When educators talk about implementing standards in a developmentally sensitive manner, the underlying assumption is that:
a. students at all ages do best when educational activities include a mix of
presentation/lecture and problem-based learning.
b. with age-appropriate activities that may be tuned to individual needs, children
generally area able to achieve and meet high standards.
c. standards should reflect progress toward proficiencies necessary for young adults to be successful in college and the workforce.
d. as children acquire basic math and literacy skills, they are able to use those skills to develop skills in other areas as well.
Question 2
The primary reason that educators in many countries have developed content-area standards to guide instruction is that:
a. the order in which children progress academically tends to follow universal principles.
b. laws like the No Child Left Behind Act (NCLB) of 2001 require that states and/or countries establish standards for reading, mathematics, and science.
c. children make good progress when teachers provide a consistent structure to the curriculum.
d. standards encourage teachers to spend more time on basics of literacy, math, and science and less time on more tangential topics.
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