What stage of the peer tutoring model was represented by sentences 3, 4 and 5?
Ms. Garcia decided to use peer tutoring in her fourth grade classroom to help her students learn math facts. (1) She prepared sets of flashcards of the facts she wished to have reinforced. (2) She paired students, choosing one of each pair who knew the facts to be the tutor, and the other student who needed help. (3) She presented the idea enthusiastically to the class and introduced the content to be practiced. (4) Students then broke into their assigned pair groups and began to practice, using the flashcards and simple worksheets. (5) Ms. Garcia casually mingled with the students, answering questions, offering suggestions where needed, and praising quietly. (6) At the end of the session, the worksheets were collected to be corrected and examined for students needing further help. (7) Several pairs of students had difficulty staying on task and were noted by Ms. Garcia for adjustments in future peer tutoring sessions.
a. Evaluating
b. Implementing
c. Planning
d. The sentences did not represent any one particular stage of the model.
Question 2...A good way to accommodate the differences in rates of student learning is to:
a. keep the amount of time given to learn something constant.
b. require slower students to learn less content.
c. provide extra time for slower students to master content before introducing new topics.
d. encourage faster learners to slow their pace while slower students catch up.
Question 3...Mrs. Torres's use of the computer with Jeremy best illustrates which of the following forms of differentiation?
Mrs. Torres has her students working on fractions, decimals, and rounding numbers. She gives a quiz and the results indicate that Jeremy has only a minimal understanding of the process of rounding, so she sends him back to one of the computers in her room to work with a piece of software that gives him practice with rounding. She then plans to give him another set of exercises to assess the extent to which he understands the process.
While the majority of the students are doing a seatwork assignment, and Jeremy is working on the computer, Mrs. Torres takes another group of four students who are struggling with converting fractions to decimals and uses direct instruction to illustrate the process. She then gives the group a set of problems to solve, and directs the group to help each other if they need it.
a. Varying learning objectives
b. Varying educational standards
c. Offering different learning activities
d. Offering different forms of motivation
Question 4...Of the following, Mrs. Torre's efforts with the four students struggling with converting fractions to decimals best illustrates:
Mrs. Torres has her students working on fractions, decimals, and rounding numbers. She gives a quiz and the results indicate that Jeremy has only a minimal understanding of the process of rounding, so she sends him back to one of the computers in her room to work with a piece of software that gives him practice with rounding. She then plans to give him another set of exercises to assess the extent to which he understands the process.
While the majority of the students are doing a seatwork assignment, and Jeremy is working on the computer, Mrs. Torres takes another group of four students who are struggling with converting fractions to decimals and uses direct instruction to illustrate the process. She then gives the group a set of problems to solve, and directs the group to help each other if they need it.
a. individualized instruction.
b. team-assisted individualization.
c. peer tutoring.
d. mastery learning.
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