What are the guidelines for supporting technology-enhanced student learning?
What will be an ideal response?
Guideline #1: Incorporate principles of just-in-time learning
Guideline #2: Differentiate instruction.
Guideline #3: Teach in a culturally responsive manner
Guideline #4: Adapt materials to be accessible for all students.
Guideline #5: Balance content and tools
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The DSM-IV-TR definition of mental retardation is a derivative of the
A. 1977 AAMD definition B. 1983 AAMR definition C. 1992 AAMR definition D. 2002 AAMR definition
Plagiarism
A) involves not acknowledging the author or citing the source of information you use in research, reports, or speeches. B) involves trying to pass someone else's work off as your own work. C) may be intentional or unintentional. D) involves all of the above.
The value of incorporating native languages and dialects into classroom instruction includes:
a. greater willingness by students to adopt a new language. b. influences on academic achievement of students of other languages. c. the native language serving as a bridge to acquiring standard English. d. All of these answers.
"Janet, what are you doing?" Karen Miller, her teacher, says with irritation in her voice
"Nothing." "Yes you were. Speak up so everyone can hear you." ". . ." "You were talking. What's the rule about talking without permission?" ". . ." "Let's hear it. I want to hear you say the rule." ". . . We don't talk until we're recognized." "That's right. Do you understand that?" ". . . Yes." Based on emotional factors in interventions, which of the following is the best assessment of Karen's intervention in the case of Janet's talking without permission? a. It was effective, because it demonstrated that Karen was "withit." b. It was effective, because Karen consistently enforced her rules. c. It was ineffective, because arguing with students is not advisable. d. It was ineffective, because Janet wasn't punished for talking.