SS200 Quiz Midterms

• What is the primary purpose of using graphic organizers in education?

  Help students organize and structure information
• How do graphic organizers benefit students with different learning styles?

  provide variety of formats
• Which of the following is NOT a benefit of using graphic organizers in studying literature?

  memorizing entire text verbatim
• How do graphic organizers assist in brainstorming and idea generation?

  providing framework
• In what ways do graphic organizers aid in the writing process?

  help plan and organize writing task
• What role do graphic organizer play in fostering critical thinking skills?

  encourage analysis and synthesis of information
• How do GO support students in understanding complex concepts in science and mathematics?

  providing visual representation
• What is one advantage if using digital graphic organizers over traditional paper-based organizer?

  allow easy sharing and collaboration
• Which of the following is NOT a characteristic of an effective GO?

  complexity and ambiguity
• How do GO contribute to students retention of information?

  providing a structured framework
• Which aspect of graphic organizers makes them particularly useful for English language learners?

  provide visual support
• What is one way in which graphic organizers promote metacognition in students?

  allow students to monitor and evaluate their understanding
• How do GO contribute to differentiated instruction in the classroom?

  allowing teachers to customize materials meet students need
• What role do graphic organizer play in facilitating collaborative learning environments?

  provide a common framework for students
• How do GO contribute to assessment practices in education?

  provide means for students to self-assess
• What is ONE potential disadvantage of using GO in education?

  promote passive learning
• How do GO support students in making connections between different pieces of information?

  visually representing relationships and patterns
• Which of the following statements best describes the role of graphic organizers in helping students with executive functioning skills?

  provide strategies for planning, organizing, and managing tassks
• In what ways can graphic organizers be used to support students with special educational needs?

  offering visual support and structure
• What is the primary purpose of concept map?

  organize and visually represent relationship between concepts
• In a concept map, what do the line or arrow between concepts represent?

  sequential order
• Which of the following statement best describe T-chart?

  organizes information into categories for comparison
• When might a T-chart be used in a classroom setting?

  analyze cause and effect relationship
• What is the main difference between a concept map and a T-chart?

  concept map- organizer information into categories

  tchart- visually represent relationship between concept
• In a T-chart comparing two historical figures, what might be listed under the "similarities" column?

  shared accomplishments of beliefs
• Which of the following subjects is best suited for organizing information using concept map?

  Geography
• How does creating a concept map or T-chart enance students understanding of a topic?

  encouraging critical thinking and analysis
• Which of the following scenarios is an example of when a T-chart might be used effectively?

  comparing different types of chemical reaction
• How might a concept map or T-chart benefit visual learners in the classroom?

  proving visual representation of complex ideas
• What role do analogy charts play in fostering critical thinking skills in social studies?

  encourage students to make connections between related topics
• In the SOCIOLOGICAL PERSPECTIVE perspective, learning is a process of construction of knowledge: False, constructivist
• True .A child constructs his/her own knowledge while engaged in the process of learning.
• The engagement of learning through relevant activities, can further facilitate in the construction of mental imaged of the relationship (cause and ORIGIN) : False, effect
• RADICAL constructivism represents one end, or extreme of the constructivist continuum and is typically associated with information processing and its reliance on the component process of cognition: False, cognitive
• COGNITIVE constructivism represents the opposite end of constructivism continuum from cognitive constructivism. False, Radical
• SOCIAL constructivism lies somehwere between transmisison of knowable reality of the cognitive constructivists constructivist: True
• CONTEXTUALIZATION learners relate their analysis to the theme of the text with illustration. True.
• Constructivism is not a unitaty theoritical position; rather, it is an END POINT. False, continuum
• Knowledge is PASSIVELY accumulated, but rather, is the result of active cognizing by the individual. False, not passively
• Cognition is an ADAPTIVE PROCESS that functions to make an individual's behavior more viable given a particular environment. True