A teacher asks a student, "Could you please explain that again?" This is an example of
a. repetition.
b. explicit correction.
c. elicitation.
d. meta-linguistic cues.
C
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An idiomorph is
A) an example of pragmatic knowledge. B) an example of babbling. C) a child's invented word. D) a conventional word.
Mr. Jim is designing a food preparation activity for his students, who are two-year-olds. Which food item would be most appropriate for this group to prepare?
a. cheese and crackers b. layered banana pudding c. fresh cut French fries d. Swiss and mushroom burgers
What is the first purpose of a planned ending?
a. To help consolidate student learning b. To reinforce the major points to be learned c. To draw attention to the end of a lesson segment d. To end a discussion
Imagine you are beginning a new unit with your students. Before you begin the unit you conduct a pre-assessment by having your students take a short quiz that assess the information and skills you would like them to acquire throughout the course of this unit. You plan on using this information to help you plan instruction and connect it to the skill levels and knowledge of your students. After
looking over the pre-assessment data and using it to help you plan instruction and connect it to the skill levels of your students, you begin teaching the material from the new unit. What important step(s) did you miss when beginning your new unit? a. You did not check for instruction-learning-assessment alignment b. You did not preview the unit's information or activities to come c. You did not inform your students of information they should acquire d. Both b and c