TEST BANK
Effective Teaching Methods: Research-Based Practice 10th Edition
By Gary D. Borich, Angelica Blanchette
TE
ST
SO
LU
TI
O
N
, TABLE OF CONTENT
The Effective Teacher
Understanding Your Students
Classroom Management I: Establishing the Learning Climate
Classroom Management II: Promoting Student Engagement
TE
Goals, Standards, and Objectives
Unit and Lesson Planning
Technology Integration in Instruction
ST
Questioning Strategies
Teaching Strategies for Direct Instruction
Teaching Strategies for Indirect Instruction
SO
Self-Directed and Constructivist Learning
Assessing Learners
LU
TI
O
N
, All Chapters
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All Answers
Chapter 1: The Effective Teacher
Chapter 1 Learning Outcome Quizzes
Learning Outcome 1.1 Explain the role that research plays in demonstrating how
TE
teaching strategies and methods contribute to student performance.
[Q1]
What has become the focus of modern definitions of effective teaching?
1. The teachers’ personality traits and community ideals
ST
2. How teachers interact with parents and colleagues
3. The amount of education that a teacher possesses
4. The teacher-student interaction within the classroom [correct]
[Response to Answer Choice 1]
SO
This was the previous focus. Research has since moved beyond this because it was
unrealistic.
[Response to Answer Choice 2]
Teachers should be able to interact with many different personalities and be a good
teammate within the school setting, however it has little effect on student achievement.
[Response to Answer Choice 3]
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Teachers are required to hold certain credentials, and attend professional development
regularly, however they must apply the knowledge learned.
[Response to Correct Answer Choice 4]
Positive teacher-student interactions directly impact student achievement and the
effectiveness of the teacher.
TI
[Q2]
What characteristics would have been considered a “good teacher” decades ago?
O
1. Smart, angry, and bold
2. Honest, considerate, and generous [correct]
3. Thoughtful, strict, and envious
N
4. Unfriendly, intelligent, and funny
[Response to Answer Choice 1]
Teachers should not have been angry.
[Response to Correct Answer Choice 2]
Teachers were expected to be overall good people.
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[Response to Answer Choice 3]
Teachers should only exude positive character traits.
[Response to Answer Choice 4]
An unfriendly teacher would not have been considered a good citizen or good
employee.
TE
[Q3]
Why did the definition of an ideal teacher shift?
1. The ideals were unfair to teachers.
2. Schools and divisions were unable to find enough teachers who held these qualities.
ST
3. The standards were unclear and could not be consistently applied. [correct]
4. Colleges and universities were unable to effectively teach these qualities to their
teacher candidates.
[Response to Answer Choice 1]
While some teachers may have felt the unfairness, this was not the reason for the
SO
change, and not all teachers felt this way.
[Response to Answer Choice 2]
There has not been research and/or data to support this claim.
[Response to Correct Answer Choice 3]
The standards were unclear and unobjective. There was no way to measure a teacher’s
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performance using these standards and ideals.
[Response to Answer Choice 4]
Teaching personalities may have been a challenge, however this was not the reason for
the change.
TI
[Q4]
How did researchers collect data on classroom interactions between teachers and
students?
1. One researcher observed one classroom for a single class period.
O
2. Several researchers observed several classrooms over many days. [correct]
3. Several researchers observed classrooms as they participated in end-of-year
testing.
N
4. Several researchers interviewed students about their overall satisfaction with school
and their teacher.
[Response to Answer Choice 1]
This method would have yielded too little data to reveal any patterns.
KJHGFDS
Effective Teaching Methods: Research-Based Practice 10th Edition
By Gary D. Borich, Angelica Blanchette
TE
ST
SO
LU
TI
O
N
, TABLE OF CONTENT
The Effective Teacher
Understanding Your Students
Classroom Management I: Establishing the Learning Climate
Classroom Management II: Promoting Student Engagement
TE
Goals, Standards, and Objectives
Unit and Lesson Planning
Technology Integration in Instruction
ST
Questioning Strategies
Teaching Strategies for Direct Instruction
Teaching Strategies for Indirect Instruction
SO
Self-Directed and Constructivist Learning
Assessing Learners
LU
TI
O
N
, All Chapters
jhgfds
All Answers
Chapter 1: The Effective Teacher
Chapter 1 Learning Outcome Quizzes
Learning Outcome 1.1 Explain the role that research plays in demonstrating how
TE
teaching strategies and methods contribute to student performance.
[Q1]
What has become the focus of modern definitions of effective teaching?
1. The teachers’ personality traits and community ideals
ST
2. How teachers interact with parents and colleagues
3. The amount of education that a teacher possesses
4. The teacher-student interaction within the classroom [correct]
[Response to Answer Choice 1]
SO
This was the previous focus. Research has since moved beyond this because it was
unrealistic.
[Response to Answer Choice 2]
Teachers should be able to interact with many different personalities and be a good
teammate within the school setting, however it has little effect on student achievement.
[Response to Answer Choice 3]
LU
Teachers are required to hold certain credentials, and attend professional development
regularly, however they must apply the knowledge learned.
[Response to Correct Answer Choice 4]
Positive teacher-student interactions directly impact student achievement and the
effectiveness of the teacher.
TI
[Q2]
What characteristics would have been considered a “good teacher” decades ago?
O
1. Smart, angry, and bold
2. Honest, considerate, and generous [correct]
3. Thoughtful, strict, and envious
N
4. Unfriendly, intelligent, and funny
[Response to Answer Choice 1]
Teachers should not have been angry.
[Response to Correct Answer Choice 2]
Teachers were expected to be overall good people.
KJHGFDS
, jhgfds
[Response to Answer Choice 3]
Teachers should only exude positive character traits.
[Response to Answer Choice 4]
An unfriendly teacher would not have been considered a good citizen or good
employee.
TE
[Q3]
Why did the definition of an ideal teacher shift?
1. The ideals were unfair to teachers.
2. Schools and divisions were unable to find enough teachers who held these qualities.
ST
3. The standards were unclear and could not be consistently applied. [correct]
4. Colleges and universities were unable to effectively teach these qualities to their
teacher candidates.
[Response to Answer Choice 1]
While some teachers may have felt the unfairness, this was not the reason for the
SO
change, and not all teachers felt this way.
[Response to Answer Choice 2]
There has not been research and/or data to support this claim.
[Response to Correct Answer Choice 3]
The standards were unclear and unobjective. There was no way to measure a teacher’s
LU
performance using these standards and ideals.
[Response to Answer Choice 4]
Teaching personalities may have been a challenge, however this was not the reason for
the change.
TI
[Q4]
How did researchers collect data on classroom interactions between teachers and
students?
1. One researcher observed one classroom for a single class period.
O
2. Several researchers observed several classrooms over many days. [correct]
3. Several researchers observed classrooms as they participated in end-of-year
testing.
N
4. Several researchers interviewed students about their overall satisfaction with school
and their teacher.
[Response to Answer Choice 1]
This method would have yielded too little data to reveal any patterns.
KJHGFDS
