FREE Doctor of Education Curriculum and Instruction Question 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?

Accepted Answer

Backward Design

Answer

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?

Accepted Answer

Student-directed

Answer

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?

Accepted Answer

Focus on skills that are most likely to enhance student's short term memory in and out of school.

Answer

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?

Accepted Answer

Mr.​ Yazaki's objective states that he will present two methods for conducting an Internet search on the topic of erosion.

Answer

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?

Accepted Answer

The best way for students to learn about the legislative process is to read the text and conduct online research.

Answer

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.

Ed.D. Doctor of Education Practice Test

Ed.D. Doctor of Education Practice Test

FREE Doctor of Education Curriculum and Instruction Question and Answers