In addition to teaching students how to interpret graphic aids, what two skills should be introduced to students to facilitate use of graphic material?
What will be an ideal response?
Students must be taught WHEN to refer to the graphic material. They should be introduced to the different techniques used by authors to direct attention to graphic material (e.g., explicit directions to refer to graphic material, use of symbols, general discussion of graphic material). Students should also be taught HOW to refer to the graphic aid. For example, be taught to read the discourse until the author refers to a graphic aid, place their finger at that place, refer to the graphic material, examine the material carefully and finally resume reading.
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An intuitive idea about long division with two digit divisors is to round up the divisor. All of examples below support this idea EXCEPT:
a. Think about sharing base-ten pieces. b. Underestimate how many can be shared. c. Pretend there are fewer sets to share than there really are. d. Multiples of 10 are easier to compare.
Positive guidance is used:
A. To teach self-control and good decision-making B. When there is a crisis C. To make children comply D. To punish children when they make poor choices
Of the following, the term that is often used interchangeably with the term self-worth is:
a. self-confidence. b. self-efficacy. c. self-esteem. d. self-determination.
Describe the changes expected in the makeup of the student population during the next 20 years. What implications do these changes have for you as a teacher?
What will be an ideal response?