Learning how to learn and make meaning from experiences describes:

• A) Triple-loop learning
• B) Single-loop learning
• C) Double-loop learning
• D) Rote learning

Linking facts with concepts rather than keeping them isolated:

• A) Synergistic thinking
• B) Linear thinking
• C) Rote thinking
• D) Abstract thinking

Evidence of reflective practice:

• A) Reflective writing
• B) Class attendance
• C) Exam marks
• D) Lesson plans

Personal filtering system helps teachers to:

• A) Screen effective responses to classroom situations
• B) Grade exams faster
• C) Control class noise
• D) Manage school funds

Theory that commands the thinking of the action:

• A) Theory-in-use
• B) Espoused theory
• C) Action theory
• D) Cognitive theory

Inference is defined as the ability to:

• A) Determine an accurate conclusion from given information
• B) Memorize definitions
• C) Recall facts
• D) Write long essays

Most significant barrier to reflective practice:

• A) Lack of Knowledge
• B) Lack of money
• C) Lack of books
• D) Lack of students

Style of learning about questioning underlying assumptions, values, and beliefs:

• A) Double-Loop learning
• B) Single-Loop learning
• C) Triple-Loop learning
• D) Surface learning

Action research is a relationship between change action and:

• A) Understanding
• B) Theory
• C) Grades
• D) Management

Mentors are:

• A) Competent teachers
• B) School principals
• C) Students
• D) Parents

How many quadrants in the Conscious Competence model?

• A) 4
• B) 2
• C) 3
• D) 5

Not knowing what you don't know corresponds to:

• A) Unconscious incompetence
• B) Conscious incompetence
• C) Conscious competence
• D) Unconscious competence

Performing a skill at will consciously corresponds to:

• A) Conscious competence
• B) Unconscious incompetence
• C) Conscious incompetence
• D) Unconscious competence

Correct order for structured reflective writing:

• A) Description, interpretation & outcome
• B) Outcome, description & interpretation
• C) Interpretation, outcome & description
• D) Description, outcome & interpretation

Correct order for formation of concepts:

• A) Perception, abstraction & generalization
• B) Generalization, perception & abstraction
• C) Abstraction, perception & generalization
• D) Perception, generalization & abstraction

Fourth cognitive level of Bloom's taxonomy:

• A) Analysis
• B) Application
• C) Synthesis
• D) Evaluation

Highest level of Bloom's taxonomy:

• A) Evaluation
• B) Synthesis
• C) Analysis
• D) Application

Who introduced the idea of reflective practice?

• A) Dewey
• B) Piaget
• C) Vygotsky
• D) Skinner

Who coined the term reflective practice in his book?

• A) Schön (1983)
• B) Dewey (1933)
• C) Bloom (1956)
• D) Gardner (1983)

In Peter's reflective practice, DATA stands for:

• A) Describe, Analyze, Theorize, and Act
• B) Data, Analysis, Testing, Action
• C) Determine, Assess, Train, Act
• D) Describe, Assess, Teach, Adapt