Multiple Choice Identify the
choice that best completes the statement or answers the question.
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1.
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The act of imparting knowledge or instructing by precept, example, or experience
is known as:
a. | teaching. | b. | learning. | c. | studying. | d. | observing. |
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2.
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Maximum learning will take place when educators incorporate a variety of:
a. | focused lesson plans designed to facilitate the needs of the
educator. | b. | strategies that the educator feels are in the best interest of the
educator. | c. | teacher-centered activities into the process. | d. | learner-centered
activities into the process. |
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3.
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The four steps in learning are:
a. | desire, information, assimilation, and repetition. | b. | distaste,
information, assimilation, and repetition. | c. | desire, information, misinterpretation, and
repetition. | d. | desire, parity, assimilation, and repetition. |
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4.
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The best curriculum and the most comprehensive lesson plans for any course of
study are of no value if they are:
a. | delivered with purpose. | b. | delivered ineffectively. | c. | delivered with
enthusiasm. | d. | delivered with good teaching methods. |
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5.
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A discourse or formal presentation given before a group of learners especially
for the purpose of instruction is referred to as a:
a. | demonstration. | b. | presentation. | c. | lecture. | d. | performance. |
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6.
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There is merit to using the interactive lecture method of teaching if it:
a. | is combined with other methods. | b. | is not overused. | c. | supplements the
textbook. | d. | all of the above. |
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7.
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When performing demonstrations, master educators will avoid distractions and
will show and explain fundamental procedures completely by:
a. | pausing frequently. | b. | completing the process
quickly. | c. | going through a step-by-step process. | d. | going slowly so notes can be
taken. |
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8.
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Master educators will involve the learners in demonstrations whenever possible;
however, the educator will:
a. | allow the students to practice along while the demonstration is being
given. | b. | allow students to be excused if they wish not to see the
demonstration. | c. | pass an object around during demonstrations. | d. | not pass an object
around during demonstrations. |
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9.
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Students skills and performances will be closely supervised and the master
educator will give:
a. | immediate feedback and assistance. | b. | tests and assessments. | c. | application and
practice. | d. | lectures and demonstration. |
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10.
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When the learner plays the part of a particular position such as a practitioner,
manager, or educator, this is termed:
a. | role reversal. | b. | character role-playing. | c. | position
role-playing. | d. | individual role-playing. |
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11.
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When the learner plays the part of a specific person and acts as that person
would in the given situation, it is referred to as:
a. | comedy role-play. | b. | position role-playing. | c. | role
reversal. | d. | character role-playing. |
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12.
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If the learner assumes the role of another person with whom they interact on a
regular basis, it is termed:
a. | character role-play. | b. | position role-play. | c. | general
role-play. | d. | specific role-play. |
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13.
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A number of skills can be refined with role-playing, such as:
a. | client consultation. | b. | dealing with dissatisfied
clients. | c. | interviewing for employment. | d. | all of the
above. |
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14.
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Research indicates that people can retain in their short-term memory an average
of:
a. | five bits of information with a variation of two on the plus or minus
side. | b. | six bits of information with a variation of two on the plus or minus
side. | c. | seven bits of information with a variation of two on the plus or minus
side. | d. | eight bits of information with a variation of two on the plus or minus
side. |
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15.
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Excursions or field trips into the workplace in various venues provide an
opportunity for:
a. | time off for the educator. | b. | active learning. | c. | time off for the
learner. | d. | teacher-centered learning. |
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16.
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Upon return from a scheduled field trip, the master educator will organize
a(n):
a. | review of the event. | b. | in-depth discussion of the field
trip. | c. | evaluation of the field trip. | d. | all of the
above. |
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17.
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A free-flowing graphic organizing system to outline material or information that
is highly effective for the visual learner is referred to as:
a. | fish boning. | b. | tree branching. | c. | mind
mapping. | d. | spider webbing. |
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18.
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The method that provides for one-on-one personalized instruction that can
increase learning results in the classroom by teaming up two students to work together is
termed:
a. | rotating review. | b. | peer coaching. | c. | share and
compare. | d. | carousel. |
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19.
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Another type of hands-on experience that can be very effective in helping
students develop problem-solving skills, and where they can apply the underlying theories of a
subject and integrate them with practice and action, is the:
a. | project. | b. | demonstration. | c. | application. | d. | practice. |
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20.
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Detailed descriptions of realistic problem situations that require resolution
are referred to as:
a. | trade-a-problem. | b. | toss-a-question. | c. | case
studies. | d. | information sharing. |
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21.
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When an educator develops a case study project it must be sufficiently
challenging and also:
a. | related to the lesson objective. | b. | a worthy problem that can be
solved. | c. | depict interesting situations . | d. | all of the
above. |
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22.
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A link between the learner’s past experiences with the objectives of the
lesson or the school experience as a whole is called:
a. | a bridge. | b. | a concept connector. | c. | linking. | d. | connecting. |
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23.
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The process by which the mind translates the content of a lesson into visual
imagery is referred to as:
a. | visualization. | b. | conceptualization. | c. | reflection. | d. | recognition. |
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24.
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An operation or procedure that is carried out under controlled conditions in
order to discover an unknown effect or result or to illustrate a known effect or law is known as
a(n):
a. | assignment. | b. | challenge. | c. | experiment. | d. | project. |
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25.
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The master educator will use humor in the classroom:
a. | to emphasize a point. | b. | at the expense of others. | c. | when discussing
political issues. | d. | in criticism. |
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