With regard to social cognition, learners with mild disabilities tend to:
A. Have much less trouble functioning than they do in academic learning.
B. Be able to manage their social responses, despite their disability.
C. Demonstrate considerable variability in their social functioning.
D. Display deficits in developing age-appropriate social cognitive skills.
D
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A general definition of scaffolding as relates to learning and instruction is
a. academic support for a student that enables them to qualify for university b. temporary support enabling task completion at a higher level that if done alone c. permanent support provided for all learners especially during group work d. special techniques and materials that enable students to build models of molecules
Experienced teachers often ask several of the following questions as they teach. Which question is most likely to be the metacognitive concern of a beginning teacher?
a. How might I help my students become self-regulated learners? b. How well did I handle that disruptive behavior? c. What might help my high achievers extend their learning? d. What does Student A need in order to learn this skill?
Which of the following is most closely associated with the term "Dew Point"?
A. Usually revealed by using an anemometer B. Temperature at which air becomes saturated C. Date in the spring when precipitation is first observed D. Location on Earth where weather disturbances are formed
Educators can measure severity of disruptive behavior using
A. observations. B. rubrics. C. Antecedent-Behavior-Consequence (ABC) analysis. D. structured interviews.