Describe the elements of the writing process. How does the student move through these components?
What will be an ideal response?
The elements of the writing process include prewriting, composing, revising, editing, and publishing. During the prewriting stage, students plan or collect information about the topic that they would like to write about. During the composing stage it is important for students to have the opportunity to share their pieces with other students or the teacher (e.g., conferencing) to get feedback. During the revising stage, students focus on content and may expand certain topics or reduce information on other topics. Students review the mechanics of writing during the editing stage, such as punctuation and spelling. Publishing may include sharing the work with the class or with the school community (e.g., binding it, putting it on poster board). Movement through the stages is not always linear; students may go back and forth between stages.
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Which of the following is NOT a part of the student's responsibilities in the formative assessment loop?
(a) Try to understand what the learning target is. (b) Assess one's own performance and decide how to improve. (c) Follow classroom rules. (d) Use teacher feedback to improve.
Multicultural education is designed to
A) Reflect special aspects of each culture that are not seen in daily life B) Present culture so parents and families do not need to be involvedin the classroom C) Encourage critical thought about social differences D) Allow staff to enforce their perspectives on children
Zuema's mother has volunteered to participate in a Strange Situation study. Initially Zuema clings to her mother's leg. When her mother leaves she cries and stays near the door where her mother exited. In the presence of a stranger, Zuema cries and hides behind a chair. When her mother returns, she refuses to be picked up. Zuema would most likely be classified as:
a. Anxious-avoidant b. Secure c. Anxious-resistant d. Disorganized
In developmentally responsive middle level schools, assessment and evaluation procedures:
a. reflect the characteristics and uniqueness of young adolescents. b. do not have to be overly concerned with self-esteem issues since the advisor-advisee program usually addresses this need. c. should emphasize group progress (and comparison with other students) rather than individual progress, so teachers will be better able to judge their teaching effectiveness. d. should focus on formal operational thinking, since young adolescents have progressed beyond concrete thinking.