How are the examples selected for discrimination exercises? What examples should be included?
What will be an ideal response?
Selecting appropriate examples for discrimination exercises involves creating a mix of examples. In addition to examples applicable to the new strategy, other examples must also be included. These other examples review previously taught strategies and are in some cases similar to the new examples. A range of examples is necessary so that students are required to differentiate when to use the new strategy and when to use previously taught strategies.
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Mr. Pham is developing a unit for his fourth-grade class on measurement. He is carefully considering how he will use assessment in this unit. What advice could you give him?
What will be an ideal response?
Research by Shaughnessy and Burger in 1985 showed that the following percent of students entering high school geometry functioned below level 2 of the Van Hiele model
a) 10%. b) 30%. c) 50%. d) 70%. e) 90%.
Successful retrieval of information from long-term memory depends on three of the following factors. On which one does retrieval not depend?
a. The part of long-term memory being searched b. How the information was stored in the first place c. The duration of a learner's working memory d. The presence of relevant retrieval cues
A study of people who lost their homes in Hurricane Katrina hypothesized that “greater amounts of television viewing (about the hurricane) would predict greater levels of depression” (McLeish & Del Ben, 2008). In this study, the dependent variable is best described as ______.
a. Hurricane Katrina b. level of depression c. amount of television viewing d. whether the person lost his or her home