Outline the general guidelines for sequencing the introduction of new skills
What will be an ideal response?
The following are three general guidelines for sequencing the introduction of new skills:
Teach preskills for a strategy before teaching the strategy.
Teach easier skills before more difficult ones.
Separate the introduction of information or strategies that students are likely to confuse.
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Experience with number relationships will guide children beyond counting by ones to solve problems. Name the relationship 10 plays in developing number sense
a) One and two more. b) One and two less. c) Part-part-whole. d) Benchmark numbers.
The reading center needs to represent a variety of cultures. Which of the following teachers' responses reflects the philosophy found in your textbook?
A. "I believe that it's more important to choose high quality books that fit with the theme we're studying rather than worrying about whether they're multicultural."
B. "I provide a variety of multicultural literature as a way of exposing children to their own and to others' cultures."
C. "At the beginning of the school year, I ask each of the parents what culture they are. This year all the parents said they're Caucasian. I guess I don't need to worry about multicultural literature this year."
D. "I choose books that represent the cultures that are in my community. We live in a community with many American Indians, so I try to make sure that I have books that represent the American Indian culture."
The critical thinking standard of precision means you
A. use generalizations and vague wording. B. are exact with words and information. C. include precise measurements in your information. D. leave out details that might reveal your bias.
Advantages of mnemonic devices stressed in the text include all but which of the following?
a. They help organize what is to be learned. b. They facilitate maintenance rehearsal. c. They provide retrieval cues. d. They can be acquired by virtually all students.