Name:

Curriculum-based Measure 5-EDU 415/615—Managing Teaching and Learning

  1. A teacher working with a student who struggles with English in her classroom gives her a failing grade because “she couldn’t understand terms or understand the reading”. However, the teacher spent many hours getting to know the student and learning about her journey to this country and it resulted in the student feeling safe in the classroom. This teacher behavior is an example of
  2. Fairness
  3. Welcoming
  4. Enforcing high academic standards
  5. All of the above
  6. In the above scenario, assume that the student struggling with English is Latina (specifically, Mexican immigrant) and the teacher is Mexican-American. Regarding cultural literacy as described in Weinstein (2015), the teacher’s approach would be an example of a(n)
  7. Neutral effect for cultural knowledge to inform instruction
  8. Significant understanding of the student’s educational background
  9. Error in beliefs, values, and assumptions influenced by socio-cultural identity
  10. Significant understanding of the students family background
  11. A student with a disability is placed in cooperative learning group with three other peers and is promptly dubbed the “clean-up” director for the group because he is very interested in contributing to the group. Assuming that this task is inappropriate, this assignment is most specifically a violation of which following concept of cooperative learning:
  12. Status treatment
  13. Positive Interdependence
  14. Individual accountability
  15. Heterogeneous grouping
  16. If you were the teacher, what approach would you take to rectify this situation?
  17. Special tutoring for the student
  18. Role reversal among the group
  19. Attribution re-training for the student
  20. Rotation of roles in the group
  21. An “active learning opportunity” according to Cooper (2013) is an example of
  22. Connective instruction
  23. Providing cooperative learning
  24. Academic Rigor
  25. Lively teaching
  26. In relation to Furrer, et al (2014) “motivational resilience” affects which part of the system of motivational development:
  27. Context
  28. Self
  29. Action
  30. Outcome
  31. A student who exhibits problem behavior because s/he never learned the appropriate way to demonstrate a behavior is said to exhibit a
  32. Performance deficit
  33. A knowledge difficulty
  34. A learning difficulty
  35. A skill deficit
  36. A student who has been observed previously to engage in appropriate behavior for a specific setting but decides not to demonstrate it in a specific situation is said to exhibit a
  37. Performance deficit
  38. A knowledge difficulty
  39. A learning difficulty
  40. A skill deficit
  41. Aside from reducing confusion, a major benefit of establishing a clear “classroom routine” is
  42. Minimizing loss of instructional time
  43. Clear expectations for student behavior
  44. Minimizing time to manage student behavior
  45. Maximizing students’ appropriate social behavior
  46. According to Weinstein (2015) a useful sequence for explaining classroom rules and expectations is to present the
  47. Rationale-rule-example-consequence
  48. Rule-rationale-example-consequence
  49. Consequence-example-rule-rationale
  50. Rule-example-consequence-rationale
  51. For Diel & McFarland (2012), the composition of a classroom (students and teachers) and the roles they play are
  52. Essential to establishing routine and ritual toward classroom order
  53. Related to the classroom’s multidimensionality and situated participation framework
  54. Irrespective of the more important notions of routine and ritual
  55. Dependent on the nature of the teacher in relation to one’s students
  56. According to Shook (2012), preservice teachers
  57. Engage in proactive strategies for managing rules and routines in a classroom
  58. React badly to problem behaviors
  59. Rely primarily on proactive strategies for negative student behavior
  60. Rely primarily on reactive strategies for negative student behavior