Brain researchers would be most likely to encourage teachers to engage students in reflective activities because
a. students who don't rest their brains periodically are less likely to develop long-lasting neural connections than those who take frequent breaks.
b. reflecting on learning helps students appreciate the value of their education.
c. reflection takes place in a part of the brain separate from that that is working when students are actively engaging with new information/skills.
d. reflection is necessary for acquisition of the basic facts that are used at higher levels of thinking.
c
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The TEACCH Program at the University of North Carolina a. utilizes a communication curriculum that is based on behavioral principles but applied in naturalistic settings. b. uses the principles of applied behavior analysis to teach discrete skills that are chained into functional routines. c. teaches social skills as discrete skills within an integrative setting and uses peer-mediation
interventions topromote independent play and social interaction. d. uses incidental teaching, that is, the spontaneous behavior of the child, to teach specific skills such as functional verbal language.
What are things that your employer can expect of you?
a. Follow safety and health rules b. Maintain a clean and orderly work area c. Be punctual and reliable d. All of the above e. None of the above
When reprimanding adolescents, Tierno (1991) suggests the following
a. Because adolescents are more concerned about their peers, reprimanding them publicly may result in open defiance so close reprimand are preferable b. Adolescents respond well to threats c. Adolescents shouldn't be reprimanded or corrected d. Adolescents are more likely to respond to corrections or reprimands if given so their peers can hear.
According to research, anger can be useful in different ways. We can use anger in win-lose negotiations to ______________ and in problem solving negotiations to _________
a. Highlight our importance; force the other person to smooth b. Force the opponent to concede; motivate both parties to find a mutually satisfying solution c. Motivate the opponent to be empathetic with our point of view; highlight our importance d. Raise the stakes of the battle; force the other person to smooth