Competence # 3 "Delivery and facilitation"

In order to promote independent learning, a teacher must begin instruction:

• with a review of previous skills taught, and then building up.

• in the zone of proximal development.

• targeting it to the middle of the class to engage the greatest number of students.

• at the lowest level of understanding in the class.

Answer explanation

The zone of proximal development is centered around what the student can do independently.

Which of the following is the most appropriate assignment for helping early elementary students begin to consider their own effect on the environment?

• Taking them on a field trip to a polluted pond in a nearby park.

• Show them pictures of large cities in China, pointing out the significant air pollution present there.

• Show them the temperature of the carbon dioxide that comes out of the exhaust of a car.

• Have them look for and talk about ways they and their family pollute the land, water, or air in everyday life.

Answer explanation

Students may be surprised at the impact their lives have on the environment. This assignment will personalize care of the environment.

Ms. Pepper is using discussion to stimulate higher-order thinking skills after the class has read a story. Which of the following questions would be the best choice to accomplish this goal?

• What kind of conflict does Brian face?

• How is Brian saved from the wilderness?

• In the book Hatchet, Brian has one tool that helps him survive the wilderness. What is one item you would bring in a similar survival situation and why?

• What basic need does Brian address first after he is stranded?

Answer explanation

This question is open-ended and requires the students to analyze aspects of the story and apply their own knowledge to the situation. It allows students to offer divergent answers and would also increase participation.

After students read a passage about the negative impacts of modern technology, they will write a short-answer response to a writing prompt posted on the board. Which of the following prompts is most likely to simulate higher-order thinking skills?

• Consider an opposing perspective and explain the benefits of modern technology.

• What genre of writing would best describe this passage?

• Describe the main idea of this passage.

• What are 2 to 3 examples of the negative impacts of technology included in the passage?

Answer explanation

Because this prompt is open-ended and requires students to consider an alternative perspective, it is most likely to encourage higher-order thinking.  

During a unit about ancient Egypt, a teacher gives teams of partners a photo of real hieroglyphics. She asks the students to translate the early writing and to carefully explain their thinking to a partner. Which of the following would not be achieved by completing this activity?

• generating interest in the topic

• providing an opportunity for hands-on learning

• learning how hieroglyphics were created

• encouraging critical thinking skills

Answer explanation

This activity would involve speculation. It would not help students learn facts about hieroglyphics.

A first-grade teacher schedules time every day to read aloud to her class. She wants to promote an understanding of books and a love of reading. In selecting stories to read, the teacher should focus on choosing books that:

• are engaging and enjoyable for the students.

• originate from a variety of cultures.

• feature characters that look similar to the students in the class.

• enhance the curriculum.

Answer explanation

To promote a love and understanding of reading, the emphasis should be placed on books that draw the students in and hold their attention.

A student-centered instructional model in which questioning and the subsequent dialogue and debate drive learning is best known as which of the following instructional strategies?

• Socratic

• experiential

• direct

• indirect

Answer explanation

Socratic teaching method involves the teacher leading students in a debate and discussion that allows them to develop critical thinking skills.

Mr. Graham is introducing a lesson about the US Constitution to his students. He periodically calls upon students to assess their knowledge as he lectures. When a student cannot answer a question after an appropriate amount of time, what strategy should Mr. Graham use to best support the student's learning?

• Continue to wait until the student is able to provide an answer.

• Ask another student to provide an answer.

• Provide the student a brief prompt to help them remember the correct answer.

• Ask the student a separate, easier question.

Answer explanation

Frequently, students need a hint to provide the correct answer. This allows the student to demonstrate their knowledge without feeling embarrassed.

When asking a student a question, which of the following should be the primary consideration of the teacher for response time by a student?

• the number of other students who have raised their hands to answer the question

• the difficulty level of the question

• how closely the question correlates to the instructional content being taught by the teacher

• the length of the class period

Answer explanation

This is the best answer option as more complex and difficult questions require longer periods of time for students to formulate and communicate responses.

A teacher is planning an introductory lesson for a new unit on potential and kinetic energy. The teacher wants to increase interest and motivate student learning. The teacher should include which of the following in the first lesson?

• a preview of key vocabulary words and concepts

• a calendar of homework assignments for the unit

• a real-world example that many students have encountered

• the learning expectations for the unit

Answer explanation

This gets students' attention and helps increase interest.