How does between-class ability grouping influence teacher effectiveness?
a. Teachers of low-ability groups become more effective since they strive to help students catch up to the middle-ability groups.
b. Teachers of low-ability groups become more effective because they work with higher-level thinking skills, but at a slower pace than do teachers of middle- and high-ability groups.
c. Teachers tend to use the same teaching strategies for all ability groups, which in turn makes their teaching more efficient.
d. Teachers of high-ability groups tend to have different goals and more effective instructional techniques than do teachers of low-ability groups.
Question 2
Being willing to experiment with different tennis rackets in order to find the one that feels right for you is an example of a behavior that might be included in a list of objectives from the _______________ domain.
a. psychomotor c. cognitive
b. affective d. intellectual
A tapeworm, Taenia pisiformis, a member of the class Cestoda.
Cognitive behaviour involves problem-solving ability.
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