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26.Mrs. Strand has been a sixth-grade English teacher for eleven years. There are several students in the classroom that are not being successful though they seem to be capable and are on-task. Mrs. Strand invites a colleague in to observe her teaching so that she can get some peer feedback on how to improve her instructional methods. After the students leave for the day, Mrs. Strand and her colleague sit down to discuss the lesson. The colleague’s notes mention that Mrs. Strand lectured for more than half the block. Several of the students had raised their hands, and Mrs. Strand asked them to wait until the end of her lesson to ask questions. Those students did not ask their questions when she prompted for them at the end of the lesson. Additionally, she worked quietly at her desk grading papers while the students completed their independent work. They turned in their work and moved on to approved free-time activities. Which of the following strategies is NOT appropriate to address Mrs. Strand’s areas of weakness in her instructional delivery?
27.Ms. Forting is a fifth-grade teacher that believes students have a responsibility to impact their community in a positive way, to treat individuals around them with respect and to participate in extra-curricular activities which promote health and wellness. Which expression of teacher advocacy does Ms. Forting appear to be using for the benefit of her students?
28.Phillip is a rising sixth-grade student whois considered significantly more advanced than his classmates. Despite the fact that he is in advanced courses, he frequently masters the content before his peers. He becomes frustrated with the other students when he has to wait on them to complete activities that he completed quickly and accurately. In the past, several of his teachers would allow him to put his head down or draw as the other students completed the assignments that he had quickly mastered. After learning all of this, Phillip’s sixth-grade team decides that they need to challenge him during the upcoming year. Which of the following differentiated instructional formatswouldbest accomplish the goal of assessing Phillip’s learning quickly and then moving him onto higher levels of mastery while his classmates work at their appropriate pace?
29.Mr. Ruiz uses a technique where he has students repeat his verb conjugations multiple times aloud as a class during his 9th grade Spanish language class. On a daily basis he holds these call and response sessions. His purpose in doing this is developing which of the following cognitive skills for his students?
30.Before starting a unit on World War II (WWII), Mrs. Jovanik takes her fifth-grade class on a field trip to the USS Yorktown, a WWII aircraft carrier that is moored at Patriot’s Point near downtown Charleston, South Carolina. While there, she engages the students in role-playing dialogue and frequently asks them how they would react to certain situations that the WWII soldiers assigned to the USS Yorktown would have experienced. Over the next couple of weeks, as they read and discuss WWII, Mrs. Jovanik frequently refers back to the trip. Which instructional approach is Mrs. Jovanik likely using to help students make connections in their learning about WWII?
