2. Outline what a teacher should include if he or she wishes to implement Jones’s system. Make mention of various tiers of related management techniques and give examples of each. Indicate how the system would be introduced to students.
What will be an ideal response?
Look for mention of:
Closely related skill clusters, including
(a) classroom structure (examples: room arrangement, class rules, classroom chores, routines to begin class),
(b) limit setting through class agreements (examples of desirable and undesirable behaviors, backup systems),
(c) limit setting through body language (examples: eye contact, facial expressions, body carriage),
(d) Say, See, Do teaching (describe the process),
(e) incentives (examples of genuine incentives, including preferred activity time—PAT), and
(f) providing efficient help (describe process and timing).
Extra credit for describing backup systems for use when students won’t comply with teacher requests. The program is to be carefully planned out in advance.
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a. True b. False Indicate whether the statement is true or false
Writing, saying, computing, orally spelling, and exhibiting are all example of which of the following?
A) Identifying information learned B) Generalizing information learned C) Producing information learned D) Applying information learned
If the required change is too large, what is a possible problem that can occur?
A. There might not be enough phases to demonstrate experimental control in the study B. It might be difficult to determine if the change was due to other factors C. Requiring drastic changes might contradict good instructional practices D. Both A and C
Three of the reasons below support why using timed tests is not effective for student mastery of basic facts. Identify the one that supports the use of reasoning strategies
a) More student-to-student interaction. b) Does not assess four elements of fluency. c) More meaningful time spent on other learning. d) Does not affect student number sense.