Mr. Washington allows his lesson times to "go with the flow;" that is, he simply begins teaching in the morning and lets each lesson last as long as it needs to last. He also varies the order of his content presentations, doing math first on some days and reading first on other days; he may allocate an hour to science on Monday, not teach it at all on Tuesday, and give it a half hour on Wednesday. His system is
a. ineffective, because his model deprives children of helpful structure and may result in over- or under-emphasis of certain curricular areas.
b. effective, because he is teaching his students the critical skill of flexibility.
c. effective, because he is making an autonomous professional judgment.
d. ineffective, because he should allow the students to have input into the class's schedule.
Ans: a. ineffective, because his model deprives children of helpful structure and may result in over- or under-emphasis of certain curricular areas.
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Four students in Ms. Bennett's social studies class have to give an oral report on a country of their choosing. Which one of the students appears to have a mastery goal?
a. When Eldon gives his report on Hungary, he stands up straight and speaks clearly because he wants to impress his teacher and fellow students with his knowledge and ability. b. Francis wants to give a good presentation on the United Arab Emirates because he needs to improve his overall class grade. c. As Holly gives her report on Mongolia, she is very nervous. She is afraid she might make a fool of herself in front of her classmates. d. John does his report on Spain because that is where his family is from. He has enjoyed talking to his grandfather about what it is like to live in Spain.
Which of the following criteria are used in the response-to-intervention approach to help educators decide whether to move a student between tiers?
a. The student performs below average compared to grade-level standards. b. The gap widens over time between the student’s performance and the benchmark. c. The student meets grade-level expectations but continues to progress more slowly than peers. d. The student performs below grade level and does not make sufficient progress to meet the benchmark.
The Friedman test compares differences in the sum of ranks in two or more ______ groups.
A. independent B. related C. significant D. mature
Which of the following is an example of a subjective inference?
a. Julie and Chris both reached for the last banana piece on the snack tray. Julie got it first and put it into her mouth. b. Julie wanted to share the banana with Chris, so she pushed it up to his face and accidentally bumped his lips. c. Chris turned to the teacher and screamed, "She hit me with her banana!" d. Chris continued screaming until the teacher walked over. e. None of these is an example of a subjective inference.