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Factual, conceptual, procedural, and metacognitive are categories of which dimension of Bloom’s cognitive domain? The evaluation and analysis dimension The cognitive process dimension The knowledge dimension The psychomotor dimension

Which of the following instructional models moves slowly from teacher-as-model, to joint responsibility between teacher and student, to students practicing independently? The Gradual Release of Responsibility Model Inductive instructional approaches Independent instructional approaches Social instruction approaches

Requiring the student to complete certain activities related to the instructional objectives relates to: reinforcing desired behaviors. academic accountability. enhancing student self-concepts. establishing positive teacher-student relationships.

The strategy in which the teacher creates situations where students can learn on their own is referred to as: discovery learning. demonstration  recitation  deduction 

Why is a needs assessment performed relative to instructional goals? To locate problem areas (gaps) within an organization To design instruction To differentiate between the performance and the learning contexts To differentiate between prerequisite and subordinate skills

Activities that students complete without direct help from others are classified as: a learning contract. a problem-based strategy. group work. independent work

The process of assessing teachers’ classroom performance and providing feedback they can use to increase their expertise is best described as: teacher professional development. a school improvement model. teacher evaluation. in-service teacher training.

Research on effective teaching in the 1970s and 1980s found that students learn more if teachers: 1. expect them to learn 2. care about whether students succeed 3. provide adequate practice 4. all of the above

Which of the following objectives represents the highest level of thinking among the choices? Remembering Evaluating Applying Understanding

What is a needs assessment? Pretesting learners within an organization Identifying prerequisite skills and differentiating them from subordinate skills Identifying discrepancies between current outcomes and desired outcomes for an organization Analyzing learners to identify pertinent characteristics