Free Doctor of Education Curriculum and Instruction Question and Answers — Questions and Answers
Question 1: English is taught to ninth graders by Ms. O'Dell. She's preparing a lesson on metaphorical language. She starts by considering what she wants her students to be able to understand and be able to perform with figurative language by the end of the course. What kind of strategy is Ms. O'Dell employing?
- Learner-directed instruction
- Teacher-directed instruction
- Backward Design (Correct answer)
- Authentic application
Correct answer: Backward Design
Backward Design is an instructional planning approach where teachers begin by identifying the desired learning outcomes or goals for students. Once these end goals are clear, the teacher then determines acceptable evidence of learning (assessments) and only then plans the instructional activities. Ms. O'Dell's strategy of starting with what students should understand and be able to perform exemplifies this method.
Question 2: Effective teachers use a variety of ways to teach. Mrs. Haugen puts students into groups and gives each group a piece of the historical timeline for the unit they've been studying. She gives a poster board and markers to each group. Next, she tells each group to make a poster about what happened in history during their time period. What kind of ways does Mrs. Haugen use to teach in this situation?
- Traditional
- Authentic
- Teacher-directed
- Student-directed (Correct answer)
Correct answer: Student-directed
Student-directed instruction involves learning activities where students take a more active role in their own learning, often working collaboratively and making choices about how they approach tasks. In this scenario, Mrs. Haugen provides the task and materials but empowers students to work in groups to create their posters, fostering autonomy and active engagement. This approach shifts the focus from direct teacher lecturing to student exploration and collaboration.
Question 3: Which of the following is NOT an effective strategy for instructors to adhere to lesson planning and implementation?
- Focus on skills that are most likely to enhance student's short term memory in and out of school. (Correct answer)
- Begin by determining what they want students to know and be able to do.
- Use variety of of instructional strategies, often given with single lesson.
- Help students make sense of, remember, and apply classroom subject matter.
Correct answer: Focus on skills that are most likely to enhance student's short term memory in and out of school.
Effective lesson planning aims for deep understanding, long-term retention, and the ability to apply knowledge in various contexts. Focusing solely on enhancing short-term memory is an ineffective strategy because it neglects the development of critical thinking, problem-solving, and the transfer of learning, which are essential for meaningful and lasting education. The other options describe sound pedagogical practices that promote deeper learning.
Question 4: Which one of these instructors did not effectively compose a lesson's learning objective?
- Ms.​ Bello's objective states that by the end of the​ lesson, students should be able to write a thesis statement that meets the standards established in the text.
- Mr.​ Gringo's objective states that students will be able to sort their rock samples into their appropriate categories by the end of the lesson.
- Ms.​ Garcia's objective states that students will be able to quote the Preamble to the U.S. Constitution by the end of the lesson.
- Mr.​ Yazaki's objective states that he will present two methods for conducting an Internet search on the topic of erosion. (Correct answer)
Correct answer: Mr.​ Yazaki's objective states that he will present two methods for conducting an Internet search on the topic of erosion.
An effective learning objective clearly states what the *student* will be able to *do* or *know* by the end of the lesson, making it measurable and student-centered. Mr. Yazaki's objective describes *his* action (presenting methods), not an observable learning outcome for the students. The other objectives clearly articulate what students will be able to achieve (write, sort, quote), making them student-focused and measurable.
Question 5: Mr. Hatchiko is a high school teacher of government. He is in the process of making plans for a lesson on how laws are made. He came to a number of conclusions after he did a task analysis. Taking into account how a task analysis works, which of the following is not a conclusion that can be drawn from the task analysis?
- The best way for students to learn about the legislative process is to read the text and conduct online research. (Correct answer)
- The best way to teach about the complexities of the legislative process is to teach basic information about the legislature first.
- Students need to practice the steps involved in a legislative bill becoming law in order to understand the complex process.
- He should teach the complex concepts by breaking them down into several simpler nuggets of information and teaching each one separately.
Correct answer: The best way for students to learn about the legislative process is to read the text and conduct online research.
A task analysis breaks down a complex skill or concept into smaller, manageable steps to identify prerequisite knowledge and skills for mastery. While reading and online research are learning tools, a task analysis would typically conclude with specific instructional strategies or a logical sequencing of content based on the identified steps. Stating a general 'best way' to learn, without detailing the breakdown or specific instructional methods derived from the analysis, does not align with the purpose of a task analysis.
Question 6: Which of the following describes the "remember" aspect of Bloom's Taxonomy the best?
- Making judgments about information using certain criteria or standards.
- Using knowledge in a familiar or new situation.
- Constructing meaning from instructional materials and messages.
- Recognizing or recalling information learned at earlier time. (Correct answer)
Correct answer: Recognizing or recalling information learned at earlier time.
In Bloom's Taxonomy, the 'Remember' level (formerly 'Knowledge') is the foundational cognitive process that involves retrieving relevant knowledge from long-term memory. This includes recognizing information, recalling facts, dates, names, or definitions, and remembering specific details. It is about accessing stored information without necessarily understanding, applying, or analyzing it.
Question 7: Which of the following is the most effective illustration of expository instruction?
- A multimedia art history website with photos of famous artwork as well as video commentaries accompanied by comprehensive timelines (Correct answer)
- A debate between two groups of students "artists" and ​"critics" who discuss the role of social commentary through art
- An essay assignment in which students must imagine themselves as a controversial artist defending his or her work
- A project in which students take photos of public art installations in their city and create a map for a walking tour of historic sculptures
Correct answer: A multimedia art history website with photos of famous artwork as well as video commentaries accompanied by comprehensive timelines
Expository instruction is a teacher-centered approach where information is presented directly to students in an organized and structured manner. A multimedia website with photos, video commentaries, and timelines effectively delivers comprehensive information and explanations directly to the learner. This direct, structured presentation of content is a classic example of expository instruction, contrasting with more student-active or discovery-based methods.
Question 8: Which of the following instructors does not conform to the general educational purposes and rules for assigned homework?
- Ms. Carlson weights homework as a large part of​ students' final grades. (Correct answer)
- Mr. Parker tries to come up with creative homework that has a​ "fun" element to it.
- Mr. Kent gives a mixture of required and nonrequired homework assignments.
- Ms. Dixon always discusses homework in class the very next day while it is fresh in​ students' minds.
Correct answer: Ms. Carlson weights homework as a large part of​ students' final grades.
While homework can contribute to grades, weighting it as a *large* part of students' final grades is generally discouraged in educational best practices. This approach can disproportionately penalize students for factors outside their control, such as home environment or access to resources, and may not accurately reflect their mastery of content. Homework is primarily intended for practice, reinforcement, and feedback, rather than high-stakes evaluation.
Question 9: Any of the following inquiries could be made by a teacher during a social studies lesson about Central America. Which one exemplifies a higher-level question the best?
- What is the capital of​ Nicaragua?
- What Native American cultural group did​ Hernán Cortés encounter as he traveled across the Yucatan​ peninsula?
- What two oceans could you see if you were to travel to Central​ America?
- ​"What might happen if Panama decided to close the Panama​ Canal?" (Correct answer)
Correct answer: ​"What might happen if Panama decided to close the Panama​ Canal?"
Higher-level questions, according to Bloom's Taxonomy, require students to engage in critical thinking, analysis, synthesis, evaluation, or creation, moving beyond simple recall of facts. Asking 'What might happen if Panama decided to close the Panama Canal?' prompts students to predict consequences, apply knowledge, and engage in hypothetical reasoning. This requires deeper cognitive processing than merely recalling factual information.
Question 10: Which of the following is NOT an instructional strategy that is directed by the teacher?
- Stimulating and guiding class discussions.
- Presenting new material through lectures and textbooks.
- Promoting Mastery.
- None of the above. (Correct answer)
Correct answer: None of the above.
All the listed options—stimulating and guiding class discussions, presenting new material through lectures and textbooks, and promoting mastery—are examples of instructional strategies where the teacher actively directs or guides the learning process. In these scenarios, the teacher plays a central role in structuring the lesson, delivering content, and facilitating student engagement. Therefore, none of the options are *not* teacher-directed strategies.
Question 11: What are the steps of the framework for curriculum development?
- Analysis, design, implementation, evaluation (Correct answer)
- Testing, analyzing, aligning, consolidating
- Planning, organizing, executing, assessing
- Researching, drafting, presenting, reviewing
Correct answer: Analysis, design, implementation, evaluation
The framework for curriculum development typically follows a systematic and cyclical process. Analysis involves identifying needs and goals, design focuses on planning the curriculum content and strategies, implementation is the actual delivery of the curriculum, and evaluation assesses its effectiveness to inform future improvements.
Question 12: Which design strategy emphasizes providing learners with opportunity for independent learning?
- Problem-Centered Design
- Teacher-Centered Design
- Learner-Centered Design (Correct answer)
- Subject-Centered Design
Correct answer: Learner-Centered Design
Learner-Centered Design is an educational approach that places the student at the core of the learning process. By focusing on individual needs, interests, and active participation, this strategy naturally provides ample opportunities for students to engage in independent learning, fostering autonomy and self-directed exploration.
Question 13: What quality does learner-centered design have?
- Providing step-by-step instructions for assignments
- Strictly following the curriculum guidelines
- Creating an environment that encourages collaboration (Correct answer)
- Giving lectures for all class sessions
Correct answer: Creating an environment that encourages collaboration
A key quality of learner-centered design is its emphasis on creating an active and engaging learning environment. Encouraging collaboration allows students to interact, share ideas, and learn from each other, which aligns with the philosophy of empowering learners and making them active participants in knowledge construction rather than passive recipients.
Question 14: Which concept places a focus on including topics and activities that support the preservation of cultural heritage?
- Principle of Social Fulfillment
- Principle of Integration
- Principle of Mental Discipline
- Principle of Conservation and Creativity (Correct answer)
Correct answer: Principle of Conservation and Creativity
The Principle of Conservation and Creativity specifically addresses the dual role of education in preserving cultural heritage while also fostering innovation. It emphasizes including topics and activities that transmit traditional knowledge and values, alongside encouraging students to think creatively and contribute new ideas to society.
Question 15: In the development of their respective curricula, what do NAAC and NBA prioritize?
- Including credit courses and extra-curricular activities
- Providing free access to MOOC courses
- Fostering collaboration between institutes and educators
- Skill development and balanced core concepts (Correct answer)
Correct answer: Skill development and balanced core concepts
NAAC (National Assessment and Accreditation Council) and NBA (National Board of Accreditation) are accreditation bodies that focus on ensuring the quality and relevance of higher education programs. They prioritize curricula that equip students with practical skills and a strong foundation in core concepts, making them competent and employable professionals.
Question 16: What is the child-centeredness principle?
- Considering the child's concerns, motives, and needs in curriculum development (Correct answer)
- Encouraging character formation in students
- Including cultural heritage in the curriculum
- Fostering various mental faculties and cognitive training
Correct answer: Considering the child's concerns, motives, and needs in curriculum development
The child-centeredness principle is a fundamental educational philosophy that places the individual child's perspective at the heart of curriculum design. It advocates for developing learning experiences that are responsive to the child's unique concerns, motivations, developmental stage, and specific needs, ensuring relevance and engagement in their education.
Free Doctor of Education Curriculum and Instruction Question and Answers
English is taught to ninth graders by Ms.
O'Dell.
She's preparing a lesson on metaphorical language.
She starts by considering what she wants her students to be able to understand and be able to perform with figurative language by the end of the course.
What kind of strategy is Ms.
O'Dell employing?