Deck 10: Inquiry Teaching and Higher-Level Learning

Question 1

Inquiry-based lessons: ​

A)tend to emphasize process over content.
B)take less time to complete.
C)result in more material being covered.
D)emphasize details over concepts.

Answer 1

A

Question 2

​ In unguided inquiry:

A) ​​ students have little control over the learning process.
B)the teacher provides the basic lesson structure but lets students draw their own conclusions.
C)students provide the basic lesson structure and draw their own conclusions.
D)the teacher maintains control of the learning process throughout the entire lesson.

Answer 2

C

Question 3

One type of inquiry process that asks students to draw conclusions based on observations is called inferring.

Answer 3

False

Question 4

Describe how you could design a lesson that would introduce the concept of guided inductive inquiry.

Question 5

The general model of inquiry is a step-by-step procedure.

Question 6

To what extent is the constructivist theory subsumed when providing unguided inductive inquiry experiences to your class?

Question 7

Problem-solving models are based on the ideas of Piaget.

Question 8

Which statement is NOT characteristic of inductive inquiry teaching?

A)Teachers encourage a number of responses from students.
B)Students must be taught processes associated with inquiry.
C)Solutions to the problems are usually found in student textbooks.
D)Students are asked to infer a conclusion or generalization from data.

Question 9

The teacher's role in conducting or facilitating an inquiry lesson is that of:

A)social worker, addressing the individual needs of students.
B)clarifier, helping learners define problems and processes.
C)resource specialist, lecturing students on important concepts.
D)problem solver, assisting students in how to solve conflicts.

Question 10

Which set of steps is the most appropriate for problem solving or inquiry?

A)Make generalizations, collect data, change conclusions
B)Collect data, make hypotheses, define terms
C)Define problem, collect data, evaluate data
D)Identify a problem, develop tentative conclusions, prepare research objectives

Question 11

Which would be good example of a guided inquiry lesson?

A)The teacher gives the students some paint and asks them to find out everything they can about color.
B)The teacher gives the students the three primary colors and asks them to discover how to make the secondary colors of green, orange, and purple.
C)The teacher lectures on primary and secondary colors, showing example of each.
D)The teacher tells the students how to make secondary colors; the students make the colors as the teacher gives directions.

Question 12

Describe the epistemological basis for any type of inquiry teaching.

Question 13

What criterion did John Dewey believe was necessary for instruction based on problem-solving models?

A)Problems need to be relevant to the students.
B)Problems need to relevant to the teacher and the broader culture.
C)Problems need to be relevant to the students and important to the broader culture.
D)The type of problems being solved is unimportant; it is the process that is important.

Question 14

A student of yours sends an idea to Microsoft for a novel way of graphing statistical analyses. Which type of discovery would this be?

A)absolute discovery
B)application of guided inductive discovery
C)relative discovery
D)simulated discovery

Question 15

Select some topic or concept from your field of specialization. Show how you could use at least five of the thirteen processes of inquiry when teaching.

Question 16

Being constructive means that your students apply the process skills of inquiry.

Question 17

What is constructivism?

A)An instructional model
B)Direct instruction
C)A theoretical model
D)Procedural steps for instruction

Question 18

One example of a static question stem is, "What is it called?"

Question 19

To enhance student thinking in the classroom, what skills or attitudes does the teacher need to exhibit?

Question 20

Review your state's standardized tests.  What are some of the skills that these tests assess?  How or to what extent are these in line with inquiry processes?

Question 21

​ Metacognitive thinking skills can best be taught by:

A)using graphic organizers to demonstrate concepts.
B)using Internet resources and activities.
C)instructors listing known facts about a situation or problem and informing students about what they need to learn.
D)students and teachers sharing thinking processes out loud in the classroom.

Question 22

Which questioning techniques would be most appropriate for most inquiry lessons?

A)Ask divergent, analysis, or evaluative questions.
B)Ask questions requiring students to repeat learned facts and knowledge
C)Ask students questions to narrow their focus and limit broad generalizations
D)Teacher should not interrupt inquiry process by asking questions

Question 23

Critical thinking is characterized by:

A)knowledge-level thought processes.
B)evaluation, judgment, and analysis.
C)Creative, divergent processes.
D)intuition and spontaneity.

Question 24

If, as a teacher, you decide to use inquiry strategies in your teaching, you assume that:

A)inquiry requires more time to achieve instructional objectives than does direct instruction.
B)inquiry requires less time to achieve instructional objectives than does direct instruction.
C)inquiry requires about the same amount of time to achieve learning objectives.
D)inquiry cannot have instructional objectives because it is open ended.

Question 25

Metacognition is defined as:

A)an awareness of one's own thinking processes.
B)a cognitive model of instruction.
C)evaluation of high achievers' thinking processes.
D)creative responses elicited through questioning techniques.