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Multiple Choice



 This activity contains 15 questions.

Question 1.
__________ are the skills necessary for performing more complex skills.

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Question 2.
If you are teaching a skill and find that most of your students lack the necessary preskills, you should ________________.

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Question 3.
Teachers should carefully select ____________ to use when teaching students to differentiate among problem types.

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Question 4.
On Monday, Betsy could read pen on every presentation. The next day, she learned to read pin. On Wednesday, Betsy could not read pen. Most likely, this is a problem was caused by____________.

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Question 5.
One effective teaching practice for students with _______ problems is to provide students with frequent, repeated practice on a task and then review less frequently, such as spelling words from dictation or working computation problems.

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Question 6.
______________ activate student knowledge about a topic and construct bridges to new information by encouraging students to make predictions using a series of statements related to the material.

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Question 7.
______________ include information that makes content more understandable by putting it within a more general framework.


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Question 8.
Which one of the following helps students understand the difference between important and unimportant words?

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Question 9.
Kelly has difficulty writing organized, informative essays. Her teacher wants to help Kelly focus on background information as well as audience and purpose. Which of the following should the teacher use?

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Question 10.
Joy has difficulty comprehending her social studies textbook. Joy's teacher wants to cue Joy to important information by providing written questions. Which of the following should the teacher use?

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Question 11.
The steps for presenting a concept diagram include all of the following, except _______________________.

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Question 12.
What questioning strategy allows more student opportunities for practice and recitation and can lead to higher levels of correct responses and on-task behavior?

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Question 13.
To ensure that students with disabilities have learned the basic understanding necessary for higher-level thought, teachers should ask _______________ questions to assess basic knowledge.

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Question 14.
Florence is a student in your Sophomore Algebra I class. Her family wants to tutor her at home but is unsure how much time to schedule for the daily sessions. What would you advise?

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Question 15.
Mr. Black wants to be very prepared for Joe, a student with severe cognitive disabilities. He is unsure what adaptations or supports to use in order to increase Joe's participation in his class. What should Mr. Black do?

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