotional arousal, observing the performance of others, and verbal persuasion are three influences on self-efficacy. A fourth influence is
past performance
performance goals
self-concept
self-esteem
13. Which LEAST describes an influence on self-efficacy?
Observing the performance of others
Past performance
Deficiency needs
States of emotional arousal
14. Which of the following is likely to increase self-efficacy?
Praising students without regard to performance
Letting students set goals without help
Teaching and modeling strategies that students can effectively apply
Teaching students to tell themselves they are getting better and better everyday
15. Which of the following practices is mostly likely to decrease intrinsic motivation?
Use of praise
Use of threats and directives
Use of a structured learning environment
Fostering relatedness
16. Students are more likely to follow rules if
the students have been allowed to provide input into the creation of the rules.
the rules are displayed in multiple locations in the classroom.
the rules focus on behaviors to avoid.
the teacher provides parents with a copy of the rules.
17. How should rules vary across elementary, middle, and high schooP
Students should have increasing input into the rules as they get older.
There should be very few rules for younger children and more for older children.
They should not vary, but be kept consistent across all grades.
They should be consistent with the students’ cognitive abilities and social skills.
18. Ms. Butler is in her first year of teaching elementary school. She has, with input from her students, developed a short simple set of classroom rules and made sure that the students understand them. However, she is often frustrated to find students sitting at their desks wearing their coats, having to waste five minutes making sure everyone has the appropriate books or worksheets ready, and spending time reprimanding students for speaking without raising their hands. Ms. Coulthard, who has been teaching for several years at the same school, explains that although Ms. Butler has done a great job with the rules, she has not established
her authority over the students.
a proper physical arrangement of the classroom.
class-running, lesson-running, and interaction routines.
clear expectation about which rules apply under what circumstances.
19. What characteristics of teachers are useful in the development of good relationships with students?
High levels of extraversion and a willingness to be wrong
An authoritarian stance and a good memory for names
Attention to detail and a good sense of humor
Moderate levels of dominance and a cooperative stance
20. All of the following are useful guidelines for developing strong relationships with students, except:
using a calm but assertive manner when talking to students.
using non-instructional time to converse informally with students.
showing your students that you are listening to what they have to say.
giving equal levels of attention and encouragement to all students.
21. When parents share their values and expectations for academic success with their children, help them to develop strategies for learning, and discuss future plans based on academic strengths, they are engaging in:
academic socialization.
interaction routines.
external regulation.
normative collaboration.
22. Why should teachers think carefully before spending time dealing with the minor misbehaviors of a student who is constantly misbehaving?
Because it sends a message that the teacher cannot effectively control the student.
Because the student may want to be punished.
Because it is unfair to the other students to spend that much time on one student.
Because teacher attention may act as a reinforcer for that student.
23. Psychological punishment is
effective, because students do not like to be humiliated.
effective, as it brings peer pressure to bear on the student.
ineffective, as it can harm a student’s self-esteem.
ineffective, as it makes the teacher look foolish.
24. All of the following are effective methods for dealing with misbehavior, except:
ignoring minor misbehaviors
removal of recess
direct consequences at an appropriate developmental level
notifying parents when direct consequences prove ineffective
25. Which of the following is an example of bullying?
Georgia regularly excludes Rowena from recess activities with Georgia and her friends.
Each student gets one opportunity to be the pencil monitor. When it is Gerald’s turn, he gives pencils to everyone except Ryan.
In physical education class, Carrie repeatedly beats Lauren in both foot races and rope climbing.
Jerry gets frustrated and waves his arms around to show that he is upset. A ruler slips out of his hand and hits Mandy in the face.
26. Which of the following is based on the idea that all students can learn curricular material if given sufficient time?
Mastery learning
Direct instruction
Expository learning
Instructional conversation
27. Which of the following statements describes direct instruction?
It uses a low degree of teacher control.
It minimizes off-task behaviors.
It introduces new content without assessing students’ prior knowledge.
It is a form of situated learning.
28. In which approach is there a highly structured environment where students engage in various forms of practice that ends with reviewing and reteaching as needed?
Direct instruction
Inquiry learning
Reciprocal teaching
Mastery learning
29. Ms. Bell presents a lecture in which she first reminds students about what they know about the American Civil War, presents the new material in a very structured way, and then asks them to script a reenactment. The method she most likely used throughout the day was
expository teaching
discovery learning
cooperative learning
direct instruction
30. Mr. Duchy presents students with a variety of new art materials and no further explanation, letting them uncover for themselves the idea that texture is part of art. The method he most likely used throughout the day was
expository teaching
discovery learning
mastery learning
direct instruction
31. Which is most true of discovery learning?
Inappropriate knowledge, or no knowledge, may be learned.
The teacher provides structured exploration.
It requires a lot of verbal engagement.
Problem solving occurs in the context of an investigation.
32. Which of the following is expository teaching most likely to incorporate?
Hands-on activities
Cognitive apprenticeships
Mastery
Advance organizers
33. The main purpose of an advance organizer is to
summarize content that was presented
activate prior knowledge
provide guidelines and structure for an independent activity
establish the cognitive domain of a learning objective
Differentiated instruction is:
based on individual students’ needs.
a component of mastery learning.
based on student’s cultural differences.
is the simplest level of Bloom’s Taxonomy.
Culturally responsive pedagogy:
relates to students learning styles.
is based on connections to students’ personal experiences.
is recommended for students with intellectual disabilities.
is based on behavioral learning theories.
36, Learning styles:
should determine individual students’ instruction.
are a component of mastery learning.
c. should not be used as a basis for instructional decisions..
d. are assessed in direct instruction.
37. To meet the needs of diverse students:
teachers should individualize instruction for each learner.
all students should be taught with the same methods and materials.
instruction should be matched to learning styles.
students should be grouped based on levels of skills.
