Three of the following examples illustrate specific strategies that can be effective in helping children with information processing difficulties succeed at school. Which strategy is least likely to be effective with these children?
a. Josie's teacher gives her special memory tricks to help her remember how to spell certain words (e.g., "The principal is my pal").
b. Nattie's teacher looks at the errors Nattie makes when she solves long division problems for clues about what Nattie might be doing incorrectly.
c. Russell's teacher suggests that he watch his favorite television program while he studies for tomorrow's spelling test.
d. Vern's teacher often asks him to do classroom tasks and errands that can help him release pent-up energy.
C
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"Is there a relationship between adolescents' learning style and their academic achievement?" This question is
a. a poor question because it is not clearly stated. b. a good question because the variables can be operationally defined and the relationship between them investigated. c. a poor question because the variables could not be clearly and operationally defined. d. a good question because it is concerned with academic achievement.
The Marland Report to Congress provided for the current definition of gifted as follows
a. students, children, or youth who give evidence of high achievement capability in many domains, and who also need additional services and activities not normally provided by schools. b. children and youth who exhibit high intellectual capacity in a variety of domains. c. children and youth who perform or show potential for task commitment and high levels of creativity. d. None of the answers are correct.
Which of the following statements is true?
a. prairie voles range very far to find mates b. prairie voles are monogamous c. the male meadow mole makes more errors than females on a spatial maze navigation task d. none of the above
________, which requires students and teachers to look back on what they have learned, is a component of constructivism
A) Grading B) Reflection C) Questioning D) Behaviorism