Your ninth grade biology students have scored poorly overall on the first two tests of the year. You suspect that the problem is their lack of test-taking skills, so you decide to set aside time to directly teach them some strategies. List and describe two strategies that you will teach them for each of the following three phases; before, during, and after the test
What will be an ideal response?
Responses should include:
Before: Use general strategies such as; keep reviewing, determine specifics about the test, guesstimate about the test, and think positive thoughts. Also specific strategies such as EASY, RCRC, and flash cards may be used.
During: Use general strategies such as situate yourself where you can concentrate, survey the test, complete the test, and review the test. The specific strategy of SCORER can also be used.
After: Ask students to systematically analyze their performance on the test, take notes on what they learn from an analysis of their performance to help them on the next test, track and record their grades, immediately apply what they learned from their performance to preparing for the next test.
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A researcher wishes to study the effects of a concentrated remedial reading program on the reading achievement of disadvantaged children. A large number of children are available for assignment to groups. Since intelligence is an important relevant variable in any research on reading, the investigator wants to make sure that it is controlled as well as the reading pretest scores. What would be
the most effective way for the researcher to control these variables? a. Set up groups and then check to make sure that there are no significant differences between the groups on intelligence and reading pretest scores. b. Randomly assign children to experimental and control groups. c. Match the children on intelligence test and reading pretest scores and then randomly assign the matched pairs to experimental and control groups. d. Randomly assign children to experimental and control groups and use intelligence test and reading pretest scores in an analysis of covariance.
The discussion of such issues as sexuality, abortion, and the role of prayer in school is
a. easy for middle school students since they purposely form opinions that are the opposite of their parents' opinions. b. easy for adolescents because their opinions are freely formed. c. difficult for middle school students because they tend to know very little about these issues. d. difficult for adolescents, especially if their opinions differ from those of their classmates.
Which of the following is a clue that a particular point from a lecture will be on an exam?
A. The instructor repeats the point. B. The instructor glances at his or her notes before making the point. C. The instructor becomes more animated as he or she discusses the point. D. All of these
Disregard teaching techniques with which you are uncomfortable
Indicate whether the statement is true or false