Ms. Swanson taught her students to use the DRAW strategy. This strategy is an example of
a. an acronym mnemonic device.
b. a metacognitive strategy.
c. a schema-based diagram.
d. a strategy designed to help with place value.
a
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Which specific intervention would not be appropriate for a child who has a hearing loss?
a. Seat the child in the front for good visibility b. Be prepared to repeat and rephrase, point out, or demonstrate c. Identify areas of the room by different floor coverings or mobiles d. Speak at normal speed and volume without exaggerating lip movements
Judy Norquist frequently reminds her students that "We're all in this together, and we're all here to help each other learn." During a math lesson, she presents the problem ,"One shirt that sells for $40.00 is marked 30% off, and another that sells for $36.00 is marked 20% off. Which shirt is now more expensive?" She has the students turn to a partner and discuss a proposed solution to the
problem for one minute, and then has individuals suggest solutions, emphasizing that they should explain their thinking in the process. Which of the following is Judy most strongly promoting in her classroom? a. Sociocultural learning theory b. Cognitive constructivism c. A community of learners d. Situated cognition
Many analytic philosophers say that since thinking is so dependent on language,
a. thinking problems are also language problems. b. philosophy must depend on an international language. c. new meanings must be gained through new languages. d. one cannot think without an objective language.
Research tells us that, when working on the computer, children with special needs make gains in:
a. fine motor skill development. b. cognitive development. c. socio-emotional development. d. verbal-linguistic development.