You're driving home from class, and when you get close to home you realize that you don't remember making some of the turns necessary to get home. Which of the following is the best explanation for why you can't remember making the turns?
a. Your route home never made it into long-term memory, so you are unable to retrieve the information.
b. Your phonological loop in working memory didn't make the decision about making the turns.
c. You made the turns automatically, so you are unable to remember the process of turning.
d. Driving imposed too heavy a cognitive load on your working memory, so you can't remember making the turns.
c
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If it is determined that a student has ADHD that adversely affects his/her educational performance, then he/she will ________.
A. have an IEP under Section 504 of the Rehabilitation Act of 1973 B. meet the DSM-5 criteria for special education services C. receive special education services under IDEIA 2004 D. visit a doctor who will prescribe stimulant medication
Prior to enactment of the NCLB Act of 2001, the subjects that comprise what is called the core curriculum were
(a) English/language arts, science, social studies/history, and mathematics (b) art, music, physical education, home economics, and shop (c) reading, writing, spelling, and viewing (d) none of the above (e) all the above (a-c)
History is
a. studying people who are dead b. studying records of past events and is a fluid continuum c. studying a certain point in time exclusive of all other time periods d. difficult to get children excited about
Select the alternative that has the most appropriate sequence of activities for the teacher to prepare a thematic unit.
A. Find an exciting prop, select a theme to go with it, generate relevant content and activities. B. Observe the children, develop an idea around their interests, select a concept, generate content, and generate possible activities to support that content. C. Look through several activity books and get some ideas for aesthetics, generate some content to go with them, then organize the unit. D. With your colleagues generate 25 to 30 TFPs, create activities to support them, organize the activities into a weekly plan that addresses the notions of balance and diversity.