Ms. Robbins teaches third grade. Her students are studying fractions. She has planned for a variety of instructional and assessment activities. Her students will practice working problems involving the addition/subtraction and multiplication/division of fractions until they remember to use the appropriate methods for handling like and unlike denominators. They will also work exercises in which they will be required to identify equivalent and nonequivalent values. Additionally, students will work in groups using fractions to measure ingredients for a snack they will prepare. At the end of the unit, all students will take an exam on which they will solve equations and write an essay about the use of fractions outside of math class. Ms. Robbins's methods are best described as an application of ____________ view of intelligence.
a. Lewis Terman's
b. David Wechsler's
c. Robert Sternberg's
d. Alfred Binet's
Question 2
Though you are a novice instructor you are certain that you would prefer to use the social cognitive theory approach to motivation in your classroom. Which of the following activities would best fit with this approach?
a. Place students in straight rows and minimize interaction so that they become intrinsically motivated.
b. Let students know that you accept them as they are and are willing to help them learn.
c. Allow students to roam freely and socialize in an effort to lessen anxiety.
d. Demonstrate the types of behaviors you expect students to exhibit and point out haw capably they imitate your behavior.
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A scalpel and a variety of blades.
From your experiences in grade school, can you tell if or how your teachers unintentionally helped ...
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How to add and subtract algebraic fractions (Part 1)