Applying The 7 Principles As An Instructor

22 Questions

Settings
Please wait...
Applying The 7 Principles As An Instructor

To begin this weeks learning on Applying the 7 Principles as an Instructor; we have developed the following ungraded quiz, to gauge where the students are at this point of our ADED 320 course. Please complete this quiz within the first half of the week to assist us in moving forward with the discussion during the second half of the week. At the end of the quiz you will find the first discussion question.


Related Topics
Questions and Answers
  • 1. 
    What is one way in which a facilitator can assist a small group of students who lack the prerequisite knowledge, but are capable of catching up on their own? 
    • A. 

      Advise the student to drop the class.

    • B. 

      Provide students a list of terminology and skills they should know.

    • C. 

      Create study groups and create a rubric for participation.

    • D. 

      Take a class or two to go over the prerequisite material to catch up the students.

  • 2. 
    • A. 

      Knowing what and knowing why?

    • B. 

      Knowing how and knowing when?

  • 3. 
    If a student…
    • A. 

      Knows HOW to do something then it is safe to assume they understand WHY they are doing it

    • B. 

      Knows WHY we do something then it is safe to assume they know HOW to do it

    • C. 

      If the student can explain a theory well and perform a procedure then they require no further teaching

    • D. 

      If the student can explain a theory well and perform a procedure you should adjust your lesson plan to teach them more

  • 4. 
    Research suggests it is important to understand how knowledge organizations develop:
    • A. 

      People make associations based on patterns they experience in the world.

    • B. 

      Associations build, larger more complex structures emerge.

    • C. 

      People organize their knowledge differently, based on experience (i.e. culture).

    • D. 

      No organizational structure is necessarily better, just well or poorly matched to any given situation or task.

    • E. 

      All of the above.

  • 5. 
    When teaching a scientific theory one should always teach…
    • A. 

      Chronologically, starting with the earliest scientific explanations and each major discovery since then, so the student will understand the same thought process as the scientific community

    • B. 

      Chronologically in reverse order, starting with the most relatable up-to-date ideas will solidify the theory in the students’ mind, and giving the history in reverse will help them see how the idea was developed

    • C. 

      Only the most relevant, up-to-date information so that the student does not get confused with past ideas that are irrelevant anyways

    • D. 

      By linking the major aspects of the theory with its history, useful applications and current research

  • 6. 
    Using Figure 2.2, which panel demonstrates the ideal knowledge organization typical of an expert or master of a field? 
    • A. 

      Panel A

    • B. 

      Panel B

    • C. 

      Panel C

    • D. 

      Panel D

  • 7. 
    Creating one goal that students can aim to achieve is better than giving them too many. 
    • A. 

      True

    • B. 

      False

  • 8. 
    A Performance Approach to a goal, would mean to:
    • A. 

      Focus on avoiding incompetence by meeting standards.

    • B. 

      Students try to gain competence and learn what an activity or task can teach them.

    • C. 

      Desire to finish work quickly, with little effort.

    • D. 

      Attain competence by meeting normative standards.

    • E. 

      All of the above.

  • 9. 
    When a student makes many small errors in an assignment you should:
    • A. 

      Only point out a few so as not to discourage her.

    • B. 

      Point out all the errors, but write a positive message at the bottom of the assignment telling her she made a great effort.

    • C. 

      Schedule a meeting with the student to tutor them further until she can reach her potential.

    • D. 

      Not point out any small errors because she got the key concepts right.

  • 10. 
    A crossroads where the experts’ unconscious competence meets the unconscious incompetence of the novice is called the expert blind spot:
    • A. 

      True

    • B. 

      False

  • 11. 
    Despite students knowing a topic, they will not be able to attain mastery without…
    • A. 

      Component skills

    • B. 

      Integration skills

    • C. 

      Knowing when to apply the skills

    • D. 

      All of the above

  • 12. 
    You are an expert at building complex microchips in manufacturing company.  You are asked to train the new guy on how to build microchips, but try as you might he just doesn’t seem to be learning it.  You might consider...
    • A. 

      Being patient and just repeating your technique over and over and over again, but much slower.

    • B. 

      Asking a proficient, but less experienced, co-worker to try teaching the new guy.

    • C. 

      Trying to explain the way computers work so he can see how important the microchip is.

    • D. 

      Giving him a broom and dustpan.

  • 13. 
    You are teaching a class to 400 students lecture-style and have no teaching assistant and a very full course load and cannot offer office hours at al.  What would be the best strategy to serve the learning needs of your class…
    • A. 

      Assign only one major assignment midway through the semester, and return the assignments several weeks before the final exam with very thorough feedback.

    • B. 

      Create many very short assignments throughout the semester, but only provide a letter grade and no written feedback so you have time to mark each one.

    • C. 

      Assign several projects throughout the semester and assign the students to have them peer reviewed twice before submission.

    • D. 

      Only many multiple choice assignments that can be graded by scantron and provide statistical feedback (ie, 40% of the class got question 2 wrong).

  • 14. 
    Research shows learning and performance are at their best when: 
    • A. 

      Practiced and given feedback

    • B. 

      Given feedback and mentorship

    • C. 

      Mentored and practiced

    • D. 

      Students are motivated and engaged

  • 15. 
    You need to train a group of new recruits how to perform a complex, multi-step task.  You should…
    • A. 

      Make them repeat each step 5 times in a row without error before letting them move on to the next task, and once they can do that let them do all the steps in a row.

    • B. 

      Show them what they did wrong each and every time they attempt the task.

    • C. 

      Break the process down into extremely simple steps that won’t challenge anyone in the group.

    • D. 

      Show them a model of the finished product and tell them precisely what must be done several steps at a time letting them practice in between steps.

  • 16. 
    Strategies That Promote Student Development and Productive Climate:
    • A. 

      Resist a single right answer.

    • B. 

      Incorporate evidence into performance and grading criteria.

    • C. 

      Examine your assumptions about students.

    • D. 

      Establish and reinforce ground rules for interaction

    • E. 

      Turn discord and tension into a learning opportunity .

    • F. 

      All of the above.

  • 17. 
    There has been a subway bombing in your city on the morning of your class.  No one was killed, but emotion is running high in your class. It is the end of the semester and your students MUST learn this lesson fully before they can leave or they may not graduate.  You might try…
    • A. 

      Adjusting your lesson plan to a group activity so students can buoy each others’ spirits.

    • B. 

      Powering through the lesson because it is so important despite your own emotions.

    • C. 

      Spending the first half of the class letting the students talk amongst themselves about their feelings about the bombing and then rushing through the information needed in the second half.

    • D. 

      Acknowledging their feelings and fears by telling them how you feel, then asking everyone to focus on the lesson.

  • 18. 
    When students who come from wealthy families begin to feel shame in their privilege they would be considered to be in which stage of Hardiman-Jackson’s Social Identity model? 
    • A. 

      Naïve

    • B. 

      Acceptance

    • C. 

      Resistance

    • D. 

      Immersion

  • 19. 
    • A. 

      Be more explicit then you think necessary.

    • B. 

      Tell students what you do not want.

    • C. 

      Check students’ understanding of the task.

    • D. 

      Provide performance criteria with the assignment.

    • E. 

      All of the above.

  • 20. 
    When providing students with cognitive supports early in their learning and then gradually removing them as students develop greater mastery, you are...
    • A. 

      Developing a framework

    • B. 

      Platforming

    • C. 

      Scaffolding

    • D. 

      Mentoring

  • 21. 
    Since upper level students are expected to have a higher metacognitive ability you should…
    • A. 

      Give very little direction because they are expected to be confident and able to self-start.

    • B. 

      Micro-manage tasks to ensure the student never misses any steps in the process.

    • C. 

      Allow students to work independently for several minutes before offering to help, even after it is clear they are frustrated .

    • D. 

      Not offer any assessment or feedback unless it is asked of you because self-directed learners should be able to evaluate themselves effectively.

  • 22. 
    Congratulations! You have completed the quiz.  Now return to the class discussion board and share an example of one principal you apply in your teaching/facilitating practice. Examples will help us all learn.  **This question will not appear within the discussion thread. Ensure you have noted the question BEFORE you return to Blackboard**