When introducing academic vocabulary to students, include a variety of methods—both verbal and visual
Indicate whether the statement is true or false.
TRUE
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Which of the following has a high likelihood that students will learn the material they are exploring?
a. Students take turns reading the science text out loud to the class. b. Students answer questions on a worksheet. c. The teacher describes the effects of acids and bases on red and blue litmus paper. The teacher passes out to each group of students two strips each of red and blue litmus paper, a small cup of dilute vinegar, and a small cup of dilute dishwashing detergent, and instructs the students to dip one strip of each color into the liquid in each cup, record the color of the litmus paper after it was dipped, and then record whether the liquid was an acid or a base. d. The class watches a video and takes notes on the kinds of volcanoes and their methods of eruption. e. All of the above f. None of the above
The following visuals/manipulatives support the development of fractions using the area model EXCEPT:
a) Pattern blocks. b) Tangrams. c) Cuisenaire rods. d) Geoboards.
Which of the following strategies for promoting meaningful encoding is Jack most capitalizing on when he visualizes ideas, such as balls being thrown from one person to another?
a. Organization b. Imagery c. Elaboration d. Schema activation
Answer the following statement(s) true (T) or false (F)
As early as the 1920s, “giftedness” was associated with a strength or talent in any area of academics—the relationship between giftedness and high intelligence arose later in the 20th century.