ECS1601 COMPREHENSIVE EXAM PREP
QUESTIONS AND SOLUTIONS VERIFIED
STUDY RESOURCE
●● 2. A high school junior tells a teacher that he intends to drop out of
school because school is a waste of time and a full-time job would
enable him to earn a lot of money. The teacher is most likely to be able
to discuss this issue effectively with the student if the teacher is aware
that many students at this age:
focus on the present and have trouble appreciating long-term
consequences.
are not yet able to recognize and distinguish the diverse roles of
individuals and groups in society.
find it difficult to apply reasoning skills to any issues that are affecting
their own lives.
view the authority figures in their lives, including teachers, as being able
to make the best decisions.
Answer: focus on the present and have trouble appreciating long-term
consequences.
●● Use the information below to answer the two questions that follow.
A third-grade teacher finds that her class includes a number of English
Language learners who have varying levels of English language
,proficiency. As the school year begins, the teacher is considering ways to
adapt instruction and assessment to meet these student's needs.
3. The teacher plans to modify lessons and materials for the English
Language Learners in ways that will address their language needs and
facilitate learning. In making the modifications, it is most important for
the teacher to create modified lessons and materials that:
present simplified, less academically demanding versions of the content
and concepts that are included in the original lessons.
include only those words and language structures that are already
familiar to the English Language Learners.
focus mainly on the acquisition of basic knowledge through teacher
presentation
Answer: address the same instructional goals and objectives as those
addressed in the original lessons.
●● 4. When assessing the English Language Learners in his classes, the
teacher can best ensure accurate assessment of the students' learning by:
using various assessments, including written, oral, and performance
measures, to allow students multiple opportunities to show what they
have learned.
permitting the students to determine on their own when they are ready to
be assessed in particular areas of instructional content.
assessing the students frequently (e.g., on a weekly basis) so that
intervals between tests are short and the amount of material assessed at
any one time is minimized.
,placing equal emphasis on the teacher's assessment of students learning
and student learning and students' assessment of their own learning.
Answer: using various assessments, including written, oral, and
performance measures, to allow students multiple opportunities to show
what they have learned.
●● 5. A sixth-grade classroom includes students with special needs who
regularly spend time in the school's resource room. In planning and
organizing instruction for this class, it is most important for the teacher
to take steps to ensure that the students with special needs:
focus on learning experiences that emphasize collaborative rather than
individual work.
do not experience feelings of social isolation from their peers.
spend most time engaged in self-selected activities geared toward their
own strengths and preferences.
have ample opportunity to interact with others who have similar needs
Answer: do not experience feelings of social isolation from their peers.
●● 6. A high school teacher's classes include students from different
cultural backgrounds. The teacher notes that relations among diverse
student groups are sometimes tense and include occasional verbal
conflict. The teacher can best respond to the observed tensions by using
which of the following approaches?
Reinforce student recognition of the benefits of cooperation by setting
up a system in which some members of the class receive meaningful
, rewards for exhibiting positive behavior during specified periods of
time.
Use a seating arrangement that separates students from different groups,
and organize group work to accommodate student's preferences
regarding peers with whom they would like to work.
Work with students to create a set of clearly defined guidelines for
behavior and interactions in the classroom, and insist that all students
consistently adhere to the guidelines.
Implement a grading system in which studen
Answer: Work with students to create a set of clearly defined guidelines
for behavior and interactions in the classroom, and insist that all students
consistently adhere to the guidelines.
●● 7. An English teacher plans to assign a major research project to
students in a mixed-ability class. The teacher wishes to implement the
project in a way that will build confidence and positive expectations
among the class's lower-achieving students. Which of the following
approaches is most likely to help the teacher achieve this goal?
Break the project into a series of manageable subtasks, and be available
to provide students with ongoing assistance in planning and
accomplishing tasks as needed.
Allow students substantial choice in determining the research topics they
wish to pursue and the timelines and procedures they wish to use to
complete their projects.
Give students a checklist emphasizing process skills and have them
complete the checklist as the project progresses.
QUESTIONS AND SOLUTIONS VERIFIED
STUDY RESOURCE
●● 2. A high school junior tells a teacher that he intends to drop out of
school because school is a waste of time and a full-time job would
enable him to earn a lot of money. The teacher is most likely to be able
to discuss this issue effectively with the student if the teacher is aware
that many students at this age:
focus on the present and have trouble appreciating long-term
consequences.
are not yet able to recognize and distinguish the diverse roles of
individuals and groups in society.
find it difficult to apply reasoning skills to any issues that are affecting
their own lives.
view the authority figures in their lives, including teachers, as being able
to make the best decisions.
Answer: focus on the present and have trouble appreciating long-term
consequences.
●● Use the information below to answer the two questions that follow.
A third-grade teacher finds that her class includes a number of English
Language learners who have varying levels of English language
,proficiency. As the school year begins, the teacher is considering ways to
adapt instruction and assessment to meet these student's needs.
3. The teacher plans to modify lessons and materials for the English
Language Learners in ways that will address their language needs and
facilitate learning. In making the modifications, it is most important for
the teacher to create modified lessons and materials that:
present simplified, less academically demanding versions of the content
and concepts that are included in the original lessons.
include only those words and language structures that are already
familiar to the English Language Learners.
focus mainly on the acquisition of basic knowledge through teacher
presentation
Answer: address the same instructional goals and objectives as those
addressed in the original lessons.
●● 4. When assessing the English Language Learners in his classes, the
teacher can best ensure accurate assessment of the students' learning by:
using various assessments, including written, oral, and performance
measures, to allow students multiple opportunities to show what they
have learned.
permitting the students to determine on their own when they are ready to
be assessed in particular areas of instructional content.
assessing the students frequently (e.g., on a weekly basis) so that
intervals between tests are short and the amount of material assessed at
any one time is minimized.
,placing equal emphasis on the teacher's assessment of students learning
and student learning and students' assessment of their own learning.
Answer: using various assessments, including written, oral, and
performance measures, to allow students multiple opportunities to show
what they have learned.
●● 5. A sixth-grade classroom includes students with special needs who
regularly spend time in the school's resource room. In planning and
organizing instruction for this class, it is most important for the teacher
to take steps to ensure that the students with special needs:
focus on learning experiences that emphasize collaborative rather than
individual work.
do not experience feelings of social isolation from their peers.
spend most time engaged in self-selected activities geared toward their
own strengths and preferences.
have ample opportunity to interact with others who have similar needs
Answer: do not experience feelings of social isolation from their peers.
●● 6. A high school teacher's classes include students from different
cultural backgrounds. The teacher notes that relations among diverse
student groups are sometimes tense and include occasional verbal
conflict. The teacher can best respond to the observed tensions by using
which of the following approaches?
Reinforce student recognition of the benefits of cooperation by setting
up a system in which some members of the class receive meaningful
, rewards for exhibiting positive behavior during specified periods of
time.
Use a seating arrangement that separates students from different groups,
and organize group work to accommodate student's preferences
regarding peers with whom they would like to work.
Work with students to create a set of clearly defined guidelines for
behavior and interactions in the classroom, and insist that all students
consistently adhere to the guidelines.
Implement a grading system in which studen
Answer: Work with students to create a set of clearly defined guidelines
for behavior and interactions in the classroom, and insist that all students
consistently adhere to the guidelines.
●● 7. An English teacher plans to assign a major research project to
students in a mixed-ability class. The teacher wishes to implement the
project in a way that will build confidence and positive expectations
among the class's lower-achieving students. Which of the following
approaches is most likely to help the teacher achieve this goal?
Break the project into a series of manageable subtasks, and be available
to provide students with ongoing assistance in planning and
accomplishing tasks as needed.
Allow students substantial choice in determining the research topics they
wish to pursue and the timelines and procedures they wish to use to
complete their projects.
Give students a checklist emphasizing process skills and have them
complete the checklist as the project progresses.
