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satela [25.4K]
3 years ago
8

Teaching Scenario Josie is a student in a fifth-grade inclusion class. She has a specific learning disability in mathematics and

has particular difficulty solving word problems. As soon as she finishes reading a problem, she begins doing computations; additionally, she seems to think that all problems have whole-number answers. One of the annual goals in her IEP is related to learning the process of solving word problems: "Josie will be able to solve grade-appropriate word problems independently 85 percent of the time, using a systematic and logical process." Identify THREE different strategies that would enable the teachers in a coteaching environment to develop and maintain a successful collaboration. Explain briefly how each strategy could contribute to a successful collaboration.
Social Studies
1 answer:
xz_007 [3.2K]3 years ago
7 0

Answer:

Three co-teaching strategies;

1) one-teach, one-observe.

2) one-teach, one-assist.

3) station teaching.

Explanation:

Co-teaching is when two educators work together to plan, organize, instruct and make assessments on the same group of students, sharing the same classroom.

Brief explanation of how each strategy could contribute to a successful collaboration;

1) one-teach, one-assist: This strategy means one teacher has primary responsibility while the other gathers specific observational information on students or the instructing teacher. The key to this strategy is to have a focus for observation.

2) one-teach, one-assist: This strategy means one teacher has primary instructional responsibility, while the other assists students with their work, monitors behaviors, or corrects assignments. This strategy is an extension of one-teach, one-assist.

3) station teaching: This strategy means the co-teachers divides the instructional content into parts and the student into groups. Groups spend designated time at each station with each teacher.

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Jared is conducting an experiment with ESP (extrasensory perception) training. He begins with a pretest of his 40 participants a
MrMuchimi

Answer: a. testing effect

Explanation:

Testing effect is a type of threat to internal validity of an experiment. Internal validity is assessing whether a factor makes a difference in an experiment or not and if it does, whether there is adequate evidence to support this correlation.

Testing as a threat to internal validity is when a second test is taken on the outcome of a first test. Other internal validity threats are history, maturation, instrument modifications.

5 0
3 years ago
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spin [16.1K]

Answer:

Explanation:

Just so you understand more deeply.  There is more than one answer for this question, "as it is written".  Math can be like this sometimes.  And it can cause a lot of confusion.  You must read it very carefully.  If you multiply 8 x 4 you get 32.  You know that (? x 7) must be greater that that number because you subtract (? x 3).  If you multiply 5 x 7 you get 35.  And that is greater than 32.  Then take 32 from 35 to get 3.  So that (5 x 7) - (1 x 3) also gives 32.  If ? is assumed to be the same value for both (? x 7) and (? x 3).  Then the problem can be solved by the rules of algebra, as it was done by Vivian.  Any other analysis can give you other possible answers.  If this is the case, then there must be some more to the question.  You are not told that ? = ?.  But this must be the case.  And ? is an "operator", not just a question mark.  To get just one answer, they must both be 8.  You just use the "math rules" to move things around until you find the way to the answer.  Scientists sometimes do this for months or years to solve complicated problems.

Often, your number sense gets confused by this kind of "discrepancy" or not knowing where to start situation, when you go beyond simple math and into algebra concepts.  And this can leave you lost and not knowing where to start.  If the general question is put to you to solve the problem by algebra concepts.  You can assume more into the question by applying the rules of algebra.  In algebra, symbols are used instead of numbers.  This is part of the "math rules".  Then the other rules are used to find the answer.  The symbol ? is just as valid as x or y or whatever.  In science you sometimes even use words. (That is how word problems are built.)  Once you know the "math rules".  You can apply logic to solve math problems.

I send this answer to give you a deeper understanding of what you are doing.  You are learning basic rules now.  Knowing what is causing your confusion can make things easier in the future.  Jut play with the "ok" math maneuvers (+, -, multiplication, division) until you can do them without thinking.  And math will become easy.  There are more "math rules" that you will learn later.  You will "see" the answers easier later.  After you get more experience.  Don't expect this now.  The key to easy math is practice.

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