What is your family's definition of academic achievement and success? How does your own definition compare to theirs?
What will be an ideal response?
Challenge students to think beyond the cliché response, "My parents want me to be happy.". Ask them to consider what this means, in all practicality. How is happiness defined in the context of their families? Does their family equate good grades with success? Happiness? Are their parents expecting A and B grades? Or are parents expecting students to balance work and school, with somewhat lower grade expectations?
Students will often say things like success in my family means getting a good paying job and having a family. You will want to ask them how they intend to achieve these things. How does what they are doing today going to influence their ability to obtain a good job and have a family? Students likely haven't given much thought to this--at least in any depth--so it will be interesting to compare these perceptions with their own ideas of success and academic achievement.
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An FBA is used to determine what a student is currently doing and under what conditions is that action taking place. The behaviors are looked at as a function, goal, and purpose. Summarize the goals of completing an FBA (functional behavior assessment).
What will be an ideal response?
Which of the following strategies would likely best promote critical thinking?
a. Open discussions b. Cooperative learning c. Independent work d. Direct instruction
According to Kellogg's research on teaching of planning skill, which type of prewriting activity resulted in the best essays?
a. none b. generating ideas c. listing relevant ideas d. outlining relevant ideas
Describe how Mary Ainsworth tested her theory of attachment
What will be an ideal response?