Identify the features of writing to learn and compare them with learning to write
What will be an ideal response?
Writing to learn is a tool we can use to see how students are thinking about and understanding what they are doing and learning. o Writing to learn differs from learning to write in purpose. o Writing to learn serves as a way to activate prior knowledge, recall newly learned information, make connections to other concepts, and promote reflective questioning.
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Children's experiences with rhyme and rhyming have no relationship to their ease in learning to read
a. True b. False Indicate whether the statement is true or false
Farah's (2000) research using faces, parts of faces, houses and parts of houses found that ____
a. face recognition involved primarily configurational processing b. face recognition involves primarily feature analysis c. both processes are equally involved in face recognition d. neither process is involved in face recognition
The educational philosophy of the early childhood programs of Reggio Emilia in Italy holds that:
a. teachers' role is to share their knowledge with the children and their parents. b. teachers, parents and children are partners in learning. c. a blend of A and B. d. none of the above
In Sejal’s dataset, each 0=No, and each 1=Yes. This is an example of a/an ______________.
a. keypunching b. descriptive statistics c. assignment d. continuous variable