Discuss possible specific curricular elements that could support structural communication goals. Be sure to address at least three of the following areas: receptive language, articulation, expressive language, syntax, semantics, functional communication, or pragmatic functions.
What will be an ideal response?
Answers will vary.
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Once a program becomes accredited, it means that no improvement is necessary until the next accreditation visit
a. True b. False
Explain the most important thing you can do to assure that the learning is interesting and stimulating for the children
What will be an ideal response?
School leaders who are concerned with the effectiveness of communications must realize that:
a. Meaning is transmitted. b. The receiver gives meaning to the message. c. Neither meaning nor feelings are important in the communication process. d. Only the meaning of the message is important to the sender.
Our book tells us about a third-grade teacher who continued to work with students instead of merely waiting in the hallway to use the library. This teacher helped students develop the perception that:
a) patience is a virtue and that schools need to help teach it. b) school is for learning, not for marking time. c) learning need not be organized. d) teachers need to manage their time better.