Describe two instructional implications for moving students from level 1 to 2. Explain an activity for each of the implications
What will be an ideal response?
Moving from Level 1 to 2
Challenge students to explore and text examples, encourage the making and testing of hypothesis and using the language of informal deduction–activities with many physical models that teachers can ask questions that involve reasoning and students try out models to see if the hypothesis will work all the time.
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If a research study has population validity, this means that
a. the sample statistic and the corresponding population variable are identical. b. the research measures are appropriate for the target population. c. the research design is appropriate for the target population. d. the sample is representative of the population from which it was selected.
The Supreme Court ruled in Griggs v. Duke Power that
A. tests may not be used for selection because of the adverse impact on minorities. B. an employer who uses a test for selection must hire the applicant with the highest score. C. a general intelligence test may not be used for selection purposes. D. an applicant has the right to decline to take a test used for selection.
Unsupportive practices related to peer group participation include
a. creating a classroom atmosphere that does not tolerate exclusion. b. creating an environment that allows children to work or talk together. c. using competition as a motivation for learning. d. supporting children as they learn to take a social perspective.
Research shows that what you believe about your own intelligence can make a difference in how successful you’ll be in college. There are two basic ways to define the views on intelligence. People are either _____.
A. performers or learners B. achievers or losers C. smart or stupid D. positive or negative