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Write a brief position paper, giving reasons for your position, on the question: "Is the Tyler ...
Write a brief position paper, giving reasons for your position, on the question: "Is the Tyler rationale a suitable basis for current curriculum development?"
Write a brief position paper, giving reasons for your position, on the statement: "Models can help ...
Write a brief position paper, giving reasons for your position, on the statement: "Models can help us to conceptualize a process by showing certain principles and procedures."
Explain why components X, XI, and XII of the Oliva model are shown as circles whereas the other ...
Explain why components X, XI, and XII of the Oliva model are shown as circles whereas the other components, except for component V, are shown as squares. Explain why component V is depicted with both a square and a circle.
The ideal balance of success and failure in a classroom...
The ideal balance of success and failure in a classroom is one in which students are usually successful, but are challenged and occasionally fail. why might this be so?
a. Students need to learn that an occasional mistake doesn't doom them to permanent failure. b. From Maslow's perspective, people can only satisfy their esteem needs by occasionally failing
Describe three specific ways in which play contributes to further development
Describe three specific ways in which play contributes to further development (use ideas from this course, the textbook, or educational videos from class)
The teacher reads the first paragraph of a story to students. Prior to beginning, they are asked to ...
The teacher reads the first paragraph of a story to students. Prior to beginning, they are asked to close their eyes and try to see a picture of what they hear the teacher read. Afterward, their "pictures" are discussed. The teacher and students proceed through the story in this manner. Poetry is also a good choice for this activity.
written summary of some aspects of the story is given to students ahead of time; pre-questions and ...
written summary of some aspects of the story is given to students ahead of time; pre-questions and listed vocabulary are discussed; the summary is read orally by the teacher; a written list of characters is placed on the chalkboard -- then, students read the entire story silently.
The teacher gives wait time; when students give a right answer, they are asked to explain how they ...
The teacher gives wait time; when students give a right answer, they are asked to explain how they know it's correct; all students are asked to respond; questions are rephrased or broken down into parts, when necessary; the teacher models how he or she would determine answers.
The teacher instructs students about question types and strategies specifically needed to answer ...
The teacher instructs students about question types and strategies specifically needed to answer each of these. Commonly taught are question types designated as "Right There", "Think and Search", "The Author and You", and "On Your Own."
Before a lesson with students, the teacher writes questions to ask them based on: (1) characters, ...
Before a lesson with students, the teacher writes questions to ask them based on: (1) characters, (2) settings, (3) the story problem and the goal to resolve it, (4) events to solve the problem, and (5) achievement of the goal.
A small portion of a story is read; students ask as many questions as they can think
A small portion of a story is read; students ask as many questions as they can think of about this portion and the teacher answers the questions. The teacher then asks as many questions as s/he can think of about that portion and students answer. The same procedures are followed for subsequent small portions of the text.
The teacher: (1) makes predictions, (2) uses analogies, (3) admits confusions and demonstrates ...
The teacher: (1) makes predictions, (2) uses analogies, (3) admits confusions and demonstrates fix-up strategies, (4) describes visual images. Focus is on one strategy at a time. Students practice strategies collaboratively. Eventually all strategies are combined in lessons, with the teacher, and then the students, demonstrating how to do this.
To prepare for reading, students survey the material and make predictions. They read a portion of ...
To prepare for reading, students survey the material and make predictions. They read a portion of the story and stop to verify or reject predictions through discussion. New predictions are made and another portion is read. A cycle of prediction, reading, and confirmation or rejection continues throughout the story.
The teacher selects key words from an upcoming story and students compose their own story before ...
The teacher selects key words from an upcoming story and students compose their own story before reading the upcoming selection, as a form of prediction.
The author of your text states, “For many students, spending time thoroughly discussing a few ...
The author of your text states, “For many students, spending time thoroughly discussing a few higher-level questions may be instructionally more valuable than answering numerous quick and easy questions.” Which of these is not a reason why this is so?
This gives the teacher opportunity to model strategies.
The teacher can prompt the student to use strategies
Based on what you read in Chapter 11, what would you think this teacher is attempting to do when he ...
Based on what you read in Chapter 11, what would you think this teacher is attempting to do when he does the following? Mr. Winchester reads the first paragraph of a story to students. Prior to beginning they are asked to close their eyes and try to see a picture of what they hear him read. Afterward, their “pictures” are discussed. Mr. Winchester and the students proceed thro
Using mental models means constructing something in our thoughts similar to what is presented in text.
Reasons given for narratives being easier to comprehend than expository material include greater familiarity with topics covered, as well as, the nature of the written language in narrative selections (which often is closer to that of oral language).
True or False: The phrase "learning word meanings from context" refers to two different ...
The phrase "learning word meanings from context" refers to two different things. One of these, sometimes called "incidental learning" refers to the type of context exemplified when a teacher introduces the meaning of a new word by placing the word in a sentence or paragraph to communicate the word's definition. The other, referred to as "pedagogical con
