Test Bank Methods for Effective Teaching, 8th Edition Paul R. Burden A+

Test Bank Methods for Effective Teaching, 8th Edition Paul R. Burden A+

Test Bank Methods for Effective Teaching, 8th Edition Paul R. Burden A+

Test Bank Methods for Effective Teaching, 8th Edition Paul R. Burden A+

Select the letter of the choice that best answers the questions.

1. Of the essential teacher characteristics, the necessary values, commitments, and professional ethics are known as:

  1. a. personality traits.
  2. b. skills.
  3. c. dispositions.
  4. d. knowledge.

2. Projects, reports, models, reports, presentations, and portfolios are all examples of what?

  1. a. Means to measure and assess student learning
  2. b. Planning materials when designing a new unit
  3. c. Classroom management tools
  4. d. Differentiating instruction for diverse learners

3. The Interstate Teacher Assessment and Support Consortium (InTASC) originally identified standards for:

  1. a. classroom discipline.
  2. b. new principals.
  3. c. K-12 students.
  4. d. beginning teachers.

4. ______________can be defined as a way of thinking about educational matters that involves the ability to make rational choices.

  1. a. Withitness
  2. b. Reflection
  3. c. Planning
  4. d. Constructivism

5. Which of the following is not an example of a commonly used basis for teacher reflection?

  1. a. Ms. Engle’s analysis of the day’s lesson plan after school
  2. b. The school principal’s notes from observing Mr. Thompson’s Algebra II class.
  3. c. Mrs. Darcy reviewing a videotape of herself teaching a lesson on grammar
  4. d. Mr. Kingsley taking his World History students on a field trip to the Classics Museum

6. Which of the following can be defined as a problem-solving strategy that individuals or groups can use to improve practice by reviewing routines, procedures, and other aspects of the instructional environment?

  1. a. The zone of proximal development
  2. b. Reflective practice
  3. c. Scaffolding
  4. d. Accommodation

7. Which of the following is not a characteristic of reflective teachers?

  1. a. Seek deep understanding of the issues involved in teaching
  2. b. Ask questions and are curious
  3. c. Place responsibility for teaching decisions on students and administrators alone
  4. d. Are purposeful and committed to improving their craft

8. Which of the following is not true regarding reflective teaching practice?

  1. a. Reflection is generally done at the beginning of one’s teaching career, as experienced teachers no longer need to be reflective.
  2. b. Reflection requires teachers to be open-minded and introspective.
  3. c. Teachers can reflect on their dispositions as well as teaching strategies.
  4. d. Teacher reflection is a necessary aspect of supporting student learning.

9. Collecting and analyzing data on student test scores, interviewing faculty and students, and seeking to explain dropout rates are all examples of:

  1. a. the steps for becoming a National Board Certified teacher.
  2. b. journal writing.
  3. c. portfolio development.
  4. d. action research.

10. Two areas of diversity that draw special attention for regular classroom teachers are:

a. English language learners and student athletes.

b. students with disabilities and English language learners.

c. students with disabilities and gifted students.

d. English language learners and students who have been retained a grade level.

11. What is the approximate percentage of student enrollment in public schools in the United States for students of color?

a. 16%

b. 25%

c. 41%

d. 50%

12. What is the name of an approach to teaching content to ELLs in strategic ways to make the subject matter comprehensible while promoting the students’ English language development?

a. Sheltered instruction

b. Applying dispositions

c. Learning community instruction

d. Diversity development

13. The SIOP Model can be described as a:

a. way to examine teacher dispositions.

b. framework to organize a teaching portfolio.

c. framework for planning lessons.

d. guideline to include constructivist teaching approaches.


Circle either the T or the F for each of the following statements.

1. Dispositions involve having knowledge about the content and teaching techniques.

2. Studies correlating a teacher’s test of basic skills and college entrance exams with their students’ scores on standardized tests found that high-scoring teachers are no more likely to elicit significant gains in student achievement than their lower-scoring counterparts.

3. Teaching experience appears to have an influence on student achievement.

4. State licensure requirements for teachers are rarely related to or based upon standards developed by professional teaching organizations, such as the InTASC standards.

5. The term skills refers to the necessary values, commitments, and professional ethics that influence teacher behaviors.

6. The InTASC standards include references to the necessary professional dispositions which teachers should possess.

7. A reflective teacher considers what to teach, how to teach, and how to provide an atmosphere that supports student learning.

8. Reflective writing involves preparing and teaching brief lessons that other educators would critique to improve your teaching.

9. Real reflection only takes place when a teacher is formally evaluated by his or her school administrators.

10. Higher levels of reflection in pre-service teachers are related to higher final student teacher evaluations.

11. A teacher portfolio including examples of lesson plans, video-taped lessons with self-critique, and analyses of student work can be a resource for professional reflection.

12. The number of English language learners in the United States public school system has increased more than the number of students identified as disabled has increased.

13. Sources of student diversity are limited to students with special needs.

14. Teachers are responsible for diversifying instruction and creating a supportive classroom for all learners.


Provide a definition for each of these terms:

1. Assessing

2. Decision making

3. Dispositions

4. Diversity

5. Implementing

6. Reflection

7. Sheltered instruction


Answer each of the following in approximately two or three sentences.

1. Briefly describe what is meant by each of the basic teaching function—planning, implementing, and assessing.

2. Name and briefly explain the four domains of Danielson’s Framework for Teaching.

3. List and briefly describe three strategies that can be used to help teachers reflect on their practice.

4. Identify some of the positive outcomes of reflective teaching.

5. Identify and briefly describe the various ways that student diversity is apparent in classrooms.


Answer each of the following in approximately two paragraphs.

1. Identify and discuss the essential knowledge, skills, and dispositions that effective teachers need to have.

2. Identify and discuss the core principles of the InTASC standards.

3. Identify and discuss three key concepts within the domain of professional responsibilities of teachers.

4. Why are teachers encouraged to use reflection? What are the benefits?

5. What is the SIOP Model? What are some of the benefits of using the SIOP Model?


Multiple-Choice Questions

1. C

2. A

3. D

4. B

5. D

6. B

7. C

8. A

9. D

10. B

11. D

12. A

13. C

True-False Questions

1. F

2. F

3. T

4. F

5. T

6. T

7. T

8. F

9. F

10. T

11. T

12. T

13. F

14. T

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