Which of the following is a characteristic of problem-based learning?
a. Lessons begin with an ambiguous problem, and the learning activity focuses on defining the problem.
b. Learners are allowed free reign, so they develop both content knowledge and effective strategic problem solving without your outside influence.
c. A concluding lecture is used to tie together the work done by the students.
d. The teacher guides student's efforts with questioning and other forms of scaffolding as they work toward solving a problem that is the focus of the learning activity.
Question 2
Jennifer Clower wants her students to understand that when we exert a force on an object, it accelerates. She explains acceleration, such as objects' speeding up as they fall to the earth, but she is uneasy about the extent to which the students understand the concept acceleration. So, she demonstrates force and acceleration by pulling a small cart across the front of the classroom using a spring scale that exerts a constant force. She also holds a tennis ball above her head and drops it and then shows a computer simulation that illustrates the acceleration of the dropped ball in slow motion. Jennifer explains that as the distances between the images of the ball get greater and greater, the ball is accelerating.
Assess Jennifer's lesson using the suggestions for classroom practice based on social influences on learning and the process of knowledge construction as the basis for your assessment.
What will be an ideal response?
Examples of cell-to-cell communication based on the distance between cells
The theoretical design of nature reserves, based on the tenets of island biogeography.
Freedom House is a nonprofit institution that uses several different factors to rank countries based
"To begin the pull-back exercise, grasp wrists, then lean back and balance."
Foundations of evidence-based practice.
Social Learning in Lobsters