Exam 2 EDU 317

Question 1

Strategy 1

Answer 1

Cognitive Interset Cues

Question 2

Strategy 2

Answer 2

Student Goal Setting and Monitoring

Question 3

Strategy 3

Answer 3

Vocabulary Instruction

Question 4

Strategy 4

Answer 4

Strategy Instruction and Modeling

Question 5

Strategy 5

Answer 5

Visualizations and Concrete Examples

Question 6

Strategy 6

Answer 6

High-Level Questions and Student Explanations

Question 7

Strategy 7

Answer 7

Guided Initial Application with Formative feedback

Question 8

Envisioning Language

Answer 8

Imagine what it will be like when you finally get it

Question 9

Reinforcing Language

Answer 9

Avoid holding one student up for examples
Use your own expectations

Question 10

Reminding Language

Answer 10

Remember for themselves
“think about what you do when ____”

Question 11

Redirecting Language

Answer 11

Statement not a question
“do it.” vs “can you do it?”

Question 12

Three consequences

Answer 12

1. Loss of privilege
2. Break it, fix it
3. Positive time-out

Question 13

Loss of privilege ex.

Answer 13

use scissors unsafely –> you can’t use them

Question 14

Break it, fix it ex.

Answer 14

knock over trash can –> pick up mess

Question 15

Positive time-out

Answer 15

unregulated –> go to regulation zone then come back

Question 16

Explain strategy 4

Answer 16

Strategy Instruction and Modeling
- teaching a procedure to use for something else

Question 17

Three kinds of objectives

Answer 17

1. Academic
   - students will ____
2. Social and emotional
   - Students will effectively communicate with everyone in group
3. Language
   - use sentence stem “I think___”

Question 18

Three questions that educators use to determine formative feedback

Answer 18

1. Where is the learner going?
2. Where is the learner right now?
3. How does the learner get there?

Question 19

Giving formative feedback

Answer 19

ex. thrice is nice or targeted feedback