What is the third step when creating an activities-skills matrix?
A. Identify the activity-skill cell when the skill can be practiced.
B. Create a list of functional skills.
C. Create a list of normal classroom activities.
D. Determine an acceptable performance criterion.
Answer: D
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Leonard is teaching Sally how to play a new card game. During the first time through the game, Leonard looks at Sally's cards and helps her decide how to play them at each turn. As Sally becomes more familiar with the game's rules and strategies, Leonard gives her fewer hints and less assistance. This scenario best illustrates:
a. Scaffolding b. Equilibration c. Disequilibrium d. Social constructivism
Which of the following is NOT true of the No Child Left Behind Act of 2001?
a. Its goal was to close the achievement gap between white affluent students and other students. b. Its focus is on teaching basic skills. c. It holds individual schools accountable for student performance, based on standardized tests in grades 3-8. d. It strongly recommends that schools use scripted basal reading programs in order to bring about student achievement.
Determining what information is more crucial to the main point compared to those that aren't as crucial is referred to as
A. thinking critically about the presented arguments. B. prioritizing the ideas. C. determining the main theme. D. being honest with yourself.
Good time managers make their schedules as tight as possible.
Answer the following statement true (T) or false (F)