Luke approaches you before class and expresses his frustration about having done so poorly on yesterday's exam. "I studied for hours and hours," he tells you. "I guess I'm just not a very good test taker." You know that your test was a good measure of what you taught your students. You also know that students seldom do poorly on your tests simply because they are poor test takers. Considering the
textbook's discussion of study strategies, what other possible explanation might you give Luke as to why he thought he knew the material well yet earned a low test score. And with your explanation in mind, describe a strategy you might teach him for improving his performance next time.
What will be an ideal response?
Luke may have had an illusion of knowing the material: He used ineffective study strategies (e.g., rote memorization) and failed to monitor his comprehension, so he thought he knew the material better than he really did. Luke needs to develop a strategy for monitoring his comprehension
You might also like to view...
To identify diversity in the classroom to make instructional decisions, one may use a ______.
a. strategic school profile b. cultural awareness profile c. classroom demographic profile d. cultural strategic plan
Knowing the difference between something that must be true versus something that might be true helps you
A. separate positive thinkers from negative ones. B. separate critical thinking from creative thinking. C. separate facts from opinions. D. understand where rumors come from.
A child who re-experiences a car accident through nightmares is most likely suffering from ___________
Fill in the blank(s) with correct word
Extreme talkativeness and flushed skin may indicate _______________ use
Fill in the blank(s) with correct word