How does between-class ability grouping influence teacher ...

[NguyenJ]

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

[vickybb89]

Answer to Question 1

D

Answer to Question 2

A

[NguyenJ]

TYSM

[FergA]

Thanks for the timely response, appreciate it