Of the following, which best describes the role of extracurricular activities in effective schools?
a. Extracurricular activities are essential in effective schools, and as much emphasis is placed on them as is placed on academics.
b. Extracurricular activities are important in effective schools, but they don't take precedence over learning.
c. Extracurricular activities are important for low SES students in effective schools, but they are not important for high SES students in effective schools.
d. Extracurricular activities are not considered to be important in effective schools.
b
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An elementary science teacher wants to find out how the class is coming along on using the science process skill of inferring. What would be an appropriate activity?
a. Have the students write descriptions of similarities and differences between a mouse and a gerbil. b. Provide the students with photographs of animal tracks and have them tell what animal made each of the tracks. c. Have the students tell which chime in a set of wind chimes will ring at the highest pitch. d. Have the students decide what is meant by “sink” on a sink-or-float activity. e. All of the above f. None of the above
Recent research continues to demonstrate the following developmental realities for children growing up in bi- or multilingual homes:
a. There are no developmental benefits in areas of cognitive and social aspects of communication. b. Those children often have a difficult time with English writing and grammar. c. There are numerous developmental benefits including in areas of cognitive and social aspects of communication. d. They excel at language in general, but their math and science scores are low in comparison.
Which is not a term primarily associated with history?
a. Perspective-taking b. Empathy c. Location d. Chronology
An example of a strategy intended to encourage metacognition is encouraging students to do which of the following?
A. Identify various possible solutions to a complex problem B. Participate in numerous rehearsals before performing in front of an audience C. Compare their own perspectives with that of a character in a story D. Listen carefully when other students are talking