Carrier content represents the secondary objective of a lesson
Indicate whether the statement is true or false.
ANS: T
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How does between-class ability grouping influence teacher effectiveness?
a. Teachers of low-ability groups become more effective since they strive to help students catch up to the middle-ability groups. b. Teachers of low-ability groups become more effective because they work with higher-level thinking skills, but at a slower pace than do teachers of middle- and high-ability groups. c. Teachers tend to use the same teaching strategies for all ability groups, which in turn makes their teaching more efficient. d. Teachers of high-ability groups tend to have different goals and more effective instructional techniques than do teachers of low-ability groups.
Dysgraphia and dyslexia are:
a. communicative diseases b. social disorders c. types of learning disabilities d. speech disorders
Effective assessment incorporates a _____.
a. small amount of dialogue b. large commitment to data recording c. limited amount of data d. deep understanding of culture
Creating a match between the individual temperament of the child and the environment is commonly referred to as:
a. nature. b. nurture. c. the nature nurture controversy. d. goodness-of-fit.