Ms. Snow says, "I went to a seminar about neuroscientific principles and I can see many ways that I can use what I learned to impact my students' classroom behavior and achievement. I'm going to start applying the information right away – isn't that great?" Which of the following responses most closely reflects what we know about the impact of applying neuroscience principles to classroom
situations?
a. "Actually, the neuroscience-classroom research that exists suggests that teaching students information about brain function has a negative impact on their performance."
b. "There hasn't yet been enough research conducted for us to draw clear conclusions about how to use neuroscience principles to change classroom outcomes."
c. "Practical research does support the idea of applying principles of neuroscience in classroom practice, so you will likely see improvement from your students."
d. "In general, neuroscience is viewed skeptically by most education professionals and your administration may question your use of those principles in your classroom."
b
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Which of the following are principles of culturally responsive behavior and classroom management?
a. Knowledge of students' culture. b. Awareness of the broader social, economic, and political context in education. c. Caring classroom communities. d. All of the above.
Your college roommate labels each of their binders and notebooks, color codes their planner, and has several to-do lists for different aspects of life. Your roommate is exhibiting strong ____.
a. strengths orientation b. relationship orientation c. task orientation d. lassiez-faire style
An important goal of teaching critical thinking to students is to create:
a) a critical spirit. b) a compliant student. c) a successful test taker. d) a gifted student.