Of the ten rules of the test-taking game, identify your top three favorite rules and explain why you or someone else should use them.
What will be an ideal response?
The test-taking game has ten rules, of which I will share my favorite three. One is to act as if you will succeed. I usually go into a test thinking I am going to fail, but when I act as if I am going to succeed, I seem to have more confidence, and my mind doesn't freeze as much. Another one I like is to avoid changing your answers. I have a habit of changing my answers, which I have known is not a good idea, and I have found that my original answer was correct. So I will think twice now before changing my first answer. The third rule I like is to write in the margin. I have used this rule a lot, and it helps when I "dump out" the formulas and other factoids I've been memorizing into the margins.
Other rules students can write about include:
· Arrive ahead of time.
· Bring the essential testing tools.
· Ignore panic pushers.
· Pre-view the playing field.
· Complete the easy questions first.
· Know if there is a guessing penalty.
· Write clearly and neatly.
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Advocates of mastery learning believe that this approach
a. can help foster all students' perseverance if time allotted for learning, teaching methods, and assessment techniques are appropriate. b. should be restricted to those students who have sufficient aptitude for the subject matter. c. can compensate for a student's lack of prerequisite knowledge and skills. d. is appropriate for vaguely defined learning objectives.
Diapers should be changed:
A) every two hours B) when infants or toddlers cry or complain C) when children are wet or soiled D) when a care teacher smells that a child should be changed
Establishing classroom routines and rituals sends strong messages to students about ________
A) visual literacy B) appropriate and expected language use C) developing cognitive awareness D) integrated instruction
Mathematics exhibitions provide students opportunities to
a) summarize and synthesize what they have learned b) present snapshots of what they have learned c) identify strengths and limitations d) share the results of district-wide assessments