Four factors that influence whether information reaches even short term memory are
a. intent, interest, background, understanding
b. knowledge, comprehension, analysis, synthesis
c. record, reflect, review, summarize
d. time, place, circumstances, attitude
A
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Ms. Lieberman is a new student teacher. She is guiding a kindergarten group through a typical day. Which of the following whole-group transition statements do you think would be most effective as the children get ready to go home?
a. “OK. That’s it for today,” as Ms. Lieberman sits down at the adult desk to do some paperwork. b. “Oh dear, I forgot the time. Get your coats on. The buses are here!” c. Fifteen minutes before they must leave the room, “You have five minutes to finish before you clean up your work area. Then you may get your wraps and bring them back to your tables.” d. “You have five minutes to finish your activity.” Five minutes later: “Put all of your materials away now and return to your table. Five minutes later: “All of the green group are ready to get their wraps” and so on as each small group gets their things.
Which of the following would not be considered an effective way to develop students' problem-solving abilities?
a. Present a variety of examples of problems to solve. a. Reinforce students' use of rules for solving problems. b. Use as much discussion and social interaction as possible. c. Provide scaffolding for learners as they begin learning to solve problems.
Mr. Gainer wants to teach his students good form in shooting a basketball. Given what we know about teaching procedural knowledge, which strategy is least likely to be effective in helping students learn the procedure correctly?
a. Showing students each part of the motion: how to hold the ball, how to push the ball upward, how to coordinate the jump with the push, and so on b. Explaining how the recommended form allows for greater distance and accuracy than other approaches c. Asking students to practice their new skill only when he is able to watch them d. Telling students to remember "BEEF": balance the ball, elbows in, elevate the arms, follow through
Ernesto's friend, Andre, is miserable because, no matter how hard he studies, he never gets top grades. Ernesto gives him good advice when he tells him
a. "Cheer up, let's go out for a beer and down our sorrows." b. "Maybe you should drop out of school if this is making you so unhappy." c. "Just study harder and you will eventually get the grades you want." d. "Tell yourself 20 times a day that you are a great person no matter what your grades are."