Curriculum Planing II Partial

The Concept Development Model is best used when a teacher wants to help students. build on existing knowledge about a concept and refine understanding of it. practice both convergent and divergent thinking skills. study the etymology and morphology behind words. teach procedural knowledge.

A benefit of the Concept Development model is that it. teaches critical thinking skills. helps students retain and gain content knowledge. acknowledges students' diverse backgrounds and prior knowledge. All of the above.

The Concept Development model was developed by. Thomas Estes. Hilda Taba. Jerome Bruner. Sir Francis Bacon.

One of the key premises of the Concept Development model is. teachers should pre-construct conceptual understanding to present to students. students primarily should gain knowledge through rote memorization. teachers should teach students to think by structuring meaningful learning experiences for them. that the curriculum primarily should consist of factual knowledge.

The key steps of the Concept Development model are in which of the following order?. grouping and labeling. listing and grouping. synthesizing, labeling, grouping, listing. listing, grouping, regrouping, labeling, synthesizing.

In which step of the Concept Development model would the following questions occur? "What do you know about a concept? Can you think about some examples or items related to this concept?". listing. grouping. labeling. synthesizing.

In which step of the Concept Development model would the following question occur? "What is one sentence that summarizes the connection between the items you listed into groups with different labels?". listing. grouping. labeling. synthesizing.

In which step of the Concept Development model would the following questions occur? "What are the common characteristics of items (within and among groupings)? What is one word or phrase that may be used to describe it?". listing. grouping. labeling. synthesizing.

In which step of the Concept Development model would the following question occur? "Examine the items you listed. How can these be grouped together?". listing. grouping. labeling. synthesizing.

During the listing step of the Concept Development model _. the teacher should correct any mistakes in items students associate with a concept. the teacher should not intervene by pointing out blatantly items do not "fit" with a concept. students should anticipate being assessed in the items they associate with a concept. the resultant inventory of items will be the final list.

The Inductive model may be defined as _. a passive teaching model, primarily focused on disseminating new information. an active, engaged teaching model, primarily focused on intuitive impressions. an active, engaged teaching model that encourages developing critical thinking skills. an active, engaged teaching model that focuses on kinesthetic modes of learning.

Divergent thinking complements convergent thinking in the Inductive model in that. divergent thinking tends to move toward one focused concluding point. divergent thinking allows a creative search that uncovers several possible answers. divergent thinking is associated with analysis required by IQ tests. divergent thinking and convergent thinking are not complementary.

Benefits of the Inductive model is that it. teaches critical thinking skills. helps students to retain and gain content knowledge. acknowledges students' diverse backgrounds and prior knowledge. all of the above.

The roots of the Inductive model are traced back to. B. F. Skinner. Merrill & Tennyson. Sir Francis Bacon. Thomas Estes.

Inductive reasoning differs from deductive reasoning in that. inductive reasoning is an open-ended, exploratory process. inductive reasoning reaches conclusions viewed as "truth". inductive reasoning is a focused testing of hypotheses. inductive reasoning does not involve observation or analysis of facts.

The correctly ordered steps in the Inductive model include the following _. lesson introduction, convergent phase, divergent phase, closure, application. lesson introduction, divergent phase, convergent phase, application, closure. lesson introduction, divergent phase, convergent phase, closure, application. lesson introduction, convergent phase, divergent phase, application.

In the divergent phase of the Inductive model _. students examine and compare examples and nonexamples using focused questions. students examine and compare examples and nonexamples using open-ended questions. students apply their learning to real-life scenarios. students demonstrate their learning using artwork or personal expression.

In the closure phase of the Inductive model _. students examine and compare examples and nonexamples using focused questions. students examine and compare examples and nonexamples using open-ended questions. students apply their learning to real-life scenarios. students demonstrate their learning using their own words, artwork, etc.

The first step in planning for teaching with the Inductive model is to _. develop divergent and convergent questions. select and organize access to source materials. plan for closure and application. conduct assessments.

The primary cognitive focus of the Concept Development Model is to help students _. memorize isolated facts efficiently. internalize generalizations rather than individual examples. master procedural steps through repetition. receive direct explanations of abstract ideas.

Which thinking skills are MOST directly exercised in the Concept Development Model?. recalling and memorizing. interpreting, classifying, and synthesizing. rehearsing and imitating. observing without analysis.

In the Concept Development Model, regrouping primarily allows students to _. confirm the teacher's predefined categories. reorganize ideas to test alternative relationships. eliminate incorrect examples. finalize the definition of a concept.

A key instructional advantage of Concept Development is that it. replaces assessment-based instruction. discourages student participation. enables transfer of learning to real-life situations. limits student responses to predefined answers.

Concept Development is MOST appropriate when teaching content that _. consists of fixed procedures with defined steps. requires memorization of terminology. involves abstract or complex conceptual relationships. focuses on behavioral skill training.

The Inductive Model requires students to demonstrate understanding primarily by. recalling definitions provided by the teacher. applying generalizations derived from examples. completing repetitive drills. following scripted procedures.

Which instructional activity BEST reflects the inductive process?. Teacher lecture followed by note-taking. Students analyzing examples to infer a rule. Memorizing a concept definition. Completing a worksheet after explanation.

The role of the teacher in the Inductive Model is primarily to _. transmit factual knowledge. guide questioning and structure learning experiences. correct student errors immediately. provide direct answers to inquiries.

Which phase of the Inductive Model MOST clearly demonstrates convergent thinking?. lesson introduction. divergent phase. convergent phase. application.

The application phase of the Inductive Model is essential because it _. measures factual recall. reinforces rote memorization. verifies transfer of conceptual understanding. concludes classroom discussion.