Why does the text recommend waiting at least a month after introducing the facts for one operation before introducing the facts for another operation?
What will be an ideal response?
Little experimental research has been done to answer questions about sequencing the introduction of facts. Based on observation, lower-performing students tend to have more difficulty when a set of addition facts and the inverse subtraction facts are introduced concurrently.
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Motor skills are impacted by:
A. Biological timing. B. Experiences of the child. C. Influence of the environment. D. All of the above. E. None of the above.
Read the following discourse between Ms. Lisa and her students. Ms. Lisa is modeling. __________. Ms. Lisa: It's time for morning meeting. We should think about how to behave during morning meeting. What do you do during morning meeting? Gary, would you like to begin? Gary: We each sit on our carpet square in the meeting corner with our hands in our laps and our eyes on the teacher. Paulette: We raise our hand when we want to talk. Ms. Lisa continues to invite students to participate by providing ideas and suggestions, using this type of scaffolding. The children create a list to guide their behavior during morning meeting.
A. acting responsibly B. intrapersonal skills C. self-determination D. self-regulation
Vygotsky believes that it is important for parents to play with an infant in order to facilitate its social development
Indicate whether the statement is true or false
A physics teacher wants her students to work on several difficult physics problems that involve calculating velocity, acceleration, or time using the formula v = a x t. The teacher first has her students work on a few easy problems involving the formula. She then presents the more difficult problems; when she does so, she finds that her students are reasonably persistent in working at the
problems, and most of her students eventually solve them correctly. By using the easy problems to promote persistence in her students during the more difficult ones, the teacher is, in behaviorist terminology, using the concept of: a. cueing. b. discrimination. c. behavioral momentum. d. intermittent reinforcement.