Suzanne sees a row of 5 coins, and a second row, also of 5 coins, with each coin in the second row immediately below its counterpart in the first row. The second row is then spread apart without adding or removing a coin, and Suzanne concludes that the second row now has more coins than the first row. Delbert sees the same demonstration, and states that the coins in the second row have simply
been spread apart, and the number of coins in each row remains the same.
This example best illustrates which of the following?
a. Differences in ability between Suzanne and Delbert
b. Developmental differences between Suzanne and Delbert
c. Aptitude differences between Suzanne and Delbert
d. Differences in expertise between Suzanne and Delbert
b
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Consider the following graphic rating scale item:
Completes work on time never usually does excellent work How would you evaluate this item? a. There are too few points on the rating scale. b. There are too many points on the rating scale. c. The rating points are not related to the topic. d. The points are defined in terms of behaviors that require inference on the part of the rater. e. The points do not represent the relevant extremes of the behavior.
When an educational team is discussing AT solutions, which of the following guiding questions would be LEAST helpful?
a. What is the functional area of concern? b. What motivates the student? c. Was the technology solution under consideration designed with this student’s particular disability in mind? d. What are the student’s strengths, preferences, and current abilities?
Two different approaches exist in how teachers address students who do not belong to the dominant culture, the cultural _____ approach and the cultural difference approach
Fill in the blank with correct word.
There is a direct correlation to high student performance and teacher expertise. In an effort to close the achievement gap teachers must use which of the following techniques?
A. Incorporate learning styles, differentiate, and use fixed grouping techniques B. Differentiate, use flow-through grouping, and encourage parents to stay home with their children C. Teach for achievement, focus on skills instruction, and create a trusting learning environment. D. Communicate with parents, create classrooms that are safe, and teach for achievement.