Divergent questions and directions encourage creativity and the willingness to guess and experiment
a. True
b. False
ANSWER:
True
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As a high school music teacher plays a recording of Ferde Grofé's symphony Grand Canyon Suite for his class, he asks his students to visualize scenes that Grofé tried to capture with music: a sunrise over the Grand Canyon, a burro ride down a winding trail, a thunderstorm, and so on. From a Vygotskian perspective, this lesson could best be described as:
a. guided participation. b. a mediated learning experience. c. a lesson at students' actual developmental level. d. a lesson at students' level of potential development.
Which of the following is NOT an example of a Visual-Receptive Process Disability?
a. The student does not enjoy books, pictures b. The student fails to understand what is read c. The student is unable to give a simple explanation of contents of a picture d. The student is able to categorize pictures
Eliminating some scores from a point near the mean will
a. increase the standard deviation. b. not affect the standard deviation. c. decrease the standard deviation. d. affect the standard deviation in an unpredictable way. e. None of the above are true.
Answer the following statement(s) true (T) or false (F)
1. Establishing good communication starts with being a good listener. 2. Educators who practice empathetic listening rely on families to express their thoughts in an objectively explicit manner. 3. Because parents of children with ASD are very knowledgeable about the disability characteristics and potential intervention strategies, it is unnecessary for schools to provide additional information. 4. School systems should wait to be asked before providing information to families so that such information is not offensive to those who are knowledgeable about their child’s disabilities. 5. Educators who maintain a positive school–parent partnership communicate with families in multiple settings over an extended period.