Test your basic knowledge |

Elementary Teaching

Subject : teaching
Instructions:
  • Answer 50 questions in 15 minutes.
  • If you are not ready to take this test, you can study here.
  • Match each statement with the correct term.
  • Don't refresh. All questions and answers are randomly picked and ordered every time you load a test.

This is a study tool. The 3 wrong answers for each question are randomly chosen from answers to other questions. So, you might find at times the answers obvious, but you will see it re-enforces your understanding as you take the test each time.
1. List of instructional objectives and expected levels of understanding that guide test development.






2. Differences in developmental needs from one child to the next; see intraindividual variation.






3. Brief statements that represent the main idea of the information being read.






4. Professionals working cooperatively to provide educational services.






5. Impairments in the ability to understand language or to express ideas in one1s native language.






6. Refers to a severe visual impairment - not necessarily limited to distance vision; applies to all individuals with sight who are unable to read the newspaper at a normal viewing distance - even with the aid of eyeglasses or contact lens; they use a c






7. Time during which students have the opportunity to learn.






8. Interaction of individual differences in learning with particular teaching methods.






9. A systematic linguistic analysis of the structures of the learners' native and target languages. Contrastive analysis can be performed at different levels of language--sound - lexicon - grammar - meaning - and rhetoric.






10. Inform decision makers about student behaviors - monitor student progress toward a goal - screen students for specific purposes






11. A conscious process in which learners develop competence through formal studying of the language - including its rules - grammar and phonetic components






12. Conequence given to strengthen behavior






13. The act of analyzing oneself and one's own thoughts.






14. Memorization of facts or associations.






15. The tendency for items that appear at the end of a list to be more easily recalled than other items.






16. Compensatory preschool programs that target very young children at the greatest risk of school failure.






17. Experimentation with occupational and idelogical choices without definite commitment.






18. Concerned with the impact that SES and culture have on students' ability to learn; leader in the Progressive movement.






19. The ability to use language to communicate orally or in writing.






20. When a learner makes the same error repeatedly - without explicit outside correction - they reach the point where they never 'hear' the error. The speaker assumes his or her way of speaking is correct.






21. Assessment Frequent objective - essay - and performance tests.






22. Event that comes before a behavior.






23. In Piaget's theory - the understanding which develops during the concrete operational stage that involves the ability to order objects in a logical progression - such as from shortest to tallest; important for understanding the concepts of number - t






24. A statistical measure of the degree of dispersion in a distribution of scores.






25. Representing the main points of material in heirarchical format.






26. Perception of and response to differences in stimuli.






27. Can be a congenital anomaly (e.g. - club foot - etc.); an impairment caused by disease (e.g. - polio - etc.); or impairments from other causes (e.g. - cerebral palsy - amputation - etc.) that adversely affects a student's educational performance.






28. Birth to 18 mo.; Goal is to develop a basic sense of trust in others and a sense of one's own trustworthiness. failure to reach this goal results in a sense of mistrust in others/the world.






29. Providing supports to help a student do a task. These supports are gradually withdrawn as the student masters the task - thus transferring more and more autonomy to the child. Strategies for scaffolding student work include modeling - questioning - g






30. Knowledge about one's own thinking; involves an understanding of how memory works - what tasks require more cognitive effort - and what strategies facilitate learning; plays an important role in children's cognitive development during the middle chil






31. Learning from observation the consequences of others1 behavior.






32. Evaluation designed to determine whether additional instruction is needed.






33. A response to a question made by an entire class in unison.






34. A mental operation in the concrete operational stage that involves the understanding that an entity remains the same despite superficial changes in its form or physical appearance.






35. Learning strategies for learning.






36. Planning instruction by first setting long-range goals - then setting unit objectives - and finally planning daily lessons.






37. Dispensing reinforcement following an unpredictable number of correct behaviors.






38. Category of exceptionality characterized by being very bright - creative - or talented.






39. For blind students.






40. Support for learning and problem solving. The support could be clues - reminders - encouragement - breaking the problem down into steps - providing an example - or anything else that allows the student to grow in independence as a learner.






41. Students often learn a great deal simply by observing other people - describing the consequences of behaviors can effectively increase appropriate behaviors & decrease inappropriate ones






42. Incorrect responses offered as alternative answers to a multiple-choice question.






43. Problems with the ability to receive information through the body1s senses.






44. A reward that is external to the activity - such as recognition or a good grade.






45. The period of life from 2 to 7 years old when - Piaget believed - children demonstrate an increased ability to use symbols (gestures - words - numbers) to represent real objects in their environment.






46. Using consequences to control the occurrence of behavior.






47. About 1/3 of affected girls have mild retardation/learning disability; may exhibit attention disorders - self-stimulatory behaviors - and speech/language problems






48. Decreasing the chances that a behavior will occur again by removing a pleasant stimulus following the behavior.






49. Environmental conditions that activate the senses.






50. Motivation that stems from one's own needs or desires - not requiring extrinsic incentives.