What are some of the things you can do to bridge the gap between procedural knowledge and conceptual knowledge that may be gained in a staff development experience?
What will be an ideal response?
ANS:
To bridge the gap between conceptual and procedural knowledge, Richardson offers several suggestions. These suggestions involve identifying the links between content and application for transfer, setting the stage for transfer through discussion, using content appropriate examples for participants, reflecting on transfer opportunities as well as obstacles, and applying information as obtained from the development activity as soon as possible in the actual work setting.
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Students function and cooperate best within a structured environment
Indicate whether the statement is true or false.
The portion of the objective that stipulates when and how consistently a child must carry out the behavior:
a. can help the writer of the objective think about what it is reasonable or unreasonable to expect of young children. b. focuses primarily on what the child will be doing when he has attained the objective. c. describes activities that would give him practice in attaining the objective. d. must include the time of day and place the behavior will be observed.
What type of record could a teacher use when trying to see if a child usually, seldom, or never performs a specific skill?
A) portfolio B) checklist C) diary description D) rating scale
Constructivism
A. requires the teacher to perform as a facilitator of knowledge. B. is represented in direct instructional strategies. C. is part of teacher modeling. D. has been used with case studies.