A new teacher at your school has had limited experiences with teaching students from various cultures. During the first month of school, she asks you how you make the diverse students in your class feel so at ease. What advice will you provide to her? Write your response as if you are speaking with the new teacher.
What will be an ideal response?
Answers may vary, but responses should cover the following (see Section 3-3a and Putting It into Practice: Creating an Inclusive and Culturally Responsive Classroom):An explanation of culturally responsive teaching: affirming the cultural heritage of students, encouraging students to feel proud of their heritage, and using multicultural materials.Advice to learn about the cultures of students in her class.Recommendations to value the contributions of all students and their families (can invite family members to class to be guest speakers).Advice to display multicultural materials in the classroom.Provide opportunities for cooperative language.Use multicultural literature, stories, and music.
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Benchmarks are
A. a type of scoring in which the teacher assigns a single score to students' work. B. a system which reports an independent score for each of the criteria of the assessment. C. examples of student work that illustrate each scoring level. D. written descriptions that detail each level of achievement.
If you wanted to make sure that all 30 items on test measured just one construct, what type of reliability would you use?
a. internal consistency b. parallel forms c. test–retest d. interrater
Students typically only record _____ of the lecture’s main content ideas in their notes.
A. 1/4 B. 1/3 C. 1/2 D. 2/3
Crystal decides to take an accounting class even though she has a very weak computational background. While she is looking forward to the experience, she is also a little nervous. Kate, Crystal's friend, remarks, "Whew, you're crazy! I'd never take that class because I know I'd fail!" According to Atkinson, Crystal and Kate differ in their
a. level of interest. b. self-concept. c. attribution patterns. d. need for achievement.