Each of the teachers below has students with misconceptions about the material they are studying. Three of the teachers are using strategies that should help their students correct these misconceptions. Which teacher is not using an effective strategy for changing misconceptions?
a. Ms. Andersen identifies and then builds on things that students correctly understand about the phenomenon at hand.
b. Mr. Bissette presents a situation that students cannot adequately explain using their current beliefs about the topic.
c. Ms. Caro reminds her students that she will be testing them on the material they are studying.
d. Mr. Darren shows students how the true explanation of something is different from, and more plausible than, their existing beliefs.
c
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Although textbooks are rarely used in the subject, physical education students need reading skills
a. so they can read books, magazines, and other resources about improving performance in sports. b. so they can speed read. c. so that they can find game locations. d. for all of the above reasons.
Mr. Brooke notices that one of his students appears to be a "nonconserver" of length. Which would be the best strategy for teaching this student?
a. gently explain which stick is longer and ask the student to try again b. delay teaching measurement to this student because she is not yet ready c. pair this student with a peer who understands conservation of length d. consider retaining this student because she is developmentally behind the other members of the class
Variations or changes in pitch are known as ____________________
Fill in the blank(s) with correct word
If you believe that second-language development is more a matter of acquisition than learning through formal methods, which of the following practices would you favor?
a. teaching grammar rules b. establishing more bilingual/bicultural programs c. tolerating greater diversity in students' thinking d. exposing ESL students to various word games