What type of network enables the computers in a school system to connect to the Internet and to a ...

Answer to #1

D. Wide area network

Answer to #2

Answers will vary, but should include some of the points below.
 Involve learners in gaining and organizing knowledge of content  Inspiration and other concept-mapping software is useful for this.
 Help learners link school activities to life, providing the why for doing the activity
 Give students control of their learning
 Have built in and just-in-time scaffolding to help students  tutorials are available all over the Web for content, language, and technology help.
 Are fun/interesting
 Contain specific objectives for students to meet along the way to a larger goal
 Have guidance for the use of tools, especially computer technologies
 Include communication and collaboration  tools to support these goals are described in chapter 3.
 Emphasize the process and the content
 Are central to the curriculum, not peripheral or time-fillers
 Lead to additional content learning
 Have a measurable, although not necessarily correct, outcome.
More specifically, PBL tasks:
 Use a problem that appeals to human desire for resolution/stasis/harmony and sets up need for and context of learning which follows (IMSA, 2005, p2)
 Help students understand the range of problem-solving mechanisms available
 Focus on the merits of the question, the concepts involved, and student research plans
 Provide opportunities for students to examine the process of getting the answer (for example, looking back at the arguments)
 Lead to additional, transfer problems that use the knowledge gained in a different context
Not every task will necessarily exhibit all of these characteristics completely, but these lists can serve as guidelines for creating and evaluating tasks.

Answer to #3

B. Intranet

Answer to #4

B. FALSE

Answer to #5

Guideline 1: Integrate reading and writing.
Guideline 2: Avoid plagiarism.
Guideline 3: Do not do what students can do.
Guideline 4: Make mistakes okay.

Answer to #6

A. TRUE

Answer to #7

A. TRUE

Answer to #8

A. TRUE

Answer to #9

Answers will vary slightly, but should include some points below.
The use of PBL requires different processes for students and teachers. The teacher's process involves careful planning. There are many ways that this can happen, but a general outline that can be adapted includes:

1. After students bring up a question, put it in the greater context of a problem to solve and decide what the outcome should be  a recommendation, a summary, a process?

2. Develop objectives that represent both the goal and the specific content, language, and skills objectives toward which students will work.

3. List background information necessary and possible materials and content that will need to be addressed. Get access to materials and tools and prepare resource lists if necessary.

4. Write the specific problem. Make sure students know who they are acting as, what their role is, and what they are expected to do. Then go back and check that the problem and task meet the objectives and characteristics of effective PBL. Reevaluate materials and tools.

5. Develop scaffolds that will be needed.

6. Evaluate and prepare to meet individual students' needs for language, assistive tools, content review, and thinking skills and strategies.

7. Present the problem to students, assess their understanding, and provide appropriate feedback as they plan and carry out their process.
The student process focuses more on the specific problem-solving task. PBL sources list different terms to describe each step, but the process is more or less the same. Students:

1. Define and frame the problem: Describe it, recognize what is being asked for, look at it from all sides and say why they need to solve it.

2. Plan: Present prior knowledge that impacts the problem, decide what further information and concepts are needed, and map what resources will be consulted and why.

3. Inquire: Gather and analyze the data, build and test hypotheses.

4. Look back: Review and evaluate the process and content. Ask what do I understand from this result? What does it tell me?

Answer to #10

Problem-solving is a process that centers on a problem. Students apply critical and creative thinking skills to prior knowledge during the problem-solving process. The end result of problem-solving is typically some kind of decisionin other words, choosing a solution and then evaluating it. Inquiry in education is also sometimes called research, investigation, or guided discovery. During inquiry, students ask questions and then search for answers to those questions. In doing so, they come to new understandings in content and language.

Answer to #11

B. FALSE

Wow! Thanks you for this correct set of answers, wasn't expecting it...

My pleasure!