Using at least two examples, explain why peer-mediated strategies may be helpful to students with disabilities
What will be an ideal response?
Peer-mediated strategies promote learning within the context of collaborative interactions among students. They help develop self-directed learners who are able to work interdependently. Students benefit by being able to direct their own learning activities and knowing how to work with others in joint talks or how to seek assistance from others when needed. Two examples include (i) peer tutoring. Peer tutoring typically, but not always, involves the pairing of a more skilled student with a student who is less proficient in a particular behavioral or academic area. Advantages of peer tutoring include: (a) children can effectively teach each other skills when tutors emphasize repetition, mastery, and a review system; (b) tutors are able to learn from teaching others; (c) tutors can individualize content material to meet the needs of each student; (d) students can engage in one-to-one instruction without requiring a full class lesson; (e) one-to-one teaching greatly increases the opportunity for correct responses by the tutee; and (f) tutors and tutees gain in self-esteem, self-respect, and ability to interact with each other on a constructive and appropriate basis.
(ii) Cooperative Learning. Cooperative learning (CL) support of students while simultaneously promoting the learning of academic and behavioral skills. It is important for a heterogeneous student population because it promotes learning among students of various abilities. Teachers may use cooperative learning to check on individual accountability while having members engage in the problem solving process.
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Critical researchers generally believe that
a. a culture's members who lack privilege have sufficient agency to resist internalizing their oppression. b. individuals who join a culture, rather than being born into it, do not behave consistently with hegemonic attributes of that culture. c. oppressed members of a culture unknowingly participate in their own oppression. d. individuals with some form of privilege are unlikely to suffer from internalized oppression.
Your textbook identified two big ideas that should be emphasized when developing the multiplication algorithm. Circle the letters next to both of those big ideas
a. If there are not enough, make a trade. b. Multiply by ten. c. Line up the columns. d. Use partial products. e. Start multiplying on the right.
A popular method for engaging in repeated readings to build fluency and comprehension is Reader’s Theater. It is the public performance of a scripted text, but unlike traditional theater, the lines are not memorized, and props, movement, and other acting devices are not used. Create a Reader’s Theater Script for a content area topic or text.
An Ion to Remember Narrator: Somewhere in a solution, we find our hero atom, Calvin Chloride, wandering, unaware that his life is about to change forever. Calvin: (sing-songy)La, la, la, la. Being a halogen… doo dee doo… (sees electron on ground) Whoa. What’s this? Narrator: That tiny subatomic particle, that seemingly insignificant thing. Who knew it would make such a difference? Certainly not Calvin. Calvin: (pick up the electron) BBBBBBZZZZZZZ. Whoa. I don’t feel so good. I am starting to feel really…. Negative… Narrator: milliseconds turned into hundredths of seconds, which turned into seconds, and Calvin could not shake that negative feeling. Calvin: I know. I will go see one of The Noble Gases. One of them will know what to do. Narrator: So, Calvin left his home and ventured far across the land. Just when he was about to give up, Helium floated by. Helium: Hi dee ho there, fellow element. Nice weather for flying today. Calvin: Helium! A Nobel Gas! Just who I needed to see! I need some advice. You see- Helium: Advice! Oh yes! Go with the wind! Byyyyyyyyeeeeeee! (exits) Narrator: Some say the Nobel Gases are sages, but other say they are full of hot air. Even if he wanted to give advice, Helium wouldn’t know much about the issues surrounding having too many electrons because his outer most electron shell is always full. Calvin: Well, I guess I will just give up. No one can help me. I am destined to be negative all the time… Narrator: So, Calvin returned to his home, disheartened. Ironically, the solution to his problems is right where he began. A DAY LATER Calvin: Well, with the solution drying up, I get I better get on my way. (sees Susan Sodium) HUBBA HUBBA! Who is that fine piece of metal? She looks so… Positive. I don’t know how to react to this girl. Susan Sodium: I am so, so, SO happy to meet you! I am Susan Sodium. Isn’t it a great day? I know the solution has dried up, but things are always looking up! Calvin: I am Calvin Chloride. Good to meet you I guess. Why are you so positive? Susan: Well, I don’t know, but ever since I lost an electron, I have been ON TOP OF THE PERIODIC TABLE! Figuratively, of course. Calvin: Wait, is this your electron? (holds electron out toward Susan.) Susan: Wow! That is it! It looks good on you though. You should keep it. Calvin: What a journey. All this time, I had your electron, and you were so close by. I think we’re really going to- Susan: Bond? Me too. (Both look lovingly at each other.) Narrator: So, Calvin and Susan moved into a compound with many like-minded ions, and they lived happily ever after.
A key question that educators should ask when evaluating technology-based
instruction is a. Is this course better than a comparable face-to-face class? b. Will the course produce student learning and motivation? c. How much time will this course take to complete? d. Does this cost less than a comparable face-to-face class?