Is teacher-directed learning ever appropriate in developmentally appropriate programs? When?
What will be an ideal response?
ANSWER:
Yes. There is a continuum of teaching behaviors that is appropriate in high-quality programs. They range from nondirective to a more teacher-directed approach. It is useful for teachers to demonstrate or direct when information or materials are complex, when the concept is unfamiliar to children, when teaching certain skills, and when communicating new information.
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All of the following statements regarding special education litigation and legislation are true, EXCEPT:
a. Litigation often led to legislation, which in turn led to more litigation to interpret and clarify the law. b. Due to litigation, the past 30 years have seen a significant decrease in the educational benefits available to individuals with special educational needs. c. Before the late 1950s, the federal government paid little attention to individuals with special needs. d. Opportunities for individuals with special needs have greatly increased over the past 30 years with the dramatic growth in special education legislation.
Mr. Nolen is going to teach a unit on Shakespeare to his English literature class. He realizes that his students will need to identify themes and main ideas, elaborate on what they read, and summarize the plot of each play. Which type of task analysis is Mr. Nolen conducting?
A) Preliminary cognitive analysis B) Subject matter analysis C) Behavioral analysis D) Information processing analysis
Considering the topic of grades, they are both important and unimportant
Indicate whether the statement is true or false
Research has ____ validity when it shows the findings can be generalized beyond the limits of the study
a. internal c. construct b. external d. operational