Which of the following is not one of the four steps recommended to increase your hope and therefore your motivation?
A. Establish clear and achievable goals.
B. Identify a single pathway to reach your goals and stick to it.
C. Identify multiple pathways to reach your goals.
D. Identify obstacles and view them as challenges to overcome.
Answer: B
You might also like to view...
Note the types of behaviors you would expect to see a self-regulated learner exhibit with respect to the self- judgment and self-reaction components of the self-reflection phase of Zimmerman's self-regulatory model
What will be an ideal response?
Mrs. Solomon gives each of her third graders four wooden squares (each 1" by 1") and a piece of poster paper. They identify the wooden pieces as squares and conclude that they're all the same size. She has them put the squares together to form a larger square (2" x 2") and to draw a line around the larger square. They remove the wooden squares, and she asks them how much space the wooden pieces
covered and leads them to conclude, "four squares." She asks them what they call the space and introduces the term area. She then tells them they have an area of "four squares." To reinforce the idea, she then asks them what the area of two blocks is and helps them to conclude, "two squares." Based on this information, which of the following is the best assessment of the developmental appropriateness of Mrs. Solomon's teaching of the concept area? a. Her instruction was developmentally inappropriate, because she shouldn't have told them they had an area of four squares. b. Her instruction was developmentally inappropriate, because she should have also used a wooden space to put the squares on instead of poster paper. c. Her instruction was developmentally appropriate, because the students had concrete illustrations of both area and square. d. Her instruction was developmentally appropriate, because she reinforced the concept through teacher direction.
Teachers can monitor students' progress by noting all of the following choices EXCEPT:
A) Whether students can complete the written project. B) How proficient they are at the writing process as a whole, instead of focusing on individual elements. C) Whether they can apply the skills and knowledge to other contexts. D) Which elements of writing are proceeding as expected and which require additional instruction.
A problem of particular importance in designing a historical study is selecting:
A. too broad a topic. B. a topic on which there is insufficient information. C. a topic that requires the consent of participants. D. a topic that cannot be quantified.