Which of the following is NOT an example of a Visual-Memory Disability?
a. The student exhibits frequent misspellings, even after undue practice
b. The student misspells his own name frequently
c. The student has little difficulty writing the alphabet, numbers, and computation facts
d. The student identifies words one day and fails to the next
c
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Frequently, teachers lose sight of their instructional goals because
a. their students grow and change, and lose interest in topics. b. school districts provide a host of new resources and instructional activities. c. they become focused on content coverage and learning opportunities. d. professional development time is increased and planning time is decreased.
A structured mentoring program involves:
a. A spontaneous relationship where a more seasoned or senior person works with a new or junior person to provide guidance on a wide range of professional, and often personal, issues b. Beginning teachers who are placed in a planned program where there are generally set goals such as assessing and improving the new teachers pedagogical skills c. A lower teacher retention rate d. Promoting the professional, not personal, wellbeing of the new teachers
Ms. McDevitt's class has learned how to calculate the area of a rectangle. Ms. McDevitt then asks Teresa how to calculate the area of a square. Which one of the following alternatives best describes the Gestalt perspective of how Teresa would solve this problem?
a. She would engage in trial and error behavior, attempting one solution after another, until she eventually solved the problem. b. She would solve the problem on her own only after watching the teacher solve the problem. c. She would think about the problem for a while and, once she realized that a square was a kind of rectangle, be able to solve the problem. d. Through a process of shaping, with her teacher reinforcing her for appropriate responses, she would eventually solve the problem.
At the beginning of the year, Alex had set the short-term goal of making an A in his biology class. However, he received a score of only 65 on his mid-term exam. Now his goal seems unlikely. What should he do now?
a. Ask his teacher to curve the exam. b. Give up on the goal as unattainable. c. Reevaluate the goal and move forward. d. Focus on his other goals instead.