When Ms. Krakowski teaches the process of long division, she describes the objective of the lesson and demonstrates the procedure on the chalkboard. Then she has students solve long-division problems at the chalkboard, where she can give them frequent guidance as they work. Later, after the students show some proficiency with long division, she has them work on additional problems at their desks. Ms. Krakowski's approach can best be classified as which one of the following?
a. Task analysis
b. Direct instruction
c. Discovery learning
d. Learner-directed instruction
Question 2
Which one of the following is the best illustration of the evaluate level in the recent revision of Bloom's taxonomy?
a. Angela discovers fallacies in her teacher's argument regarding the value of an agricultural economy in Africa.
b. Connie dissects an earthworm and looks for its digestive system.
c. Using a principle he learned in physics, Edgar develops a new tool to lift a heavy object.
d. Georgette puts her textbook's definition of the word evasive in her own words.
The process of clot formation.
Long-Term Potentiation and Long-Term Depression
Long-term Potentiation in the granule cell layer of the rat hippocampal dentate gyrus. (Traces ...
Cell Division
Synthetic division
The process of phagocytosis