An effective strategy to promote effective concept formation involves helping students learn what a concept is and what it is not. Give an example of this strategy in an elementary classroom.
What will be an ideal response?
After presenting a definition of the concept and examples of concepts, teachers should have students provide examples that do and do not meet the concept's criteria. For instance, after discussing the concept of "respecting others," a teacher might ask for students to share behaviors that do and do not demonstrate respect for their classmates.
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Which of the following item types is classified as a supply-type item?
A. Matching B. Short answer C. True-false
Marion puts off doing a project for the science fair until she has so little time to do it that she cannot possibly complete a good project. Such behavior is most consistent with the concept of:
a. Hot cognition b. Resilient self-efficacy c. A mastery goal d. Self-handicapping
Mr. Rawlins is faculty advisor for the high school service club. He attends every meeting, and he regularly provides the support students need to carry out their activities. During group discussions, however, he typically sits in the back of the room and offers advice only if club members ask for it or if he thinks the club's planned activities are in some way inappropriate. In taking this
approach, Mr. Rawlins is most likely to: A) Decrease club members' expectations for success in their activities. B) Enhance club members' sense of autonomy. C) Reduce club members' interest in public service. D) Encourage club members to have external attributions about their activities.
Confidence intervals:
A. Can be used instead of conventional statistics based on point estimates. B. Are not frequently used in research articles because they can mislead the reader. C. Are constructed using subjective evaluations of confidence. D. None of these options are correct.