What are the distinguishing features of Cognitive Strategy Instruction in Writing, Self-Regulated Strategy Development, Collaborative Strategy Instruction, and the John Collins Program?
What will be an ideal response?
• Cognitive Strategy Instruction in Writing: Stresses text structure, teacher guidance, and peer editing. Uses thinksheets as prompts.
• Self-Regulated Strategy Development: Based on the premise that writing requires will as well as skill. Features goal setting, self-instruction (students remind themselves what they are to do), self-monitoring, and self-reinforcement (students congratulate themselves for tasks completed). Also teaches strategies and uses mnemonics to help students remember the steps in the strategy.
• John Collins program: Stresses clear assignments and focusing on one to three areas, which are known as Focus Correction Areas.
• Collaborative Strategy Instruction: Combines instruction in writing strategies and text models. Using texts as a model, students write pieces using the same structure. They might also use information from the text.
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Identify the major threat to internal validity in the following research studies. A researcher used two classrooms in an experimental study. It was found that the E group had more high ability students than the C group before the study began
a. Regression b. Diffusion c. Mortality d. Selection e. History
The element of style in writing children’s literature refers to
a. when and where the story takes place. b. the action of the story consisting of a beginning, rising action, climax, and falling action. c. the central idea of the entire story that lies beneath the story’s surface. d. the author’s distinctive way of writing.
Answer the following statement(s) true (T) or false (F)
1. There are predictable phases and stages to child development, and it is important that teachers use stereotypes so that unique differences can be categorized. 2. The plasticity of the brain allows a child who grew up impoverished and in a high-stress environment to eventually achieve at the same level as his or her peers. 3. A key stressor for students at risk is transitioning from one school to the next. 4. There is no difference in prohibitions and affirmations among different levels of family status 5. The vocabulary gap shrinks as students become engaged in the educational setting.
The four Rs in the acronym PQ4R stand for:
a) ready, recite, respond, and repeat. b) read, reflect, recite, and review. c) recite, react, reflect, and remedy. d) repeat, react, recite, and respond.