A teacher wanting to design a science lesson for students with advanced development might
A. have students read about a magnet experiment from a children’s science magazine.
B. demonstrate a science lesson on magnets in front of the class.
C. have students hypothesize, make predictions, and experiment with magnets in small groups.
D. lead a whole-class discussion about magnetism.
ANS: C
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Karen is planning to make a mural with her kindergartners. Which of the following should she do?
a. Before starting, prepare the wall where the finished mural will be displayed. b. Ask the children for their ideas and write them on a chart. c. Put out the materials and then stand back and observe what the children do. d. Because they are older, have them work on the mural one at a time.
Which of the following statements represents the most appropriate application of learning styles research to one's teaching practices?
a. Use an instructional method that matches most students' styles. b. Use an instructional method that matches the teacher's learning style. c. Teach each subject using eight instructional methods that relate to the eight intelligences so that each student may develop to his/her full potential. d. Use a variety of instructional methods so that students will have opportunities to excel in their strong areas and to develop weaker areas.
Attribute-treatment interaction is associated with rate of learning
Indicate whether the statement is true or false.
Which one of the following cooperative groups is using the jigsaw technique?
a. When studying types of mountains (volcanic, dome, fold, and block), each student studies one type and teaches what he or she has learned to other group members. b. When attempting to solve several challenging mathematics problems, group members brainstorm possible ways of solving each one. c. As it prepares for a debate about capital punishment, a cooperative group decides which group member will present which argument. d. After everyone has read Shakespeare's Julius Caesar, group members divide up the scenes of the play, and each student skims through his or her scenes for examples of symbolism.