Students in a heterogeneous group work together to complete a task. This is an example of:
a. cooperative incentive structureb. cooperative task structure
c. reciprocal teaching
d. scaffolding
A
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The process by which children develop positive self-esteem begins a. from birth
b. if caregivers consistently see them as lovable, capable, and worthwhile. c. if attentive caregivers meet their needs. d. if attentive caregivers make sure they feel safe and loved. e. ll of these
The UCLA Young Autism Project
a. utilizes a communication curriculum that is based on behavioral principles but applied in naturalistic settings. b. uses the principles of applied behavior analysis to teach discrete skills that are chained into functional routines. c. teaches social skills as discrete skills within an integrative setting and uses peer-mediation interventions to promote independent play and social interaction. d. uses incidental teaching, that is, the spontaneous behavior of the child, to teach specific skills such as functional verbal language.
Imagine you are teaching at a school that serves students from diverse ethnic backgrounds. The students tend to congregate in groups along ethnic lines,
to the point that they are quite cliquish and exclusive, and hostilities are building up between ethnic groups. Using guidelines presented in the textbook, describe three strategies that you and your fellow teachers might use to foster positive interaction and friendships across the groups. Describe each strategy in a separate paragraph, and be specific about what you might do.
Which is used to record student progress across a set of skills or knowledge and for a significant length of time?
A) Progress chart B) Progress graph C) Curriculum-based measurement D) Performance record