Three fourth grade teachers have arranged with an anthropologist to conduct a dig at an old fort near the school. The state park rangers approved the project, restricting the dig to a limited area on the north side of the fort. The activity was a huge success for many reasons, including all of the following except:
a. The teacher taught students about the purpose of the excavation before they took the field trip to the old fort
b. The anthropologist had prepared the site before the students arrived; for example, the site had been divided into squares in a clearly-labeled grid
c. The students were trained in advance on excavation techniques, including how to use each of the tools used to dig and sort artifacts
d. The teacher organized the children by ability groups; the more able learners were asked to excavate a larger area than the less able learners
d
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When planning math experiences for young children, all but which of the following is true?
a. Math experiences can occur both inside the classroom and in outdoor areas b. Math experiences should incorporate skills such as spatial recognition, texture recognition, and seriation as well as counting, adding, and subtracting c. Math is embedded in many other content areas. It is the task of the teacher to recognize these relationships in creating math experiences d. Incorporating math into areas of the curriculum such as art or dramatic play is likely to be confusing to young children
The most challenging type of stress to deal with is normative stress.
Answer the following statement true (T) or false (F)
Andrew is in a class that consists of mixed races and genders. He hears one of the other students make a nasty comment about black females. He also sees that the black female sitting next to him hears this comment. He is appalled by the comment but does not say anything about it. Where does Andrew fit on Terry's matrix for oppressive and anti-oppressive behaviors?
a. Anti-oppressive and active b. Anti-oppressive and passive c. Oppressive and active d. Oppressive and passive
Cognitive dimensions of creativity include the following except:
A) fluency B) flexibility/adaptability C) curiosity D) originality E) elaboration