Imagine that, as an educator, one of your long-term goals for students is that they acquire critical thinking skills: You want them to evaluate the soundness of logical arguments in persuasive essays, determine whether scientific research studies truly support certain conclusions, and so on. At a school board meeting, a father of one of your students complains about your emphasis on critical
thinking. He insists that the purpose of education should be simply to teach students facts that experts have determined to be "true" in various academic disciplines. Of the following ways in which you might respond to the father, which one is most accurate and defensible?
a. Standards developed by professional groups in various academic disciplines often include critical thinking.
b. Critical thinking is the most basic cognitive process identified in the recent revision of Bloom's taxonomy; all other cognitive processes build on it.
c. Students are more motivated by long-term, abstract goals than by shorter, concrete objectives.
d. Virtually any instructional method you might use—whether it be a lecture, mastery learning, cooperative learning, or some other approach—requires students to engage in critical thinking.
a
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What view of language development refers to the belief that oral language is learned through conditioning and shaping processes involving a reward or punishment?
a. constructivist b. social interactionist c. innatist d. behaviorist
Mr. Bean divided his class into six four-member teams. One individual from each of the six teams is responsible for learning about the state flower. One individual from each team is responsible for learning about the state bird. One individual from each team is responsible for learning about the state flag. One individual from each team is responsible for learning about the state capital. After
students have worked on their assignments, expert groups are formed consisting of the students from each group that had the same assignment. The expert group works together to master the content and then go back to their original teams to share their knowledge and expertise. Mr. Brake is using the a. Cooperative Integrated Reading and Composition Model. b. Team Assisted Individualization Model. c. Student Teams-Achievement Divisions Model. d. Jigsaw Model.
A score of less than 90 percent on word recognition or less than 50 percent on comprehension represents the
A. frustration level. B. capacity level. C. independent level. D. instructional level.
Why would the letters /f/ and /v/ not make a good pair when teaching letters?
a. They are both stop sounds. b. The sounds they make are articulated differently. c. They are both voiced sounds. d. The sounds they make are articulated in a similar fashion.