LET Reviewer (Material 46) - LET EXAM - Questions & Answers

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LET Reviewer (Material 46)


1.       When dealing with a student who claims to be having a problem with an assignment, the teacher who is well-informed about learning processes is:
A.      Likely to include that there is no problem.
B.      Likely to recognize several causes for the student’s difficulty, rather than a signal one.
C.      More likely to focus on the difficulty than the student’s experience of it.
D.      Likely to blame the pupils.
E.       Likely to tell the student to “just keep trying.”
Answer: B
Children seldom have just one problem. There tend to be several factors that affect their ability to concentrate, do information processing, or use cues effectively for problem-solving.

2.       During the learning process the teacher has most control over:
A.      The learners
B.      The learning environment
C.      The learning process
D.      The behavior of the learners
E.       Learner motivations
Answer: B
The teacher can quickly modify the learning environment, as well as use a variety of orientation techniques. Modification of the habits, skills and attitudes of individual learners takes much longer to accomplish.

3.       The teachers in a particular school regard teaching in a “bifocal way.” This means that they view and interpret classroom activities as:
A.      Perceivers
B.      Instructors
C.      Learners
D.      Supervisors
E.       Participant observers
Answer: E
Teachers often tend to stand apart from the learning situation. The “bifocal” approach requires the teacher to be a participant as well as an observer. This brings the teacher closer to pupils and let him or her share the learners’ experiences.

4.       Precision teaching is like behavior modification because it is a techniques for changing student behavior. Which of the following steps is NOT part of precision teaching?
A.      Tokens and other extrinsic rein forcers are used.
B.      Modifications are made as needed in the curriculum, course content, and activities.
C.      Record keeping is extensive, and the focus is on having students do it themselves.
D.      Individual programs are developed for each student.
E.       Each pupil identifies his or her behaviors that improvement.
Answer: E
The teacher identifies behaviors that need modification. Then programs, content, activities, and reinforces are develop to meet each pupil’s specific needs. Record-keeping is essential for tracking daily progress.

5.       A teacher is planning an open classroom for her social studies program. Which of the following would be LEAST important in preparing the new setting?
A.      Placing attractive posters around the area.
B.      Preparing a detailed record-keeping system.
C.      Preparing detailed outlines of each pupil’s assignment with the pupil.
D.      Providing a well-stocked library.
E.       Providing materials for students who finish their work early.
Answer: A

In the open classroom, the library – with its reference books, filmstrips, films, and posters – is most essential for pupil research and reading periods. Posters should be available, with other visual materials, in the library. Planning with students for goals and providing enriching activities for those who work rapidly are essential.

6.       Which of the following conditions does NOT contribute to a climate psychologically suited to learning?
A.      The teacher acts like a “real person”.
B.      The teacher makes all of the decisions about students’ learning activities.
C.      The teacher a accepts students s they are.
D.      The teacher shows trust in students’ decisions.
E.       The teacher expresses non-judgmental understanding of students’ personal problems.
Answer: B
An effective learning climate is one in which pupils are encouraged to make daily decisions and choices as they learn the skills of problem-solving. When the teacher makes all the decisions, pupils miss opportunities to initiate learning activities and to evaluate their personal progress.

7.       Which of the following is characteristic of criterion-referenced teaching strategies?
A.      Desired behaviors are specified – for example, “Given 10 sentences containing errors in noun-verb agreement, the student will be able to correct them with 100% accuracy.”
B.      Adequate instruction is given to enable students to perform the behaviors that are specified.
C.      Using measures such as test or specified performance, the teacher makes an analysis of whether objects are being met.
D.      All of the above.
E.       None of the above.
Answer: D
Criterion-referenced strategies involve the setting of specific, objective standards and the evaluation of student success against the measure of these standards.

8.       A teacher tells the senior English class, “You will have to write research papers when you attend college. Tomorrow we will begin to develop techniques for writing one.” This is example of identifying
A.      Psychological needs
B.      Normative needs
C.      Assimilation needs
D.      Instrumental-learning needs
E.       Needs for accommodation
Answer: B
A normative need is one based on the needs of a group in a certain type of situation. College freshmen are usually required to write themes and research papers. Learning to write a research paper anticipates a normative need for students who plan to attend college.

9.       Rogers see teachers as facilitators of learning. According to his findings, significant learning takes place when teacher:
A.      Helps learners clarify their goals.
B.      Encourage students to evaluate their learning progresses.
C.      Helps students modify behavior and attitudes.
D.      Bring acceptance, understanding, and trust to the class.
E.       Does all of the above.
Answer: E
Carl Rogers is one of many humanistic educators who emphasize the importance of the learner’s initiative, selection of study topics, and self-evaluation. Working with this learner, the teacher is a facilitator who brings acceptance, understanding, and “reality” in to the classroom.

10.   During class discussion, a teacher responds with prompting remarks. Select the comment that would NOT facilities further discussion by the pupils to whom it is addressed.
A.      “Can you give me an example?”
B.      “Is that what you mean?”
C.      “Can’t you do better than that?”
D.      “Do you have other ideas about this problem?”
E.       “How long have you felt this way?”
Answer: C
Such as statement by the teacher could cause anxiety among student respondents. It certainly would not encourage a pupil’s continuance in the presentation of an idea.

11.   Torrance, in his writing on developing creativity, suggests that teachers use task to stimulate creative thinking. Which one of the following suggestions would NOT be useful for his purpose?
A.      “Learn the names of all the trees in the school yard.”
B.      “Name all the things you can think of that are blue and red.”
C.      “List everything that would happen if the sun did not come out for two weeks.”
D.      “If your cat climbed a tree and wouldn’t come down, and you had no ladder, what would you do?”
E.       “If clouds were balloons with water, what difference would it make?
Answer: A
Rote learning, or memorization, usually does not involve divergent thinking or creative manipulation of familiar ideas to create new ones.

12.   In emphasizing “mastery learning,” Bloom indicates that, if teachers gave pupils all the time they need.
A.      Only one-third would fail in a typical unit of work.
B.      One-third would learn something useful.
C.      About one-half would turn out to be good teachers.
D.      About two-thirds would pass criterion-referenced test.
E.       Only about-5-10 percent would get grades below A and B.
Answer: E
Parents expect their children to be good students, but teachers’ expectations often are too low. Bloom claims that time is a factor in mastery learning and that only 5-10 percent of students would get grades below B if all had the time they needed for a particular learning assignment.


13.   Research shows that students who follow the cognitive learning approach manifests all of the following characteristics EXCEPT:
A.      A global orientation toward the discovery of new questions and solutions.
B.      An analytic mind-set toward new problems.
C.      An impulsive habit in drawing conclusions.
D.      A reflective manner when examining data.
E.       B and D above.
Answer: C
Impulsive students tend to jump to conclusions without examining all the evidence. They tend to make more errors than students who reflect on the meaning of data and continue to took for a new solutions.

14.   When engaging in new tasks, students do better if the teacher adjusts the learning environment to meet their needs. Which of the following sets of conditions would NOT be appropriate for the type of student indicated?
A.      The adventurer needs latitude, affiliation, and recognition.
B.      The panderer needs both structure and latitudes, affiliation, and recognition.
C.      The drifter needs latitude, affiliation, and recognition.
D.      Neither A nor B above.
E.       Neither A nor C above.
Answer: C
The students characterized as a drifter cannot cope with a lack of guidelines, although he or she does need affiliation, as well as rejection for effort.

15.   Feedback should aid students to stay on task, complete their work, and improve their [performance. Which of the following response sets would NOT be appropriate feedback for a teacher to use?
A.      Shaking one’s heads, snapping fingers, saying “NO” or “stop that”.
B.      Frowning saying, saying “Do it over” or “I can’t accept that paper.”
C.      Pointing out correct answer, showing how errors should be corrected.
D.      A, B and C above.
E.       A and B above.
Answer: E
Positive reinforcement is helpful to the student for keeping on task. The order response sets are usually perceived by students as rejections of their efforts.

16.   William Glasser advocates the frequent use of classroom meetings, with teacher and students sitting in a small circle. Which one of these following types  of discussion would NOT be appropriate in such a setting?
A.      An educational-diagnostic conference on the learning weaknesses of individual students.
B.      An open-ended meeting for the purpose of exploring and discussing students’ ideas about the curriculum.
C.      A social-problem-solving meeting to resolve teacher or student problems relating to the school, the class, or many individual members.
D.      A sensitivity-training meeting for the purpose of helping students faces their school-related problems and learns their actions can affect others.
E.       A and C above.
Answer: A
The educational-diagnostic meeting is for the purpose of helping the teacher and the student or the parent understands the learning difficulties of the individual child. The nature of such a discussion requires that it be private and confidential.

17.   Which of the following does NOT represent a teacher’s contribution to the emotional environment of the classroom?
A.      A strident, compelling voice.
B.      A sustained sense of expectation where student achievement is concerned.
C.      A well-written lesson plan.
D.      A sense of humor in a tense situation.
E.       An instructional tempo that matches the students’ pace of learning.
Answer: C
The emotional environment of the classroom can be profoundly affected by a teacher’s voice, sense of humor, pacing of information, and the sense of confidence he or she exhibits toward each student.

18.   According to Thomas Harris, full communication is most likely to occur when people maintain certain interaction postures. Which of the following attitudes would be most helpful for teachers to exhibit when communicating with pupils?
A.      “I’m not OK, you’re OK.”
B.      “I’m not OK, you’re OK.”
C.      “I’m OK, you’re not OK.”
D.      “I’m OK, you’re OK.”
E.       “I’m the parent-figure, you’re the child.”
Answer: D
I’m OK, you’re OK” shows positive teacher reaction and offers a reinforcement of the child’s attempts to relate or communicate with others. Such a posture of acceptance encourages the child to continue the teacher’s ongoing approval.

19.   Blood contents that at least 90% of students could reach “mastery level” if appropriate teaching techniques were used. Which of the following would NOT be appropriate advice for a teacher who wants to help underachievers to succeed?
A.      Provide more time for slower students to complete a task.
B.      Break the curriculum into small steps, teaching incrementally.
C.      Determine grades through comparative performance.
D.      Pursue a comprehensive list of performance objectives.
E.       Use tutorial help, including cross-age tutoring?
Answer: C
Competitive examinations have little place in a mastery program, in which students work at their own pace.

20.   Experience-referenced strategies provide quality learning opportunities for pupils. Which of the following would NOT be characterized as an experience-referenced strategy?
A.      A student takes a course in baby-sitting.
B.      A student develops a project on the 1920s by taping oral histories at a senior citizen home.
C.      The editor of the school paper works as an intern in the local newspaper.
D.      A student considering a career in design talks to artists whenever she has the opportunity.
E.       A student feeds and cares for a guinea pig.
Answer: D
The notion of a “strategy” implies the existence of specific goals and of the means for evaluating and assessing the pupil’s progress. Informal experiences such as occasional interviews could be helpful, but are difficult to evaluate and to incorporate into the overall school program.

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