Define interest inventory.
a. A panel of students who have had trouble in school and who have agreed to talk with their peer group about how they handled these difficulties
b. Consists of a series of questions geared to a particular age group and helps the teacher find out more about their students’ background, interests, and perspectives
c. A type of learning that engages students actively in the learning process through the use of hands-on tasks, discussion, and decision-making
d. Behaviors that are positive and that build relationships
Ans: b
You might also like to view...
Defend or refute this statement: A teacher who uses puppets must learn to be a ventriloquist
What will be an ideal response?
The concept of “bracketing” in phenomenology refers to
a. the organization of fragments of data into more meaning larger categories. b. allowing at least two forms of interpretation of data points. c. the researchers setting aside their own personal experiences and opinions. d. the researchers allowing their own personal opinions to enter in data collection and analysis.
Levine and Trickett (2000) identified all of the following positive responses that school systems can make to the obstacles to participation faced by low-income families EXCEPT:
A) offering phone conferences. B) offering child care. C) providing transportation for parent-teacher conferences. D) providing translators and bilingual school personnel.
Define collaborative consultation.
a. Educational tools that allow teachers to monitor their students’ learning in real time using interactive software b. Individuals hired to work with teachers in a supportive role under the supervision of licensed professionals c. A service delivery model in which two educators, one typically a general education teacher and one a special education teacher or other specialist, combine their expertise to jointly teach a heterogeneous group of students, some of whom have disabilities or other special needs, in a single classroom for part or all of the school day d. A model that focuses on the partnership between the general education and special education teacher, tapping the expertise of both to provide appropriate services to students