Question 1 5 / 5 points
When children play games that require them to experience the concepts of inside, under, and next to, before having to apply those concepts on paper, the teacher is demonstrating awareness of what aspect of developmental direction?
Question options:
a) Known to unknown
b) Simple to complex
c) Exploratory to goal directed
d) Accurate to inaccurate
Question 2 0 / 5 points
Carrie, age 4, is visually impaired. She wears glasses that help but are not sufficient for her to see quite well. In her IEP, her intelligence and her hearing are within normal ranges. There is a note that her social skills are underdeveloped and she has been very indulged at home. She leaves group activities or whines or disturbs others during group experiences. Which strategies are NOT likely to be helpful?
Question options:
a) Ask her to sit with another adult or near the leader close enough for her to see.
b) Give her something to hold or something to do physically during most of group time.
c) Exclude her from group time and ask her parent to pick her up early.
d) Use a lot of participation where her physical and aural/oral abilities are used.
Question 3 5 / 5 points
Before going outside to plant seeds in the garden on the playground, Mr. Menendez models poking a hole in dirt with his finger, placing a seed in the hole, sprinkling dirt on top of the seed, and pouring a small amount of water over the newly-planted seed. He says things like, "What did I do first?" and "Are you ready to plant our seeds?" This is likely what kind of activity?
Question options:
a) Planned demonstration
b) Spontaneous demonstration
c) Exploration
d) Direct instruction
Question 4 5 / 5 points
What is the best closing to complete a 20-minute group time?
Question options:
a) "That is all for today."
b) "You will have to hurry in getting your coats on. You don't want to miss the bus."
c) "Children wearing red may go first. Now those wearing green ...."
d) Stop speaking, stand up, and walk to the food cart.
Question 5 5 / 5 points
Mr. Frank has observed that some children are playing chase and wrestling on the playground. Other children seem to be distressed by the big body play. What type of special group experience would best be used in this situation?
Question options:
a) Greeting
b) Story Telling
c) Class meeting
d) Reporting
Question 6 5 / 5 points
What is a "teachable moment"?
Question options:
a) A spontaneous learning opportunity for the child
b) A short time interval between two scheduled activities
c) A planned activity in which the teacher highlights what the children learned that day in a fun and meaningful way
d) A brief teaching time when children and teachers plan what they will do next
Question 7 5 / 5 points
At group time, Mrs. Rausch is talking to 20 three-year-olds about how to care for a pet. Which of the following strategies would best enhance the activity?
Question options:
a) Pass around a dog brush, waiting for each child to touch it and ask a question or make an observation about it.
b) Read a story about a child who takes care of his pet dog.
c) Have several dog brushes for the children to look at in smaller groups around the circle.
d) Observe a dog being groomed while its owner explains what is happening.
Question 8 5 / 5 points
What activity would happen in a group time that incorporates the Author's Chair?
Question options:
a) Mrs. Jones selects an author of the week and reads the children a story by that author while sitting in her rocking chair at group time.
b) A child selects a favorite author from books in the book basket, then goes up and shows the others the book selected.
c) Five-year-old Melissa reads a story she wrote herself to the others in her class.
d) Five-year-old Melissa shares a favorite picture book from home and then the teacher and the children talk about the author and the illustrator.
Question 9 5 / 5 points
Which of the following statements describes a common goal for every whole group time?
Question options:
a) Children listen to a story.
b) Children develop a sense of community.
c) Children learn to follow directions and listen for details.
d) Children learn about the new activities for the day.
Question 10 5 / 5 points
What strategy of structuring the setting ahead of time is NOT a part of preparation for group time?
Question options:
a) Placement so that every child can see and hear
b) Ensure enough space between children for all planned activities
c) Organizing materials so that they are immediately at hand and in the order needed
d) Keeping the group size to 10 children or fewer
Question 11 5 / 5 points
Mr. Jarvis wants to incorporate a show and tell routine into his Tuesday kindergarten schedule. Which of the following things should he consider FIRST as he develops this routine?
Question options:
a) How many children will bring in items to show each Tuesday
b) What his goals are for show and tell
c) What to do about children who forget to bring something to show
d) What rules should govern the show and tell activity and how will he enforce them in a positive way
Question 12 5 / 5 points
The teacher has developed a counting activity in which children are counting shells. Which of the following statements of content best fit this activity?
Question options:
a) Shells come in many colors.
b) Shells are sometimes large and sometimes small.
c) Shells were once the home of tiny animals that live in the ocean.
d) When counting, each object is counted only once.
Question 13 5 / 5 points
The short form of the lesson plan is suited for teachers who:
Question options:
a) are more experienced, and therefore need to record fewer details.
b) are not provided paid time for lesson planning, and may be too busy to have time for the long form.
c) work alone and do not need to communicate activity plans in detail to coworkers.
d) have less experience writing plans and are writing simpler activities.
Question 14 5 / 5 points
Ms. Demchik filled the water table and placed a set of eight-ounce plastic bottles on a nearby shelf. She put measuring cups and some plastic tubing in the water. As the children arrived, she invited them to play. She observed the children's explorations, then asked questions such as, "Which of these containers holds the most? How do you know?" She was prepared to accept any answer the children might give and to build on their answers with further questions and challenges. What activity type does the water table represent?
Question options:
a) The water table was a direct instruction activity.
b) The water table was a problem-solving activity.
c) The water table was an exploratory activity.
d) The water table was a guided discovery activity.
Question 15 5 / 5 points
The teacher notices that over the past several days, children have been leaving toys out on the playground. He decides to address the problem during group time. Which of the following group times would offer the best vehicle for addressing the problem?
Question options:
a) Planning times
b) Class meetings
c) Brainstorming Groups
d) Plan-do-review
Question 16 5 / 5 points
Which of the following parts of the activity plan should reflect the concept of developmental direction?
Question options:
a) The materials
b) The content
c) The objectives
d) The title
Question 17 5 / 5 points
Of the following activity types, which one gives children the least control over what happens in the activity?
Question options:
a) Demonstrations
b) Direct Instruction
c) Discussions
d) Guided Discovery
Question 18 5 / 5 points
Which strategy is NOT required as part of a brainstorming group time about insects?
Question options:
a) Read a factual book about insects to the children.
b) Invite children to talk about what they know about insects.
c) Discuss how children want to find out new things about insects.
d) Record what children want to learn about insects.
Question 19 5 / 5 points
Your textbook described the concept of developmental direction. Which of the following is an example of whole to part?
Question options:
a) Arnold learns the concepts of tall and short by building towers of blocks and then applies this knowledge to identifying tall and short objects pictured side by side in photographs.
b) Hannah practices fine motor skills by cutting out paper shapes and then recites the names of the shapes.
c) Carl learns the meaning of a word by memorizing a song and then using the same word in another song later.
d) Sarah sees and hears the teacher read the same story many times and then begins to pick out certain words in the text herself.
Question 20 0 / 5 points
During Miss Gross's carefully planned whole group teaching activity, some children began to wiggle and poke each other. What should she do immediately?
Question options:
a) Scan the group to determine children's interest level and to see if the problem appears to center on any particular child.
b) Stop what she is doing and scold the children for inattentive behavior.
c) Increase the volume of her voice and continue as though nothing is amiss.
d) Stop the group time and involve the children in a discussion about the group time rules.
When children play games that require them to experience the concepts of inside, under, and next to, before having to apply those concepts on paper, the teacher is demonstrating awareness of what aspect of developmental direction?
Question options:
a) Known to unknown
b) Simple to complex
c) Exploratory to goal directed
d) Accurate to inaccurate
Question 2 0 / 5 points
Carrie, age 4, is visually impaired. She wears glasses that help but are not sufficient for her to see quite well. In her IEP, her intelligence and her hearing are within normal ranges. There is a note that her social skills are underdeveloped and she has been very indulged at home. She leaves group activities or whines or disturbs others during group experiences. Which strategies are NOT likely to be helpful?
Question options:
a) Ask her to sit with another adult or near the leader close enough for her to see.
b) Give her something to hold or something to do physically during most of group time.
c) Exclude her from group time and ask her parent to pick her up early.
d) Use a lot of participation where her physical and aural/oral abilities are used.
Question 3 5 / 5 points
Before going outside to plant seeds in the garden on the playground, Mr. Menendez models poking a hole in dirt with his finger, placing a seed in the hole, sprinkling dirt on top of the seed, and pouring a small amount of water over the newly-planted seed. He says things like, "What did I do first?" and "Are you ready to plant our seeds?" This is likely what kind of activity?
Question options:
a) Planned demonstration
b) Spontaneous demonstration
c) Exploration
d) Direct instruction
Question 4 5 / 5 points
What is the best closing to complete a 20-minute group time?
Question options:
a) "That is all for today."
b) "You will have to hurry in getting your coats on. You don't want to miss the bus."
c) "Children wearing red may go first. Now those wearing green ...."
d) Stop speaking, stand up, and walk to the food cart.
Question 5 5 / 5 points
Mr. Frank has observed that some children are playing chase and wrestling on the playground. Other children seem to be distressed by the big body play. What type of special group experience would best be used in this situation?
Question options:
a) Greeting
b) Story Telling
c) Class meeting
d) Reporting
Question 6 5 / 5 points
What is a "teachable moment"?
Question options:
a) A spontaneous learning opportunity for the child
b) A short time interval between two scheduled activities
c) A planned activity in which the teacher highlights what the children learned that day in a fun and meaningful way
d) A brief teaching time when children and teachers plan what they will do next
Question 7 5 / 5 points
At group time, Mrs. Rausch is talking to 20 three-year-olds about how to care for a pet. Which of the following strategies would best enhance the activity?
Question options:
a) Pass around a dog brush, waiting for each child to touch it and ask a question or make an observation about it.
b) Read a story about a child who takes care of his pet dog.
c) Have several dog brushes for the children to look at in smaller groups around the circle.
d) Observe a dog being groomed while its owner explains what is happening.
Question 8 5 / 5 points
What activity would happen in a group time that incorporates the Author's Chair?
Question options:
a) Mrs. Jones selects an author of the week and reads the children a story by that author while sitting in her rocking chair at group time.
b) A child selects a favorite author from books in the book basket, then goes up and shows the others the book selected.
c) Five-year-old Melissa reads a story she wrote herself to the others in her class.
d) Five-year-old Melissa shares a favorite picture book from home and then the teacher and the children talk about the author and the illustrator.
Question 9 5 / 5 points
Which of the following statements describes a common goal for every whole group time?
Question options:
a) Children listen to a story.
b) Children develop a sense of community.
c) Children learn to follow directions and listen for details.
d) Children learn about the new activities for the day.
Question 10 5 / 5 points
What strategy of structuring the setting ahead of time is NOT a part of preparation for group time?
Question options:
a) Placement so that every child can see and hear
b) Ensure enough space between children for all planned activities
c) Organizing materials so that they are immediately at hand and in the order needed
d) Keeping the group size to 10 children or fewer
Question 11 5 / 5 points
Mr. Jarvis wants to incorporate a show and tell routine into his Tuesday kindergarten schedule. Which of the following things should he consider FIRST as he develops this routine?
Question options:
a) How many children will bring in items to show each Tuesday
b) What his goals are for show and tell
c) What to do about children who forget to bring something to show
d) What rules should govern the show and tell activity and how will he enforce them in a positive way
Question 12 5 / 5 points
The teacher has developed a counting activity in which children are counting shells. Which of the following statements of content best fit this activity?
Question options:
a) Shells come in many colors.
b) Shells are sometimes large and sometimes small.
c) Shells were once the home of tiny animals that live in the ocean.
d) When counting, each object is counted only once.
Question 13 5 / 5 points
The short form of the lesson plan is suited for teachers who:
Question options:
a) are more experienced, and therefore need to record fewer details.
b) are not provided paid time for lesson planning, and may be too busy to have time for the long form.
c) work alone and do not need to communicate activity plans in detail to coworkers.
d) have less experience writing plans and are writing simpler activities.
Question 14 5 / 5 points
Ms. Demchik filled the water table and placed a set of eight-ounce plastic bottles on a nearby shelf. She put measuring cups and some plastic tubing in the water. As the children arrived, she invited them to play. She observed the children's explorations, then asked questions such as, "Which of these containers holds the most? How do you know?" She was prepared to accept any answer the children might give and to build on their answers with further questions and challenges. What activity type does the water table represent?
Question options:
a) The water table was a direct instruction activity.
b) The water table was a problem-solving activity.
c) The water table was an exploratory activity.
d) The water table was a guided discovery activity.
Question 15 5 / 5 points
The teacher notices that over the past several days, children have been leaving toys out on the playground. He decides to address the problem during group time. Which of the following group times would offer the best vehicle for addressing the problem?
Question options:
a) Planning times
b) Class meetings
c) Brainstorming Groups
d) Plan-do-review
Question 16 5 / 5 points
Which of the following parts of the activity plan should reflect the concept of developmental direction?
Question options:
a) The materials
b) The content
c) The objectives
d) The title
Question 17 5 / 5 points
Of the following activity types, which one gives children the least control over what happens in the activity?
Question options:
a) Demonstrations
b) Direct Instruction
c) Discussions
d) Guided Discovery
Question 18 5 / 5 points
Which strategy is NOT required as part of a brainstorming group time about insects?
Question options:
a) Read a factual book about insects to the children.
b) Invite children to talk about what they know about insects.
c) Discuss how children want to find out new things about insects.
d) Record what children want to learn about insects.
Question 19 5 / 5 points
Your textbook described the concept of developmental direction. Which of the following is an example of whole to part?
Question options:
a) Arnold learns the concepts of tall and short by building towers of blocks and then applies this knowledge to identifying tall and short objects pictured side by side in photographs.
b) Hannah practices fine motor skills by cutting out paper shapes and then recites the names of the shapes.
c) Carl learns the meaning of a word by memorizing a song and then using the same word in another song later.
d) Sarah sees and hears the teacher read the same story many times and then begins to pick out certain words in the text herself.
Question 20 0 / 5 points
During Miss Gross's carefully planned whole group teaching activity, some children began to wiggle and poke each other. What should she do immediately?
Question options:
a) Scan the group to determine children's interest level and to see if the problem appears to center on any particular child.
b) Stop what she is doing and scold the children for inattentive behavior.
c) Increase the volume of her voice and continue as though nothing is amiss.
d) Stop the group time and involve the children in a discussion about the group time rules.
