Curriculum II

20 Questions

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Curriculum Quizzes & Trivia

Another quiz to help prepare for the curriculum portion of the GSU EDAD Comps Exam. This one is part II of III.


Questions and Answers
  • 1. 
    A ___________________________ is the total set of learning experiences offered by a schoo for a particular group of learners, usually over a multiyear period and typically encompassing several fields of study.  Sometimes is a policy statement of required classes.  For example, students need to have 4 hours of math, 8 hours of reading/la, 3 hours of science, 2 hours of social studies, and 1 hour of computers to graduate.
    • A. 

      Course

    • B. 

      Program of Studies

    • C. 

      Unit of Study

    • D. 

      Field of Study

  • 2. 
    A __________________________________ is an organized and clearly demarcated set of learning experiences typically offered over a mult-year period.  Subjects (Math, Science, etc.) are examples. 
    • A. 

      Course

    • B. 

      Program of Studies

    • C. 

      Unit of Study

    • D. 

      Field of Study

  • 3. 
    A ___________________________ is a subset of both a program of study and field of study.  A set of learning experiences withing a field of study offered over a specified period of time (year, semester, trimester, quarter).  Usually is labeled with grade level and title.  For example, 7th grade health or Economics 101.   
    • A. 

      Course

    • B. 

      Currculum

    • C. 

      Unit of Study

    • D. 

      Discipline

    • E. 

      None of the above

  • 4. 
    When a school district is concerned with improving a field of study, it is usually concerned with strengthing one subject area across several grade levels.  Such a decison typically emerges from an awareness of
    • A. 

      A deficiency (such as no articulation across several grade levels).

    • B. 

      That teachers are no longer using curriculum guides.

    • C. 

      An outdated curriculum.

    • D. 

      All of the above.

    • E. 

      None of the above.

  • 5. 
    __________________________________ is an invaluable tool that can be used to help teachers and students cross imposed grade levels and reach students at their levels of interest.
    • A. 

      A Unit of Study

    • B. 

      An Integrated Unit

    • C. 

      Curriculum Mapping

    • D. 

      Standards-based testing

    • E. 

      All of the above

  • 6. 
    In improving a field of study, __________________________________________________  begin by structuring the field of study as a series of sequential nongraded levels of learning.  These models are often used with the RTI model.
    • A. 

      Elective Models

    • B. 

      Diagnostic-Prescriptive (Individualized) Models

    • C. 

      Montessori Models

    • D. 

      Glickman's Field Models

    • E. 

      None of the above.

  • 7. 
    In improving a field of study, __________________________________________________  view the curriculum as a mult-path network and usually delivered as an array of mini-courses lasting 1-18 weeks. 
    • A. 

      Elective Models

    • B. 

      Diagnostic-Prescriptive (Individualized) Models

    • C. 

      Montessori Models

    • D. 

      Glickman's Field Models

    • E. 

      None of the above.

  • 8. 
    Curriculum change is often based on specific details involved in improving and developing
    • A. 

      Programs of study.

    • B. 

      Fields of study.

    • C. 

      Courses.

    • D. 

      Units of study.

    • E. 

      All of the above.

  • 9. 
    Two processes used to develop a new course are
    • A. 

      Costa's and Garmston's Planning Models.

    • B. 

      Hunter's and Covey's Planning Models.

    • C. 

      Naturalistic and Technological Models.

    • D. 

      Lewin's Plank and Drewer's Matrix.

    • E. 

      None of the above

  • 10. 
    In regards to reform, the key to curriculum leaders is to find and develop planned corrective activities to meet state and national requirements.  Effective action involves
    • A. 

      Present the concepts differently.

    • B. 

      Engage the students differently.

    • C. 

      Provide students with successful learning experiences.

    • D. 

      Examine your practices and embrace change.

    • E. 

      All of the above.

  • 11. 
    (In creating a new course or unit)  The objectives drive the planning process in this model.
    • A. 

      Techonological

    • B. 

      Naturalistic

    • C. 

      Data driven

    • D. 

      Differentiated

    • E. 

      None of the above

  • 12. 
    (In creating a new course or unit) Objectives are set to produce desirable student experiences or outcomes in this model.
    • A. 

      Techonological

    • B. 

      Naturalistic

    • C. 

      Data driven

    • D. 

      Differentiated

    • E. 

      None of the above

  • 13. 
    From a survey on reform programs.  Successful schools  
    • A. 

      Invested a lot of money in technology.

    • B. 

      Had the same principal for the previous three years.

    • C. 

      Had teacher leaders also make policy decisions.

    • D. 

      All of the above

    • E. 

      B and C only

  • 14. 
    From a survey on reform programs.  Successful schools  
    • A. 

      Had principals that were more likely to create time for teachers for support and collaboration.

    • B. 

      Had principals comfortable using data and making data-driven decisions.

    • C. 

      Had new principals placed in schools where complaints were expected to be lower.

    • D. 

      All of the above

    • E. 

      A and B only.

  • 15. 
    In supervising the curriculum, one of the most important aspects of quality supervision is in the area of
    • A. 

      Collaboration

    • B. 

      Discipline

    • C. 

      Assessment

    • D. 

      Instruction

    • E. 

      None of the above

  • 16. 
    During the 1980s, Madeline Hunter seemed to be the dominant mode of supervsion.  Many used her ________________________________ to analyze and improve teaching.  It was constructed on sound theory and was teacher friendly.  Though many adopted this, the early research on its impact on achievement indicated that it was not more effective than standard approaches to supervision.
    • A. 

      Essential "elements of lesson design"

    • B. 

      Formative assessment

    • C. 

      Summative assessment

    • D. 

      Cognitive coaching

    • E. 

      Developmental supervision

  • 17. 
    This approach to curriculum supervsion involves two important features: teacher development and supervisor assistance level.
    • A. 

      Jung's diploid supervisory model

    • B. 

      Glickman's developmental supervsion

    • C. 

      Costa's and Garmston's cognitive coaching

    • D. 

      Lewin's pandering

    • E. 

      Covey's two most important habits of successful curriculum fixer uppers

  • 18. 
    This approach to curriculum supervision focuses on the teacher's thinking via clinical supervision. 
    • A. 

      Jung's diploid supervisory model

    • B. 

      Glickman's developmental supervsion

    • C. 

      Costa's and Garmston's cognitive coaching

    • D. 

      Lewin's pandering

    • E. 

      None of the Above

  • 19. 
    It is all those district- and school-sponsored programs, both formal and informal, offered to groups of teachers in response to organizational needs. 
    • A. 

      College Credits

    • B. 

      Clinical Supervision

    • C. 

      Staff Development

    • D. 

      Supervision

    • E. 

      None of the above

  • 20. 
    Staff development involves
    • A. 

      Informal observations.

    • B. 

      Rating.

    • C. 

      Individual development.

    • D. 

      All of the above.

    • E. 

      A and C only.