All of the following are examples of educational applications of cognitive-behavioral techniques except:
A. A student talking herself through a difficult task.
B. A student learning a mnemonic device.
C. A student whose inappropriate behavior is being observed and recorded by her teacher.
D. A student giving herself a positive consequence for appropriate behavior.
E. A student setting a goal for himself and keeping track of his progress toward the goal.
C
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The teacher models the expected behavior, guides the student through the lesson, and fades assistance as the child learns the task. This is called
a. contingent social reinforcement. b. cooperative learning. c. reciprocal teaching. d. scaffolding.
Which of the following is true of Levinson in relation to women’s careers
A. His studies suggested women’s careers were very different from men’s B. He thought the ‘seasons’ of women’s lives were similar to men’s C. He thought that the sequencing of transitions was delayed for women D. He reviewed prominent women’s biographies but found no common pattern E. He never studied women’s careers
The Whole School, Whole Community, Whole Child model establishes health and safety regulations that schools must follow.
Answer the following statement true (T) or false (F)
When the learning task involves composing written summaries or communicating results, how might a teacher structure the assignment in a manner that allows a student with physical challenges, written language problems, or visual impairments to express his knowledge without hindrance?
a. Consider devising a document template to use as a guide. b. Use readability statistics to make sure the material is appropriate. c. Turn off spell and grammar check features. d. Use the auto summary tool.