Mrs. Charvella divided her 8th grade class into five groups. After a brief presentation about the weather cycle, the groups conducted research using a list of teacher-selected Internet sites. Afterward, groups were instructed to produce an artifact that could teach a new student about weather. One group produced a podcast, another group created a short weather commercial, the third and fourth groups produced digital posters, and the fifth group recorded a skit in which the main character was a drop of water. In Mrs. Charvella's class, technology integration facilitated media production and incorporated which type of learning strategy?
A. Drill-and-practice
B. Tutorial
C. Discussion
D. Cooperative Learning
Question 2
Mrs. Jamieson is using a pepperoni pizza to teach her 2nd grade students about fractions. She begins the lesson with a whole pizza. She cuts it in half and shows the class how two halves make a whole. Mrs. Jamieson continues to cut the pizza into equal parts while she explains how each piece of the pizza is a fraction of the whole. After she is finished, Mrs. Jamieson plans to have the students cut individual paper pizzas into fractions. Which learning strategy has Mrs. Jamieson used to teach her students about fractions?
A. Discovery
B. Demonstration
C. Educational Game
D. Cooperative Learning
A tapeworm, Taenia pisiformis, a member of the class Cestoda.
Three Tasmanian devils feeding. Eating is a social event for the Tasmanian devil, and groups of 2 to
Several common functional groups in a single biomolecule
International Performance in Reading, Math, and Science, Eight Grade
Funeral Rituals and Practices among U.S. Cultural Groups
Who Goes to College? Comparing Social Class and Ability in Determining College Attendance