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 (e.g., self-questioning).
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A mental structure that categorizes a set of objects, events, or ideas is:
a. a concept. b. a principle. c. a theory. d. a fact.
Which is not an accurate statement about MBTI personality types?
A) Combinations of eight different personality preferences result in sixteen possible personality types. B) The eight personality preferences are represented by the following letters: E, S, T, J, F, I, L, and D. C) Extraversion and Introversion personality preferences tend to show opposite characteristics. D) When you use your personality preference, things that you do come more naturally and with less effort.
Jennifer Clower wants her students to understand that when we exert a force on an object, it accelerates. She explains acceleration, such as objects' speeding up as they fall to the earth, but she is uneasy about the extent to which the students understand the concept acceleration. So, she demonstrates force and acceleration by pulling a small cart across the front of the classroom using a spring
scale that exerts a constant force. She also holds a tennis ball above her head and drops it and then shows a computer simulation that illustrates the acceleration of the dropped ball in slow motion. Jennifer explains that as the distances between the images of the ball get greater and greater, the ball is accelerating. Assess Jennifer's lesson using the suggestions for classroom practice based on social influences on learning and the process of knowledge construction as the basis for your assessment. What will be an ideal response?
According to The Fourth National Incidence Study of Child Abuse and Neglect, about __________ children were actually maltreated in 2010.
A. 550,000 B. 1,100, 000 C. 1,250,000 D. 3,500,000