BarristerThunder10083
1. Gabriel wants to learn how to throw a baseball accurately, and…
1. Gabriel wants to learn how to throw a baseball accurately, and his dad is demonstrating and trying to teach him. What area or areas of Gabriel’s brain are activated when he watches his dad throw the ball?
Only the area of his brain that perceives the process
Only the area of his brain that receives the visual stimulus
Only the area of his brain that would be involved if her were throwing the ball
The area that perceives and the area that would be involved in throwing the ball
2. Avery consistently doodles on her geography homework. While her answers are often correct, she seems distracted. Which of the following strategies for helping Avery demonstrates a cognitive approach?
After a warning, begin deducting points from each paper Avery hands in that has doodling on it.
Develop a system of rewards that encourages Avery not to doodle.
Find activities for Avery that encourage her to use her artistic skills to help her learn geography.
Verbally encourage the entire classroom not to doodle on their papers, hoping that Avery will specifically internalize the general warning
3. Brooklyn is a high school student who considers herself a terrific multitasker. She frequently texts, plays music, checks social media, and studies at the same time. She believes that her attention is better when she feels connected to the world outside her quiet room. Which of the following statements represents an evidence-based assumption that applies in Brooklyn’s case?
Brooklyn’s habit of multitasking makes her unable to focus only on one thing.
Brooklyn, like most high school students, learns more efficiently when she multitasks.
Brooklyn is less efficient when she multitasks than when she focuses on one task.
Brooklyn’s experience with multitasking makes her learn efficiently when she multitasks.
4. The following teachers taught the same lesson. Based on current views of Allan Paivio and psychologists who agree with his theory, which teacher presents the information in such a way that it is easiest to learn?
Group of answer choices
Mr. Delgado shows students a diagram of the brain and asks students to trace a copy of the diagram.
Mrs. Hampton asks students to read the description of the brain in their textbook, and then she explains the description in greater detail.
Mr. Gardner describes the parts of the brain as he shows a diagram of the brain with each part labeled.
Ms. Rodriguez describes the parts of the brain and asks students to use their own words to describe the parts of the brain to a partner.
5. Chloe describes her museum field trip to her parents and relies on her memories and expectations, filling in her memory gaps with logical missing parts of the experience. In this example, Chloe is engaging in which of the following?
Spreading activation
Deep processing
Retrieval
Reconstruction
6. Mr. Francisco is teaching his biology students about algae, a concept that has no agreed-upon definition. He presents images of prototypes of algae, names them, and describes their key features. In teaching the concept of algae or any other concept in biology, what could Mr. Francisco do to make his lesson more effective and help students develop a clearer picture of the concept?
Provide only exemplars that reflect the prototypical features of algae
Give students both concrete and abstract examples of algae
Present non-examples and attributes that distinguish those examples from algae
Provide a theory-based explanation for why biologists have no clear definition of algae
7. Which of the following children is at the associative stage in the development of an automated skill?
Nora is trying to set up a new e-mail account. She tries to follow the on-screen prompts but keeps running into problems with her trial-and-error approach.
Sophia is peeling an apple while she talks to her friend on the phone. She is engrossed in the conversation and doesn’t need to pay attention to the apple peeling.
Tyler is building a new model airplane. This is his first time building a model, so he follows the directions carefully.
Hunter is making cookies for his team. He combines the first few ingredients, then checks the recipe. He measures and adds the dry ingredients, checks the recipe again, and bakes the cookies.
8. Owen is reading a story to himself about a family going to a fast-food restaurant for lunch. The story never mentions that the family members order and pay for their meals at the counter before they sit down. Nevertheless, Owen assumes that they do these things. How can you best explain Owen’s processing?
Dual coding, processing the visual and verbal information
Elaboration, using a previous script he had constructed about fast-food restaurants
Using a mnemonic procedure to draw on knowledge about fast-food restaurants
Visual processing of details in the story’s illustration that are not included in the text
9. Hannah is writing an page essay. Her teacher provided a rubric that helps to differentiate between an okay essay and an exemplary essay, which Hannah consults occasionally as she writes. After she finishes her first draft, Hannah asks her mother to read it and provide comments. Later she reviews the comments and works on her next draft. Hannah is engaging in:
Deliberate practice
Massed practice
Automated basic skills
Interleaved practice
10. Research suggests that the best way to evaluate whether individual teachers are likely to have a long-term effect on student academic and behavioral outcomes is to assess which of the following?
The annual progress of the school as a whole
The quality of the student-teacher relationship
The number of students who achieve proficiency on a standardized test
Student achievement in kindergarten and then again in eighth grade
Writing Part:
https://learn.teachingchannel.com/video/gathering-evidence-about-soil
https://learn.teachingchannel.com/video/early-elementary-social-studies-part-2
https://learn.teachingchannel.com/video/reading-informational-text
https://learn.teachingchannel.com/video/counting-collections-to-100-complete-lesson
https://youtu.be/tAz7TD02ytU
Observation Questions:
Infuse the following four questions into all three areas in question: (1) What happened?; (2) What does this mean?: (3) Why did this happen?; and (4) How might I do things differently?
Educator decisions:
Does the classroom teacher speak clearly and loud enough for everyone in the room to hear? What indicators lead you to this observation?
Does it seem like the classroom teacher carefully thought out the overall flow of the class? What indicators lead you to this observation?
Does the classroom teacher provide instruction that would be seen as culturally responsive (i.e., relatable/incorporates real-world examples)?What indicators lead you to this observation?
Does the classroom teacher’s lesson incorporate varied methods of instruction (e.g., visual, auditory, hands-on, etc.)? What indicators lead you to this observation?
Are there any aspects of the class that are hard to follow? What indicators lead you to this observation?
Does the classroom teacher mostly stay on track when explaining subjects and keep tangents to a minimum? What indicators lead you to this observation?
Teacher-student relationships:
From your observation, do you sense that students are comfortable with their classroom teacher and believe that he/she/they are about them? What indicators lead you to this observation?
Do you notice any rules or structures that are in place during this observation? What indicators lead you to this observation?
Is interaction between students and student/teacher individualism, collectivism, or in-between? Please elaborate.
Does the classroom teacher check for understanding throughout the lesson with the students? What indicators lead you to this observation?
Does the classroom teacher respond to student questions with patience and understanding? What indicators lead you to this observation?
Does the classroom teacher leave room for questions before completing the lesson? What indicators lead you to this observation?
Student Engagement:
Are the students actively engaged with the material being discussed? What indicators lead you to this observation?
Are there adequate supplies, space, and other resources for students to learn? What indicators lead you to this observation?
Does the classroom feel comfortable enough for students to speak up and be heard? What indicators lead you to this observation?
Does the classroom teacher keep distractions to a minimum by handling any disruptive students? What indicators lead you to this observation?
Answer all these questions please.
