Children can understand information about long ago and far away when the information is represented as
a. stories of people pursuing goals that the students have done for themselves.
b. stories, lectures, or multi-media presentations that explain their teachers experiences.
c. lectures, videos, or multi-media presentations that are within their own experiences.
d. graphic representations that draw on familiar cartoon characters.
Question 2
Effective classroom discussions look different from classroom to classroom but tend to involve the following:
a. Constructing classroom discussion guidelines with students, promoting higher test scores, and developing a discussion topic that has disciplinary depth and engages student interest.
b. Constructing classroom discussion guidelines with students, constructing meaning that is memorable, and developing a discussion topic that has disciplinary depth and engages student interest.
c. Constructing classroom discussion guidelines with students, engaging in problem solving and critical thinking, and developing a discussion topic that has disciplinary depth and engages student interest.
d. Constructing classroom discussion guidelines with students, preparing the students in advance if the discussion, and developing a discussion topic that has disciplinary depth and engages student interest.
A depiction of a platypus from a book for children published in Germany in 1798
Associative Long-Term Potentiation
Laboratory Requisition Information
Comparing Traditional and Industrialized (and Information) Societies
Long Term Control Medications
The WISER entry for hydrogen cyanide (bottom). Useful information includes detailed health ...