Student Teaching Seminar
Final Exam
Course Introduction
The Student Teaching Seminar is designed to support pre-service teachers during their field experiences by providing a collaborative environment for reflection, discussion, and professional growth. Through weekly meetings, students engage in critical analysis of their teaching practices, share challenges and successes from their placements, and explore current trends and issues in education. The seminar emphasizes classroom management, instructional strategies, assessment techniques, and ethical considerations, while also encouraging the development of a professional identity. Participants receive guidance from experienced educators and peers, fostering the skills necessary for effective teaching and lifelong learning.
Recommended Textbook
Marshs Becoming a Teacher 6th Edition by
Maggie Clarke
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446 Verified Questions
446 Flashcards
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Page 2
Chapter 1: What Is Teaching All About
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Sample Questions
Q1) According to Strong (2011), the percentage of new teachers who leave the profession within the first five years of entry is:
A) 10-20%.
B) 20-30%.
C) 30-40%.
D) 40-50%.
Answer: D
Q2) An advantage of online virtual schools is that they:
A) can deliver a broader curriculum.
B) require less teachers.
C) promote higher levels of student engagement.
D) develop students' communication skills.
Answer: A
Q3) Why can teaching be described as 'ambiguous'?
Answer: Because what might be right in one situation with one group of students may not be right in another situation with other students, thus making clear-cut answers difficult.
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Chapter 2: How Students Develop and Learn
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Sample Questions
Q1) In his theory of psychosocial development, Erik Erickson argued that:
A) the seven stages of development are independent of each other.
B) there are two adult stages of development.
C) identity is the basis for personality development.
D) industry versus role confusion is an important childhood stage.
Answer: C
Q2) Erickson's third stage of initiative versus guilt is most typical of children aged:
A) 2-3 years.
B) 4-5 years.
C) 6-7 years.
D) 8-9 years.
Answer: B
Q3) Lev Vygotsky theorised that at about two years of age children:
A) do not connect speech and thought.
B) begin to connect their thinking with their speech.
C) begin to use speech to direct their behaviour.
D) use covert abbreviated speech to talk about their actions.
Answer: B
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4
Chapter 3: Learner Motivation and Developing Self-Esteem
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Sample Questions
Q1) A teaching strategy that is unlikely to motivate students using attribution is:
A) getting students to think about the learning processes they use.
B) helping students to develop realistic goals.
C) using grades in assessment.
D) using cooperative learning arrangements.
Answer: C
Q2) In the hierarchy of personal needs, social needs:
A) are at a lower level than safety needs.
B) are at a higher level than esteem needs.
C) must be met before growth needs.
D) must be met before biological needs.
Answer: C
Q3) Which of the following is not a 'plain correct'?
A) 'Yes, that's right.'
B) 'No, the correct answer is '
C) 'Correct.'
D) 'That's what I wanted.'
Answer: B
Q4) What are three explanations students might give for lack of achievement?
Answer: Lack of effort; lack of ability; luck; difficulty of the task.
Page 5
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Chapter 4: Learning Environments
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Sample Questions
Q1) Provide an overview of each of the following learning settings and describe any benefits or challenges for each:
-Ability grouping.
-Single-sex education.
-Service learning.
Q2) What are community schools?
Q3) Is this statement True or False? 'As well as considering the physical classroom factors that impact on student's learning, teachers also need to consider students' perceptions of their classroom environment.'
A)True
B)False
Q4) What are three questions a teacher should ask when evaluating the use of classroom space?
Q5) Research evidence indicates that relationships between the physical environment and students:
A) are clear.
B) are far from clear.
C) show direct influences on academic achievement.
D) show little influence on the affective states of students.
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Chapter 5: The Australian Curriculum
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Sample Questions
Q1) According to some curriculum specialists, teachers will not prioritise learning activities to develop General Capabilities because they do not:
A) have adequate support materials to do so.
B) consider them to be as important as the content listings.
C) understand them.
D) have time to focus on them.
Q2) Write a letter to parents explaining the role of General Capabilities and Cross-Curriculum Priorities in the Australian Curriculum. Choose one Cross-Curriculum Priority and explain how you might incorporate it into your teaching of one curriculum area.
Q3) Which of the following is not a cross-curriculum priority in the Australian Curriculum?
A) Aboriginal and Torres Strait Islander histories and cultures.
B) Asia and Australia's engagement with Asia.
C) Social justice.
D) Sustainability.
Q4) What were three of the reasons given in 2008 for needing a national curriculum?
Q5) Summarise the events, influences and reasons which led to the decision to develop a national curriculum in Australia.
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Chapter 6: Exploring and Contesting Curriculum
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Q1) In Cuban's four-fold classification to describe curricula in use in schools, 'the official curriculum' refers to:
A) what is assessed.
B) what is learnt.
C) what is in curriculum frameworks.
D) what is taught.
Q2) In addition to the collection of literacy and numeracy data through NAPLAN, data is collected on a rolling basis about students' performance in:
A) physical development.
B) social skills and mental health.
C) problem-solving skills.
D) science, civics and citizenship.
Q3) 'Curriculum' has many different definitions. Which of the following is not included in Chapter 6 as a definition of curriculum? Curriculum is:
A) a set of performance objectives for students learning at a variety of sites.
B) what students want to learn.
C) everything that is planned by school personnel.
D) a set of subjects.
Q4) What is the overall aim of curriculum planning?
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Chapter 7: Planning and Preparing for Teaching
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Sample Questions
Q1) An important guideline when planning the 'learning experiences' element of a program is to ensure:
A) the strategies selected are ones that encourage active learning.
B) the content has social relevance.
C) time allowances are realistic.
D) objectives are attainable.
Q2) Explain why teachers need to engage in planning and key principles that should inform planning. Explain how you would incorporate two of the principles in planning a lesson on a topic of your choice.
Q3) Decisions about what is best for a particular group of students are best made by:
A) the students.
B) their teacher.
C) the school leaders.
D) departmental officials.
Q4) What is the main difference between the backward design approach to unit planning and the traditional approach?
Q5) What are three questions teachers should ask themselves when evaluating lessons?
Q6) Explain why planning involves reconciling different goals and priorities.
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Chapter 8: Organising Classroom Structures and Routines
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Sample Questions
Q1) Is the following statement True or False? 'There is not a single education system in Australia: each state or territory has an Education Department and political responsibility lies with a state-based Minister of Education.'
A)True
B)False
Q2) Homogeneous grouping means grouping students on the basis of:
A) friendship.
B) interests.
C) ability.
D) social programs.
Q3) What are three strategies teachers might use to maintain whole-class attention?
Q4) When planning to use cooperative learning in a lesson, which of the following is not one of the three planning steps?
A) Identify the cooperative learning skills students will need.
B) Develop materials.
C) Plan the tasks and roles for the students in each group.
D) Plan for the use of time and space.
Q5) What are two ways of working that you might see in a differentiated classroom?
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Chapter 9: Planning to Achieve Goals, Aims, Objectives,
Outcomes and Standards
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Sample Questions
Q1) Which of the following is a psychomotor objective?
A) Develop a positive attitude to sun safety.
B) Bounce and catch a ball five times.
C) Recall the colours of the rainbow.
D) Classify objects on the basis of colour.
Q2) Willis and Kissane (1997) define outcome statements as 'broad descriptions of student ':
A) behaviours.
B) knowledge.
C) skills.
D) competencies.
Q3) Which of the following is a goal?
A) Develop awareness of road safety for pedestrians and cyclists.
B) Explain the difference between weight and mass.
C) Undertake an investigation of the properties of a magnet.
D) List the pros and cons of wearing a bicycle helmet.
Q4) What is the relationship between aims, goals, teaching and learning? Describe how you would use aims and goals in your teaching.
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Q5) Why are some teachers concerned about results of teaching being made public on the My School website?
Chapter 10: Communicating Effectively
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Sample Questions
Q1) For the teaching of a concept of your choice, explain the steps you would take to: -plan and give a clear explanation of the concept -plan and ask a mixture of low- and high-order questions.
Q2) Listening skills can be improved through:
A) prejudging the message while listening to it.
B) focusing mainly on any emotional words used by the speaker.
C) concentrating on every detail.
D) taking brief notes on what is being conveyed.
Q3) Write two questions on the topic of pollution, one that would be classified within Bloom's taxonomy as a 'comprehension' question and one that would be classified as an 'application' question.
Q4) Is the following statement True or False? 'Teachers should not accept a student's answer if it is incorrect.'
A)True
B)False
Q5) What are two techniques that teachers can use to support students to give effective explanations?
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Page 12
Chapter 11: Pedagogy, Teaching and Learning
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Sample Questions
Q1) One advantage of problem-based learning is that it:
A) is easy for teachers to set up.
B) is a time-efficient way to cover the curriculum.
C) promotes factual recall.
D) maximises student understanding.
Q2) Research into whether teachers can produce higher levels of student achievement using computer technology has shown:
A) that students do perform better.
B) that students perform less well.
C) mixed results.
D) that teachers use more student-friendly approaches.
Q3) Of the following, the approach that has the lowest emphasis on teacher-direction is:
A) independent study.
B) discussion.
C) cooperative learning.
D) problem solving/inquiry.
Q4) What are four guidelines suggested by Moore (2012) to help teachers refine their questioning skills?
Q5) What is one advantage and one disadvantage of online discussion?
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Chapter 12: Classroom Management
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Sample Questions
Q1) To what should teachers refer when trying to resolve major management issues caused by male/female and cultural tensions within the classroom?
Q2) After several weeks of implementing your classroom management system as a first year teacher, what questions should you then ask to review it?
Q3) Is the following statement True or False? 'Giving students additional school work is an appropriate intervention measure for misbehaviour.'
A)True
B)False
Q4) Describe a routine you would put in place for taking attendance each morning.
Q5) Which of the following does not appear in Levin and Nolan's (2010) description of when classroom management procedures need to be put in place? Classroom management procedures need to be put in place whenever a behaviour:
A) interferes with the teaching act.
B) interferes with the rights of others to learn.
C) disrupts an optimal learning environment.
D) is psychologically or physically unsafe and destroys property.
Q6) List the five key behaviours used by assertive teachers.
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Page 14
Chapter 13: Using Resources Creatively
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Sample Questions
Q1) Is the following statement True or False? 'Printed and electronic resources have no educational value by themselves.'
A)True
B)False
Q2) A BBC Report (2007) into the use of interactive whiteboards in teaching in the UK found that they:
A) reduced students' use of open-ended questions.
B) slowed down the pace of whole-class learning.
C) improved students' performance.
D) changed the teacher's underlying pedagogy.
Q3) An advantage of websites as a resource is that they:
A) are unbiased.
B) are up to date.
C) put forward multiple perspectives.
D) are more inclusive of students' interests.
Q4) The standard criteria used to evaluate the quality of resources do not include:
A) author credentials.
B) aesthetic appeal.
C) objectivity/bias.
D) currency and accuracy.
Page 15
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Chapter 14: Meeting the Diverse Needs of Students
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Sample Questions
Q1) How did Tomlinson (1999) define the term 'differentiated classroom'?
Q2) Applying Gardner's (1983) theory of model intelligences, a teacher who takes students outside to hop around a basketball court and then measure the distance they were able to hop is encouraging students to use:
A) bodily-kinaesthetic intelligence.
B) naturalistic intelligence.
C) logical mathematical intelligence.
D) intrapersonal intelligence.
Q3) Research has found that the brain inputs information through the senses so teachers need to:
A) involve students in activities that compare, contrast and classify.
B) provide challenges of new learning.
C) provide familiar routines but also novelty and discovery activities.
D) involve students in emotional aspects of learning.
Q4) A characteristic that is not normally an indication of giftedness is:
A) above-average general ability.
B) a tendency to extraversion.
C) high motivation to achieve in certain areas.
D) high levels of creativity.
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Chapter 15: Developing Knowledgeable, Responsible and Caring Students
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Sample Questions
Q1) The practice of teaching students about the virtuous deeds and actions of famous people is used in some schools as part of:
A) character education.
B) moral education.
C) service learning.
D) values education.
Q2) What are the three General Capabilities in the Australian Curriculum where there is some attention to values education?
Q3) Why is role play a useful strategy for teachers to use in social and emotional learning?
Q4) Is this statement True or False? 'The Australian Curriculum identifies nine values that should be taught by schools.'
A)True
B)False
Q5) Is this statement True or False? 'Piaget contended that morality was a developmental process that could be nurtured by schools.'
A)True
B)False
17
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Chapter 16: Parents and Caregivers Partnerships With Schools
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Q1) Which of the following is not one of the basic beliefs that Henderson et al. (2007) identified as necessary for strong partnerships between parents and staff?
A) Parents and school staff should be equal partners in planning and implementing teaching.
B) The responsibility for building partnerships has to be equally shared by parents and teachers.
C) Parents hold big expectations about the roles schools will play in the education of their children.
D) All parents have the capacity to support children's learning.
Q2) According to Cooper and Christie (2005) parents need to be:
A) consulted.
B) involved.
C) valued.
D) empowered.
Q3) Why is it important for teachers to understand the function of the school council and what should they know about it?
Q4) What is the difference between parental involvement and parental participation?
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Chapter 17: Assessment and Reporting
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Sample Questions
Q1) A difficulty for teachers in recording students' progress against national outcome statements is:
A) lack of effective commercial computer software programs to support the process.
B) the extra time and workload involved in assessing several levels.
C) confusion about what to assess.
D) not having had appropriate training in how to record against outcomes.
Q2) Explain your understanding of the different purposes of assessment and the implications of these for teachers. How would the following practices fit with some of the different purposes you have identified?
-Diagnostic/formative assessment.
-Summative assessment.
-Norm-referenced assessment.
-Criterion-referenced assessment.
-Learner judged.
Q3) Hargreaves' six categories of 'assessment for learning' do not include:
A) turning assessment into a learning event.
B) learning about students' learning.
C) teachers controlling learning and assessment.
D) using assessment to inform the next steps in teaching and learning.
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Page 19
Chapter 18: Professional and Cultural Dimensions of Teaching
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Sample Questions
Q1) Within the context of findings about the lifecycle phases through which teachers pass, the ability to mentor younger teachers has been found to be most typical of teachers in the:
A) stabilisation phase.
B) diversification and change phase.
C) stocktaking phase.
D) serenity phase.
Q2) In Beare, Caldwell and Millikan's (1991) explanation of school culture, one of the aesthetic aspects of school culture is:
A) cultural support within communities.
B) special rituals and ceremonies.
C) a unique history of achievements and traditions.
D) a unique socio-economic and geographic location.
Q3) In reference to the relationship between the Commonwealth and the states in the management of education, 'hard policy' refers to Commonwealth policy requirements:
A) that are difficult to meet.
B) linked to funding.
C) linked to raising student achievement standards.
D) that are mandatory.
Page 20
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Chapter 19: Equity, Ethics and Legal Issues in Teaching
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Sample Questions
Q1) Arthur (2010) criticised the new English curriculum content and associated testing regimes for their:
A) lack of focus on Indigenous issues.
B) lack of basic skills instruction.
C) emphasis on popular fiction texts.
D) focus only on the English language.
Q2) In the five 'types of ethical decision-making' shown in Table 19.1, a teacher referring an ethical issue to a school counsellor is an example of:
A) open decision-making.
B) limited decision-making.
C) decision-making by the teacher.
D) security seeking.
Q3) McGaw (2007) suggests that one way to bridge the differences between advantaged and disadvantaged secondary schools would be to:
A) double the funding for disadvantaged schools.
B) place the best teachers in disadvantaged schools.
C) co-locate schools so resources can be shared.
D) ensure all schools have roughly the same mix of students.
Q4) What are the four key components in the definition of teacher negligence?
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Chapter 20: Teacher Standards
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Sample Questions
Q1) Is the following statement True or False? 'Any assessment of a graduate teacher against all focus areas for each of the 7 standards would require the collection of data on 37 elements.'
A)True
B)False
Q2) The National Institute for Quality Teaching and School Leadership was established in 2003 and renamed Teaching Australia in:
A) 2004.
B) 2005.
C) 2006.
D) 2007.
Q3) Preston and Kennedy (1994) criticised the language of the Draft Competency Framework for Teaching (1993) as:
A) not inclusive.
B) inaccessible.
C) too focused on outcomes.
D) too generic.
Q4) How do Gonczi, Hager and Oliver (1990) define a 'competent professional' and why do attributes need to underlie the concept of 'competence'?
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