Which of the following is an instructionally beneficial rubric?
A. A task-specific rubric
B. A hypergeneral rubric
C. A skill-focused rubric
D. None of the above
Question 2
At a faculty meeting in February, the principal distributes a copy of an editorial that argues that students in the United States are falling far behind students in other countries where creative problem-solving abilities are concerned. One teacher reads the editorialand even agrees with itbut is unsure about where to start. What would be a recommended way of attending to children's problem-solving abilities in a more focused way?
A) Wait until the next school year to get started because the school year is more than half over.
B) Incorporate more group activities into lessons and rely on the students to stimulate one another's creative thinking.
C) Put in a formal request for more training in creativity and the arts at the next teacher in-service day.
D) Discuss ways to incorporate creative activities into the curriculum during meetings with colleagues who teach at the same grade level. Make a plan to make gradual, steady changes that improve the curriculum and schedule periodic updates on each teacher's progress.
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