Question :
21.Into which cell of the cognitive taxonomy table would the : 1200596
21.Into which cell of the cognitive taxonomy table would the objective “Students will know their times tables from 1 through 12” be best classified?
a.The cell where factual knowledge intersects with remember
b.The cell where factual knowledge intersects with understand
c.The cell where conceptual knowledge intersects with remember
d.The cell where procedural knowledge intersects with understand
22.“Students will learn to write original poems using iambic pentameter.” Into which cell of the taxonomy table would this objective be best classified?
a.The cell where factual knowledge intersects with apply
b.The cell where conceptual knowledge intersects with apply
c.The cell where procedural knowledge intersects with apply
d.The cell where procedural knowledge intersects with create
23. One of the problems in your students’ textbook asks them to find the area of the following figure. They are also given the lengths ab, ae, and cd. You assign your students the task of breaking the problem into solvable subtasks.
a b
____
|
c |_____ d
| /
|____/
e f
Into which cell of the taxonomy table would this task be best classified?
a.The cell where factual knowledge intersects with apply
b.The cell where conceptual knowledge intersects with apply
c.The cell where conceptual knowledge intersects with analyze
d.The cell where procedural knowledge intersects with create
24.The first step in preparing and organizing learning activities is:
a.sequencing the components of the topic.
b.identifying the components of the topic.
c.preparing examples for students’ use.
d.Ordering the examples with the most concrete first.
25. The process of breaking content down into component parts and making decisions about sequencing the parts refers to which part of the instructional process?
a.Writing learning objectives
b.Conducting a task analyses
c.Sequencing examples
d.Instructional planning
26.After one has identified the component parts of content, the next step in a task analysis is to:
a.assess learners.
b.prepare examples.
c.order examples.
d.align instruction.
27.The final step in a task analysis is to:
a.identify component parts.
b.sequence the components.
c.prepare examples.
d.order examples.
28.A language arts teacher remembers that his students have trouble differentiating metaphors from similes, so he first plans to define figurative language. He then plans to provides several examples of metaphors and several other examples of similes. He then plans to have the students compare the characteristics of each. The teacher’s thoughts and actions best illustrate:
a.knowledge of content.
b.task analysis.
c.authentic tasks.
d.pedagogical content knowledge.
29.Brenda Ruiz, a science teacher, wants her students to understand the makeup of atoms and molecules. She plans to begin with protons, neutrons, and electrons, and use models to identify the protons and neutrons in the nucleus. She then plans to display several models, beginning with simple elements, such as hydrogen and helium, and gradually progress to elements with larger numbers of protons, neutrons, and electrons. Finally, she plans to have the students identify elements on the periodic table. Brenda’s thinking in this example best illustrates which of the following?
a.Knowledge of learners and learning
b.A task analysis
c.Teaching to a standard
d.Instructional alignment
30. Which of the following parts of the planning process answers the question, “How can I determine if my students have reached the learning objectives?”
a.Preparing learning objectives
b.Organizing learning activities
c.Planning for assessment
d.Ensuring instructional alignment
31.Instructional alignment refers to:
a.the match between learning objectives, learning activities, and assessments.
b.the correspondence between classroom activities and standardized assessments.
c.the relationship between teacher-made assessments and standardized tests.
d.the tie between learning objectives and state standards.
32.Learning activities that focus on objectives, and assessments that measure the extent to which the objective have been met best describe which of the following?
a.A task analysis
b.Knowledge of learners and learning
c.Instructional alignment
d.The cognitive domain
33.Statements that are generated at the state or national level and that describe what students should know or be able to do at the end of a prescribed period of study are best labeled:
a.task analyses.
b.domains.
c.taxonomies.
d.standards.
