Question :
11) Which one of the following teaching approaches does Lynn : 1184068
11) Which one of the following teaching approaches does Lynn Fuch (2003) recommend for incorporating self-regulated learning strategies into math-problem solving?
A) Self-regulated learning strategies should not be taught in math classes until high school because younger students do not have the cognitive maturity to employ the appropriate learning strategies.
B) Teachers should assess student’s level of volition.
C) Students should not discuss their problem-solving strategies with other students because this can lead to cheating and students not solving the problem on his or her own.
D) At the beginning of each session, students should set new goals based on their previous math performance.
12) Woolfolk suggests the following strategy for teachers in an effort to involve parents in supporting self-regulation within their child:
A) Ask parents to focus on large, overall learning goals
B) Do not bias parents by sharing the area most challenging for their child
C) Ask families to keep records in support of the students’ self-evaluation of progress
D) Remind families that children need immediate help, thus children should utilize the answers in the back of their book when doing homework
13) What are the steps involved in self-regulated learning?
A) Modeling, reflection, self-evaluation, devising plans
B) Teaching, practice, goal-setting, reflective task analysis
C) Analyzing the task, setting goals, devising plans, enacting strategies
D) Self-efficacy, strategy use, volition
14) Mr. Jacoby is very effective at encouraging his students to become self-regulated learners because he includes the following in his teaching:
A) Direct instruction on the aspects of self-regulated learning
B) Minimal feedback so that his students can evaluate their own work
C) Cooperative learning activities
D) Opportunities for students to develop their creative abilities
15) Which one of the following quotes is an example of high self-efficacy?
A) “I am usually good at math, so I will do well in this class.”
B) “I am usually lucky on this type of test, so I should do well on this one.”
C) “The teacher hates me, so I know I will flunk this course.”
D) “The math teacher is easy-going, so I should do well in this class.”
16) Erin is a fifth-grade teacher who has a high degree of efficacy in teaching. Consequently, Erin will most likely
A) be a fairly easy grader.
B) be relatively strict with her classroom rules.
C) have a high sense of “withitness.”
D) try harder when students have learning difficulties.
17) Research on self-efficacy and achievement suggests that school achievement is improved and self-efficacy is increased when students
A) accredit their successes to luck or to the intervention of others.
B) advocate controllable activities rather than tasks that are beyond their abilities.
C) develop high expectations even in the face of difficulties.
D) receive rewards or other reinforcements based on the quality of their performances.
18) Which one of the following theories places the greatest emphasis on presenting models so that students can learn from observing others complete a task?
A) Constructivist theoretical perspectives
B) Behavioral theory
C) Social cognitive theory
D) Expectancy-value theory
19) According to Albert Bandura’s social cognitive theory, peers
A) can harm student motivation.
B) are more important than teachers in regards to student motivation.
C) are known to have negative influences on promoting self-regulated learning.
D) can serve as important models and facilitiate student learning.
20) Zimmerman’s model of self-regulated learning ends the cycle with
A) the individual reflecting upon what has been learned and thinking about his or her performance.
B) setting new goals for learning tasks.
C) a plan to engage in more cooperative learning.
D) the use of means-ends problem solving.
21) Which one of the following is NOT an essential component of emotional self-regulation?
A) Showing empathy for others.
B) Solving problems independently rather than asking for help when needed.
C) Acting in an ethical and legal manner.
D) Labeling feelings in oneself and others.
22) Which one of the following statements is TRUE about the role of expectations in social cognitive theory?
A) Expectations plaid a large role in Bandura’s social learning theory, but do not play a key role in his social cognitive theory.
B) In addition to beliefs and self-perceptions, expectations play a key role in Bandura’s social cognitive theory.
C) According to Bandura’s theory, values are more important than expectations for understanding students’ motivation.
D) Although expectations are important, they are too difficult to measure to be concerned about in everyday classroom activities.
A) harmful to independent learning.
B) what Bandura refers to as “self-efficacy.”
C) is unrelated to self-regulated learning.
D) an effective way to learning new knowledge and skills.
24) A student who successfully converts a fraction to a decimal yells out “I did it.. I can do it” is demonstrating a strong sense of
A) self-efficacy for math.
B) expectancy-value.
C) self-esteem.
D) means-ends problem solving ability.
25) Suzie keeps reminding her friend Bob to repeat the score before he serves the tennis ball. Suzie is engaging in a form of shared
A) regulation.
B) self-efficacy.
C) empathy.
D) modeling.
