ECS1601 EXAM SCRIPT VERIFIED
QUESTIONS AND SOLUTIONS COMPLETE
REVIEW MATERIAL
●● taking advantage of the diversity within and beyond the classroom to
create a classroom environment that respects and celebrates differences
Answer: In the sample sets given to each group, Ms. Hanson includes
reproductions of paintings created in a wide range of time periods and
cultural traditions, including cultures represented by students' own
backgrounds. By doing this, Ms. Hanson best demonstrates an
understanding of the importance of:
taking advantage of the diversity within and beyond the classroom to
create a classroom environment that respects and celebrates differences
fostering students' view of learning as a purposeful pursuit that is
meaningful to them
taking into account students' individual strengths and learning styles in
order to design instruction that maximizes learning for a diverse student
population
helping students make connections between their prior learning
experiences and those that are new to them
●● providing Jamie with a related alternative activity that he could work
on independently and complete successfully
Answer: Jamie is a student in Ms. Hanson's class who has a learning
disability that is likely to make it difficult for him to participate fully in
,the group classification activity. Ms. Hanson can best fulfill her legal
and professional responsibilities toward this student by taking which of
the following steps first?
providing Jamie with a related alternative activity that he could work on
independently and complete successfully
arranging for Jamie to complete the activity in the resource room with
the support of the special education teacher
developing roles and responsibilities for the members of each group so
as to involve Jamie productively in the group activity
assigning a partner to work with Jamie during the activity who will help
guide him to the correct answers
●● varying the physical setting to achieve different instructional goals
Answer: During the slide presentation and the explanation of the
activity, students sit in rows of chairs facing the front of the room. After
Ms. Hanson has finished giving the instructions for the activity, each
group of students moves to a round table at the back of the room with
the postcards and task sheets.
During the next class meeting, Ms. Hanson arranges students' chairs in a
semicircle so students can all see one another. She selects a
representative from each small group to report to the rest of the class on
the group's findings. During each representative's report, the other
members of the group display or pass around each postcard for the rest
of the class to see. Once each group's findings have been reported, Ms.
Hanson engages the whole class in a discussion of issues and questions
that have emerged from the painting-classification activity.
,Throughout this sequence of events, Ms. Hanson demonstrates which of
the following aspects of effective classroom management?
establishing consistent routines to minimize student confusion
varying the pace of instruction to accommodate all students
establishing high standards of behavior to minimize disruptions
varying the physical setting to achieve different instructional goals
●● validating students' ideas
Answer: During the class discussion, one issue that stimulates a great
deal of interest and enthusiasm among the students is the way in which
painting styles vary from time to time and from place to place.
Following is an excerpt from the discussion.
Jeff: I like the way they used all that gold in medieval paintings in
Europe, but I don't understand why everything looks so flat! And look
how big this guy is compared to the house! (holds up a postcard his
group studied during the activity) Did they really see things that way
back then?
Ms. Hanson: That's a good point, Jeff. Can anybody help Jeff answer his
question?
Jamal: I think it was because they didn't know how to use perspective
back then. Or maybe they just didn't care about perspective.
, Ms. Hanson: That term sounds familiar, Jamal. Could you remind the
class what is meant by using perspective?
Jamal: You know, making something look three-dimensional. Like when
we learned how to draw cubes last month. The back of the cube should
be smaller than the front. And you need to use the right shading. I don't
think they knew how to do that.
Ms. Hanson Yes, you're right, Jamal. It wasn't until later that painters in
Europe learned to use the mathematical laws of perspective to create the
illusion of space. Can anyone show us an example of a painting in which
the painter used perspective to make the composition look more three-
dimensional, like Jamal described?
During the discussion, Ms. Hanson promotes a supportive classroom
environment primarily by:
adapting instruction to address individual students' strengths and needs
clearly explaining her expectations
providing opportunities for students to make their own decisions
validating students' ideas
●● using evaluative criteria that students understand and agree on
Answer: Questions 6 & 7 are based on the following scenario:
QUESTIONS AND SOLUTIONS COMPLETE
REVIEW MATERIAL
●● taking advantage of the diversity within and beyond the classroom to
create a classroom environment that respects and celebrates differences
Answer: In the sample sets given to each group, Ms. Hanson includes
reproductions of paintings created in a wide range of time periods and
cultural traditions, including cultures represented by students' own
backgrounds. By doing this, Ms. Hanson best demonstrates an
understanding of the importance of:
taking advantage of the diversity within and beyond the classroom to
create a classroom environment that respects and celebrates differences
fostering students' view of learning as a purposeful pursuit that is
meaningful to them
taking into account students' individual strengths and learning styles in
order to design instruction that maximizes learning for a diverse student
population
helping students make connections between their prior learning
experiences and those that are new to them
●● providing Jamie with a related alternative activity that he could work
on independently and complete successfully
Answer: Jamie is a student in Ms. Hanson's class who has a learning
disability that is likely to make it difficult for him to participate fully in
,the group classification activity. Ms. Hanson can best fulfill her legal
and professional responsibilities toward this student by taking which of
the following steps first?
providing Jamie with a related alternative activity that he could work on
independently and complete successfully
arranging for Jamie to complete the activity in the resource room with
the support of the special education teacher
developing roles and responsibilities for the members of each group so
as to involve Jamie productively in the group activity
assigning a partner to work with Jamie during the activity who will help
guide him to the correct answers
●● varying the physical setting to achieve different instructional goals
Answer: During the slide presentation and the explanation of the
activity, students sit in rows of chairs facing the front of the room. After
Ms. Hanson has finished giving the instructions for the activity, each
group of students moves to a round table at the back of the room with
the postcards and task sheets.
During the next class meeting, Ms. Hanson arranges students' chairs in a
semicircle so students can all see one another. She selects a
representative from each small group to report to the rest of the class on
the group's findings. During each representative's report, the other
members of the group display or pass around each postcard for the rest
of the class to see. Once each group's findings have been reported, Ms.
Hanson engages the whole class in a discussion of issues and questions
that have emerged from the painting-classification activity.
,Throughout this sequence of events, Ms. Hanson demonstrates which of
the following aspects of effective classroom management?
establishing consistent routines to minimize student confusion
varying the pace of instruction to accommodate all students
establishing high standards of behavior to minimize disruptions
varying the physical setting to achieve different instructional goals
●● validating students' ideas
Answer: During the class discussion, one issue that stimulates a great
deal of interest and enthusiasm among the students is the way in which
painting styles vary from time to time and from place to place.
Following is an excerpt from the discussion.
Jeff: I like the way they used all that gold in medieval paintings in
Europe, but I don't understand why everything looks so flat! And look
how big this guy is compared to the house! (holds up a postcard his
group studied during the activity) Did they really see things that way
back then?
Ms. Hanson: That's a good point, Jeff. Can anybody help Jeff answer his
question?
Jamal: I think it was because they didn't know how to use perspective
back then. Or maybe they just didn't care about perspective.
, Ms. Hanson: That term sounds familiar, Jamal. Could you remind the
class what is meant by using perspective?
Jamal: You know, making something look three-dimensional. Like when
we learned how to draw cubes last month. The back of the cube should
be smaller than the front. And you need to use the right shading. I don't
think they knew how to do that.
Ms. Hanson Yes, you're right, Jamal. It wasn't until later that painters in
Europe learned to use the mathematical laws of perspective to create the
illusion of space. Can anyone show us an example of a painting in which
the painter used perspective to make the composition look more three-
dimensional, like Jamal described?
During the discussion, Ms. Hanson promotes a supportive classroom
environment primarily by:
adapting instruction to address individual students' strengths and needs
clearly explaining her expectations
providing opportunities for students to make their own decisions
validating students' ideas
●● using evaluative criteria that students understand and agree on
Answer: Questions 6 & 7 are based on the following scenario:
