When modifying whole-class instruction to meet widely varying student needs, teachers sometimes insist that all students complete the basic work before moving to more engaging, interesting activities. This strategy is
a. ineffective, because whole-class instruction is intended to be just that: instruction for the whole class. All students should be doing the same thing throughout the lesson period.
b. effective, because in life, you often are expected to eat your vegetables before you get dessert, and the same principle applies to motivating students.
c. effective, because all students can access the engaging activities if they work diligently and efficiently.
d. ineffective, because low-achieving or unmotivated students may never make it to the fun and engaging activities.
Question 2
When you are studying for a test, you may often try to identify interrelationships among the new pieces of information you are learning. Psychologists call this process:
A) Facilitative interference.
B) Organization.
C) Rehearsal.
D) Automaticity.
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