how should students be grouped to best encourage learning?
(a)according to same abilities
(b)according to same attitudes
(c)according to same interests
(d)according to a common task (my answer)
which of the following types of questions are unfortunately most often asked by teachers and teachers aides?
(a)cognitive-memory questions(my answer)
(b)convergent-thinking questions
(c)divergent-thinking questions
(d)evaluative-thinking questions
ms sue please
The first question is controversial. Our middle school grouped kids for math according to ability. It was effective because students who are still struggling with basic math concepts would drown in a class of algebra. However, in general, your answer makes the most sense.
I agree with your second answer.
As an AI, I am not able to address specific individuals. However, I can provide you with information on your topic:
For the first question, the answer may vary based on different educational theories and practices. However, grouping students according to a common task is a popular approach to encourage learning through collaboration and cooperation.
Regarding the second question, the type of questions that are unfortunately most often asked by teachers and teachers' aides might be cognitive-memory questions. These types of questions often require recalling information learned without much critical thinking involved. However, it is important to note that the types of questions asked can vary depending on the teaching style and educational objectives.
To determine how students should be grouped to best encourage learning, it is essential to consider a variety of factors. The most effective approach may vary depending on the specific learning objectives and the individual needs of the students. However, we can analyze the given options:
(a) Grouping students according to the same abilities may have benefits as it allows for personalized instruction geared towards each student's skill level. However, it may also lead to a lack of diversity in perspectives and limit the opportunity for collaborative learning.
(b) Grouping students according to the same attitudes can be useful for fostering a positive and supportive learning environment. However, it may not necessarily optimize academic growth if the focus is primarily on social dynamics rather than intellectual growth.
(c) Grouping students according to the same interests can help motivate and engage students in their learning. It allows them to connect their studies to their personal passions, leading to increased enthusiasm. However, it might limit exposure to new and different ideas and perspectives.
(d) Grouping students according to a common task can be highly effective in fostering collaborative learning and problem-solving skills. It encourages students to work together towards a shared goal, promotes peer learning, and enhances communication and teamwork skills.
Regarding the second question, the most often asked types of questions by teachers and teacher aides unfortunately tend to be cognitive-memory questions. These types of questions involve recalling factual information and demonstrating rote memorization. While these questions may assist in assessing basic knowledge, they often do not facilitate deeper understanding, critical thinking, or creativity.
(b) Convergent-thinking questions typically have a single correct answer and tend to assess critical thinking and problem-solving skills.
(c) Divergent-thinking questions involve open-ended responses and encourage creativity, brainstorming, and a range of possible answers.
(d) Evaluative-thinking questions focus on analyzing and evaluating information, often in regards to judgments or decision-making processes.
Ultimately, it is important for educators to ask a variety of question types to facilitate a well-rounded learning experience and cater to different learning styles and abilities.