How does between-class ability grouping influence teacher effectiveness?
a. Teachers of low-ability groups become more effective since they strive to help students catch up to the middle-ability groups.
b. Teachers of low-ability groups become more effective because they work with higher-level thinking skills, but at a slower pace than do teachers of middle- and high-ability groups.
c. Teachers tend to use the same teaching strategies for all ability groups, which in turn makes their teaching more efficient.
d. Teachers of high-ability groups tend to have different goals and more effective instructional techniques than do teachers of low-ability groups.
D
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Which one of the following is the best example of a cognitive tool?
a. Use of natural lighting in a studio art class b. A jigsaw in a woodworking class c. Use of country-western music in an aerobics class d. The concept pi (p) in a geometry class
Norm-Referenced tests CANNOT provide:
a. a grade equivalent score that tells the grade level work at which the student can perform b. a standard score that tells how far above or below the mean of the normative group the student scored. c. an age equivalent score that tells how the raw score compares to the mean score of students in the normative sample of a certain age
Speech difficulties focus primarily on tone
Indicate whether the statement is true or false
Teachers of ELLs need to carefully select literature in which the students will have adequate ________ that enables them to ask questions as they read
A) reading rate(s) B) cultural awareness C) prior knowledge D) None of the above