Describe two options of data a teacher could collect to examine his or her instructional practices, and describe your rationale for choosing one to use in your own planning.
What will be an ideal response?
Ans: Answers to this question will vary but should include elements of the following: At the school level, schools and districts in some states are required to develop a strategic school profile (SSP). The SSP is useful for schools because they collect data and work to use that data about students and about the school to make decisions about teaching and learning. For example, in recent years, categories of information that have been addressed in the Connecticut SSPs include gender, race, age, number of students who go on to college, numbers of dropouts, and number of students in special education. Individual teachers will be aided in making decisions about teaching and learning on a classroom level by developing a classroom demographic profile (Davidman & Davidman, 2001). The classroom demographic profile is a fairly straightforward tool for identifying the diversity that exists in any classroom setting. Once a profile is established, it can be used to inform instruction for individual students.
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Which pair of verbs is asking students to apply information?
(a) count, describe (b) define, analyze (c) build, evaluate (d) classify, compare (e) none of the above (f) all the above, a-d
What is the ability to conceive, organize, and carry out a series of unfamiliar actions?
A) gross motor development B) fine motor manipulative movement C) motor planning D) stability movement
Children born to mothers who drink heavily during pregnancy may be born with ____
a. fetal alcohol syndrome b. Down syndrome c. ADHD d. alcohol-related autism
Which of the following best describes the intellectual ability and academic achievement of most students with emotional and behavioral disorders?
A) Most students with emotional and behavioral disorders display at least average intellectual ability and achievement. B) The majority of students with emotional and behavioral disorders score in the mental retardation range of intellectual ability and are significantly behind academically. C) Most students with emotional and behavioral disorders score in the below average range in terms of intellectual ability and academic achievement. D) Unlike students with other types of disabilities, the majority of students with emotional and behavioral disorders are quite bright, scoring in the above average range in terms of intellectual ability and academic achievement.