Districts should reflect on how the curriculum is developed, interpreted, and implemented. Teacher choice is key to the curriculum development. Which of the following would depict how districts would use the reflective approach?
a. Behavioral curriculum is used as prescriptive teaching and gives limited choice to teachers.
b. Results only format does not focus on generalized and learning and gives much latitude to teacher choice.
c. Webbing format focuses on themes and limits the teacher's activities and evaluation practices.
d. Related themes that are supplementary to concept
A
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A hidden curriculum can be described as
a. Subtle cultural messages learned from course curriculum, school policies, and school procedures that validate societal norms and values. b. An intentional yet deceptive way to get students to learn without them knowing they are actually learning. c. Curriculum that has been approved by districts or school boards but that remains "on the shelves" of most schools. d. An instructor's attempt at weaving a multicultural education into existing course content.
Why is it important to have alternative activities available when television viewing is decreased or eliminated?
What will be an ideal response?
Which statement best describes teachers' role in the middle school guidance program:
a. Teachers focus on academics and play a relatively minor guidance role such as scheduling student appointments with the guidance counselor. b. Teachers play major roles in guidance efforts as they relate to academic achievement but relatively minor guidance roles in other areas. c. Teachers play major guidance roles in both planned programs as well as in their daily interaction with young adolescents. d. Teachers conduct guidance activities in advisor-advisee program; counselors do the planning and gathering of materials for the teachers.
What is one clear advantage of using multiple true-false items over traditional multiple-choice items?
a. Each multiple true-false alternative does not have to be consistent with the stem as is required for good multiple-choice items. b. Multiple true-false items require more complex thinking than do regular multiple-choice items. c. Multiple true-false items have higher reliability than comparable regular multiple-choice items. d. Students perceive multiple true-false items as easier than comparable multiple-choice items.