What do you do with the graded papers professors return to you? Do you ever react emotionally? Why/why not? How does using feedback relate to active learning? If you wanted to discuss a writing assignment with your professor, what would you bring to her/his office hour?
What will be an ideal response?
Students often look no further than the grade--the exception being if the instructor allows students to revise and resubmit their work. Emotion is typically involved, as students say things like, "It is so frustrating to get a bad grade after working hard on a paper.".
Engage students in a discussion regarding instructor feedback. Ask them why instructors offer this feedback, what it means in terms of work for the instructor, and how students can actually benefit from what has been written on their papers.
You could also discuss the related topic of what students might discuss with professors before submitting a paper and/or after a graded paper has been returned.
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A. 20 B. 30 C. 40 D. 50
Which of the following perspectives views learning as a change in knowledge stored in memory?
a) behavioral perspective b) cognitive information processing perspective c) constructivist perspective d) developmental perspective
Services that range from the most typical and most inclusive settings to the most atypical and most segregated settings refers to:
A. The principle of natural proportions B. Restructuring and teaching and learning C. Age- and grade-appropriate placements D. The continuum of services
Which of the following is the most salient validity threat in a convergent design of teacher communication behavior?
a.The qualitative component addresses teacher communication and the quantitative component addresses student achievement. b.The researcher does not identify quantitative survey results that need further explanation. c.The researcher does not use the qualitative findings to build to or adapt a quantitative survey. d.The case has not been clearly defined and bound based on the school or teachers selected.