The progression of predetermined knowledge and facts are skills that are outlined in behavioral-objective format. Which is the appropriate sequence for this progression?
a. Evaluation – activity – objective
b. Activity – objective – evaluation
c. Objective – activity – evaluation
d. Objective – activity – objective
C
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Using the suggestions for classroom practice as a basis, how effective was Teresa's attempt to prevent Monica from touching the plant by making her believe the plant was hot?
a. It was effective because it helped Teresa reach her goal (preventing Monica from touching the plant). b. It was ineffective because plants, in general, are not hot, so Monica's learning wasn't connected to the real world. c. It was effective because Teresa modeled not touching the plant when she said, "Ouch, hot!" d. It was effective because tapping Teresa's fingers was a gentle form of punishment that helped achieve the desired behavior of Monica's not touching plants.
The teacher responds to the inquiry regarding student issue in the auditorium and shares his/her observations. The supervisor checks for the accuracy of the teacher's statements and paraphrases what has happened. The supervisor then checks in with the teacher. The supervisor used which of the following collaborative behaviors?
a. Clarifying b. Restating c. Encouraging d. Reflecting
Girls who grow up in households without a father present are more likely to go through puberty at a younger age.
Answer the following statement true (T) or false (F)
. By encouraging students to evaluate their own performance during assessment activities, a teacher is most likely to:
a. Facilitate meaningful learning b. Promote self-regulation c. Increase the reliability of classroom assessment instruments d. Increase the validity of classroom assessment instruments