Unformatted text preview: *$ 20 . Many people believe that teaching is primarily a process of presenting information to students in succinct
and organized ways . Of the following , the most likely reason for this belief is :`
(2 . )
most of their experiences with teaching involved teachers presenting and explaining information .
the belief is consistent with what we know about learning .
the belief is based on the need to thoroughly understand the content that we teach , and the need to
understand content is documented by research ."
most researchers in the area of learning emphasize the role of teacher explanation in helping students
Use the following information for items 21 and 22.
April Jackson's students have difficulty understanding the concept pressure , tending to equate it with force . To try
to help her students understand the difference , she stands with both feet on the floor and then stands with one foot on
the floor . She then helps the students understand that the amount of force she exerts on the floor is the same on
either one foot or both feet , but she exerts twice as much pressure on one foot , because the force is on a smaller area .
* 21 . Her ability to represent the concept pressure in this way best illustrates her :"
knowledge of content .
pedagogical content knowledge .
general pedagogical knowledge .
knowledge of learners and learning .
* * 22 . The way April represented her content -_ standing on one foot and then standing on two feet to show the
kids the difference between force and pressure is best described as a :`
case study .
Use the following information for Items 23 - 26.
Kathy Krudwig , an educational psychology instructor , wants her students to understand the importance of
teacher questioning as a means of involving students . She read a research study in which one group of teachers was
trained to call on all their students as equally as possible , another group of comparable teachers received no training ,
and the results indicated that the trained teachers ' students achieved significantly higher than the other teachers "
She knows , however , that simply telling her students to ask many questions will be less effective than showing
them something concrete , so she writes the following vignette and displays it on the overhead in her classroom .
Mrs . Myers was having a difficult time getting her students to respond . She tried various high-interest activities.
but they remained apathetic .*
Finally , she tried a direct approach . She told them that she was going to call on each of them whether or not
At first the process was very difficult , and she was exhausted at the end of the day , but within a week , the
a model .
they had their hand up . She reminded them that she was there to help them if they had trouble answering .
*23 . Of the following , the form of content representation best illustrated by the vignette Kathy displayed is best
an example .
. Ja case study .
a demonstration .
described as :`
Kathy also " practices what she preaches" by calling on all of her students as equally as possible .
attention level and involvement of her students had increased significantly ....
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- Spring '19
- Pat Blaine
- April Jackson, Kathy Krudwig