As teachers identify instructional goals and objectives, they won't necessarily want to describe each and every behavior they expect students to demonstrate. If they did so, they might generate a long list of relatively trivial behaviors
A reasonable alternative would be to:
a. Develop a mixture of general and specific objectives
b. Develop a few abstract objectives, with examples of behaviors reflecting each one
c. Emphasize the "remember" and "understand" levels of Bloom's taxonomy
d. Forego instructional objectives whenever the focus is on complex cognitive skills
B
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Erik Erikson defined play as
a. free of consequences, light fashion, and the opposite of work. b. dealing with unreachable wants and engaging in rule-bound behavior. c. "the natural unfolding of the germinal leaves of childhood" (Mitchell & Mason, 1948). d. process oriented
Relate the concept of sampling error to the notions of sample and population.
What will be an ideal response?
In the Student-Teams-Achievement Divisions (STAD) cooperative learning approach, students work in reciprocal pairs, taking turns summarizing information and orally presenting it to each other.
Answer the following statement true (T) or false (F)
Taneesha is excited about teaching and eager to find more ideas that will help her during her first year. Taneesha is disappointed to find her colleagues are worn out from years in the classroom and outside responsibilities. No one seems to have time
for her questions. What should Taneesha do? a) report her colleagues to the principal and ask to be reassigned to a different team b) seek virtual colleagues and professional development on the Web c) keep her questions to herself until her next meeting with her mentor next month d) look for ways to make herself happy and fulfilled outside of the classroom