How can concept maps be used by constructivist science teachers?
a. As an introduction to a unit showing the scope and depth of the proposed study
b. As a summary at the end of a unit showing the concepts students have investigated and how students related the concepts to each other
c. As a handout to students to be used as a guide to their explorations
d. As an assessment giving students the opportunity to show the concepts they investigated and how the concepts relate to each other in the student’s mind
e. All of the above
f. None of the above
e. All of the above
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Each of the following is an advantage of frequent measures of student progress except
A) ?teachers more effectively apply data B) ?teachers frequently see the relative standing of students in a class. C) ?quicker instructional adaptations. D) ?students get immediate feedback on how they are doing.
The data in Q10 produce the following results. What conclusion should be drawn? Test Statistics (b) Bus. Plan A – Bus. Plan B Z -2.842(a) Asymp. Sig. (2-tailed) .004
A. There is a significant difference in rating, with Business Plan A being rated higher than Business Plan B. B. There is no significant difference in ratings C. There is a significant difference in rating, with Business Plan A being rated lower than Business Plan B. D. Not enough information is available to make a decision.
In well-planned, play-centered programs, all of the following are major ways to support and encourage arts activities in the classroom except:
a. expectations for forms of play are cued by furnishings and accessories. b. extensive teacher modeling of what children are expected to do is provided. c. clean, smooth work surfaces are provided. d. arts areas are located in relatively quiet spaces away from flow of traffic.
How does attending college, potentially influence family members?
What will be an ideal response?