Curriculum Design & Instructional Methods Flashcards
7 cards from real MAT practice questions. Tap to flip, then mark Knew It or Still Learning — missed cards come back until you master them.
Read the first 7 Curriculum Design & Instructional Methods flashcards as text
A teacher wants students to apply learned concepts to novel real-world problems. Which level of Bloom's revised taxonomy is being targeted?
Answer: Apply
The 'Apply' level of Bloom's revised taxonomy involves using learned knowledge in new situations or real-world contexts.
In Understanding by Design (UbD), what is the primary starting point for curriculum planning?
Answer: Identifying desired results and enduring understandings
UbD's 'backward design' begins by identifying desired results—what students should understand and be able to do—before planning instruction or assessments.
Which instructional strategy is MOST aligned with constructivist learning theory?
Answer: Problem-based learning with student inquiry
Constructivism holds that learners build knowledge through experience, making problem-based learning the most aligned strategy as students actively construct understanding.
A teacher using the 'gradual release of responsibility' model would transition instruction in which order?
Answer: I do → We do → You do together → You do alone
The gradual release model moves from teacher modeling ('I do'), to shared practice ('We do'), collaborative work ('You do together'), then independent practice ('You do alone').
Differentiated instruction primarily addresses which aspect of student diversity?
Answer: Varying readiness levels, interests, and learning profiles
Differentiated instruction responds to students' varying readiness levels, interests, and learning profiles by adjusting content, process, product, or learning environment.
Which curriculum design model emphasizes organizing content around key concepts rather than isolated facts?
Answer: Concept-based curriculum design
Concept-based curriculum design, associated with H. Lynn Erickson, organizes learning around transferable concepts and principles rather than discrete facts.
When a teacher aligns learning objectives, instructional activities, and assessments to ensure consistency, this is called:
Answer: Constructive alignment
Constructive alignment, developed by John Biggs, ensures that learning objectives, teaching activities, and assessments all work together coherently.