Parents and families need to be involved in assessing children's growth. Teachers should foster this involvement by all of the following except:
A) giving parents/families opportunities to provide written feedback on their children's work
B) conferencing with parents/families regarding their children's progress
C) permitting parents/families to visit the classroom only on special days, such as field trips
D) having families review taped or individual performances of their children
C
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It is helpful to be involved with organizations that include a focus on young children with developmental challenges because
a. The organizations often have valuable resources. b. There are professional development opportunities. c. There are networking opportunities with others. d. All of the above.
Ike would like to implement a single subject design to test interventions for several behaviors of her student Mildred. She would like to target hitting behavior and yelling in class. Of the following, which single subject design would be most appropriate?
a. Alternating treatments design b. Multiple-baseline design c. A-B-A Changing criterion design d. A-B-A-B Design
In a letter writing lesson presented, the teacher successfully created criterion for the assignment through:
a. reading many models and preparing a hand-out for her students. b. brainstorming with her students after they read models for the assignment. c. not adding any of her own knowledge, but expecting students to come up with the list after studying models. d. allowing the students to complete the assignment then explaining to each what they should have included.
When a teacher is breaking down (or "chunking") information to explain the concept more effectively to students, he is engaged in:
A. review. B. clarification. C. scaffolding. D. transition.