Which of the following best describes transformative learning
a. The task for the student is precise mastery of information. The teacher provides many opportunities for drill and practice
b. The teacher arranges the conditions of learning to lead to deeper understanding and greater appreciation. The teacher is a facilitator
c. Students are self-paced through a series of tasks that gradually increase in difficulty. The teacher is a monitor.
d. Students are engaged in duplication of a behavior demonstrated by the teacher. The teacher is a model.
b
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Learning Disorder Not Otherwise Specified is a category used by the American Psychiatric Association (APA) for children who
A. also have comorbid disorders. B. do not meet the criteria any specific learning disorder but together the problems from each area interfere with academic achievement. C. do not meet the requirements of the IDEA but do meet the APA’s requirements. D. do not meet the requirements of the APA but do meet the IDEA’s requirements.
Any child who is exposed to experiences such as domestic violence, substance abuse, child abuse, poverty, and/or homelessness:
a. will become an at-risk student in time. b. is an at-risk student. c. has an increased likelihood of becoming an at-risk student. d. has the same chance of becoming an at-risk student as a child who was not exposed to such experiences.
The Gallup organization surveyed 696 college seniors in the U.S. in order to find out how much they knew about history and American literature. This study would be classified as a
a. census of tangibles. c. sample survey of intangibles. b. census of intangibles. d. sample survey of tangibles.
Brenda learned that George, a second grader with behavior problems who often acted out, had earned a black belt in karate. She often asked George about his karate classes and asked him to demonstrate some of his moves to the class. Which strategy did Brenda use to ensure that all students in her class are accepted?
A. Treat all students with respect. B. Teach students to have concern for one another. C. Point out students' abilities. D. Serve as an advocate for your students.