When modifying whole-class instruction to meet widely varying student needs, teachers sometimes insist that all students complete the basic work before moving to more engaging, interesting activities. This strategy is
a. ineffective, because whole-class instruction is intended to be just that: instruction for the whole class. All students should be doing the same thing throughout the lesson period.
b. effective, because in life, you often are expected to eat your vegetables before you get dessert, and the same principle applies to motivating students.
c. effective, because all students can access the engaging activities if they work diligently and efficiently.
d. ineffective, because low-achieving or unmotivated students may never make it to the fun and engaging activities.
d
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In the elementary grades, gender differences in motor skill performance
a. are no longer apparent because children are more androgynous than they were in the 1950s. b. should be acknowledged and reinforced because they allow young children to form more stable self-concepts. c. have been magnified in recent years because girls are encouraged to participate in competitive sports. d. are small in magnitude and may reflect gender-role stereotyping.
The WISC-III and the Stanford-Binet are informal assessments that assess the cognitive needs of students
Indicate whether the statement is true or false.
What are bilingual programs called where students first learn in their native language and then transition to English?
A) one-way immersion programs B) multiple immersion programs C) dual language programs D) two-way programs
Which of the following is not a characteristic included in the IDEA definition of seriously emotionally disturbed:
A. An inability to learn that can be explained by intellectual, sensory, or health factors. B. An inability to build or maintain satisfactory interpersonal relationships with peers and teachers. C. Inappropriate types of behavior or feelings under normal circumstances. D. A general pervasive mood of unhappiness or depression. E. A tendency to develop physical symptoms or fears associated with personal or school problems.