PPR Flashcards
Mr. Prince teaches fourth-grade math. He records his lessons and posts them online for students to watch when they need to review. He explains verbally and writes down instruction. He also offers manipulatives for the class to use when needed. Mr. Prince’s way of teaching is a great example of:
using varied strategies and adjusting communication to reach all students.
correct
Option A is the correct answer.
Explanation:
Students learn in different ways (for example: visual, auditory, tactile) and teachers should try to present concepts with explanations in the varying modalities of learning to maximize student engagement and learning success. Have students listen, write, stand, and interact with the subject matter in order to ensure understanding.
A
using varied strategies and adjusting communication to reach all students.
B
using technology to teach students.
C
visual teaching style.
D
working too hard to teach simple concepts.
A. using varied strategies and adjusting communication to reach all students.
Explanation:
Students learn in different ways (for example: visual, auditory, tactile) and teachers should try to present concepts with explanations in the varying modalities of learning to maximize student engagement and learning success. Have students listen, write, stand, and interact with the subject matter in order to ensure understanding.
Which of the following is the best way to prepare for potentially challenging situations with students throughout the school year?
A
send home a copy of the class rules to parents in addition to posting them in the classroom
B
make sure students and parents know the learning objectives for each unit of study
C
establish positive relationships by getting to know students and their families at the start of the school year
D
schedule parent/teacher conferences after the first grading period
C
establish positive relationships by getting to know students and their families at the start of the school year
correct
Option C is the correct answer.
Explanation:
This is the best way to be proactive for any situations that may arise throughout the school year. Parents will be much more receptive to hear from teachers about challenges if it is not the first communication they receive from them. Parents want to feel like their children are known and valued by their teachers.
Mr. Sanders is preparing a lesson for the following TEKS History standard:
The student understands how individuals, events, and issues shaped the history of Texas during the 20th and early 21st centuries.
The student is expected to:
(A) explain the political, economic, and social impact of the oil industry on the industrialization of Texas.
Which of the following would be an example of a learning goal to support this TEKS standard?
A
Students will understand how individuals, events, and issues shaped the history of Texas during the 20th and early 21st centuries, including the political, economic, and social impact of the oil industry on the industrialization of Texas.
B
Students will outline the reason for an increased demand of oil.
C
Students will differentiate between the Texas economy before and after the rise of the oil industry.
D
Students will read an article describing the pre-oil economy then work with a peer to predict what changes occured because of the high demand of oil.
C. Students will differentiate between the Texas economy before and after the rise of the oil industry.
Option C is the correct answer.
Explanation:
This would be an example of a learning objective that would partially cover the provided TEK.
Mrs. Hogan is wrapping up a unit on homeostasis. She would like to assess student knowledge before she moves on. Which of the following would be the best summative assessment?
A
a video and accompanying worksheet over homeostasis in animal cells
B
a test over homeostasis and the processes involved
C
a review game over homeostasis
D
a lab activity in which students observe homeostasis and the process required to maintain it
B
a test over homeostasis and the processes involved
correct
Option B is the correct answer.
Explanation:
Tests are summative assessments that allow the teacher to reflect and be sure there are no large gaps in knowledge.
Sara is a student who reads above grade-level and discusses ideas at a high level, but has been known to neglect class work and leave assignments unfinished when she does not see the point. She is not motivated by grades and her participation depends mostly on the subject being studied. Which of the following best describes Sara?
A
externally motivated by teacher approval
B
intrinsically motivated by a love of reading
C
externally motivated by grades
D
intrinsically motivated by interest in the content
D
intrinsically motivated by interest in the content
correct
Option D is the correct answer.
Explanation:
Intrinsically-motivated students draw their motivation from the learning process. They find joy in the activity itself and learn for the sake of learning. Sara’s participation seems to depend on how valuable she finds the assignment.
Students in second grade are learning about metamorphosis. What is the best way for them to learn this concept?
A
Create a worksheet that directs students to color and cut out pictures and then place them in the right order.
B
Go on a nature walk during science time on a set day each week and look for caterpillars, cocoons, and butterflies.
C
Have them raise a caterpillar and document each day what they observe as it forms a chrysalis and becomes a butterfly.
D
Read “The Very Hungry Caterpillar” and have them discuss metamorphosis.
C
Have them raise a caterpillar and document each day what they observe as it forms a chrysalis and becomes a butterfly.
correct
Option C is the correct answer.
Explanation:
This hands-on experience allows them to observe the process of metamorphosis and learn while they are documenting.
A third-grade classroom contains students from diverse backgrounds and varied skills. The teacher plans to have students contribute individually to a class book that features each student with a page for pictures and brief information about each student to share with others. What is the best reason for selecting this instructional activity?
A
It demonstrates acceptance of diversity and its value in enriching students’ learning.
B
It provides a context for applying students’ writing and organizational skills.
C
It demonstrates the importance of peers, peer acceptance, and conformity to peer-group norms.
D
It provides an enjoyable activity to engage students in language development.
A
It demonstrates acceptance of diversity and its value in enriching students’ learning.
correct
Option A is the correct answer.
Explanation:
Having students contribute individual pages about themselves to a class book has many positive outcomes, and all four choices have merit. However, demonstrating an acceptance of diversity is of the utmost importance in a class with diverse backgrounds. This activity promotes an acceptance and understanding of the backgrounds of the students while providing an enjoyable, enriching activity. The keywords in the prompt is “students from diverse backgrounds.”
A department meeting with fifth-grade and sixth-grade language arts teachers is held to discuss a lack of student ability to recognize and understand the use of root words and affixes in the vocabulary-building process. A new teacher states that at the elementary school, a big emphasis is made to align different roots and affixes by each grade level so that a logical progression can be made from one grade to the next. The intermediate teachers decide to meet with the teachers at the elementary feeder school to see what approaches have been used successfully in the fourth grade to reinforce these concepts. In addition, the teachers thought it might be beneficial to meet with the seventh-grade LA teachers to determine if there is any pattern in student reading or writing skills that would indicate a lack of a quality foundation that they could be reinforcing at the intermediate level.
Which of the following would be the best way to affect this plan?
A
The new intermediate teacher has a friend at the middle school who teaches LA seventh grade. She decides to ask her friend to get together with the other LA teachers to arrange the collaborative meeting between the two schools.
B
The new teacher is asked by the department head to help present the idea to their principal and solicit his help by discussing it with the middle school principal.
C
The new teacher writes a formal letter to the LA department head at the middle school presenting the request that was discussed at the meeting.
D
The new teacher calls the elementary school principal and makes the request for a collaborative meeting between the two schools’ LA teachers.
B
The new teacher is asked by the department head to help present the idea to their principal and solicit his help by discussing it with the middle school principal.
Option B is the correct answer.
Explanation:
This is the best answer choice because the department head is above the new teacher in the chain of command and they both must answer to the principal. The department chair is recognizing the leadership ability in the beginning teacher, and is giving her the opportunity to demonstrate this to the principal. It is the principal’s decision to approve or disapprove the request and take the next step in making the meeting happen.
When Miss Sanchez, a preschool teacher, resolves a dispute between two students, what is the best non-verbal tool to achieve an agreeable resolution between the two parties?
A
Bring herself down to the students’ level to communicate.
B
Stand above the students to convey her authority in the situation.
C
Speak slowly, so the students can understand the message she is sending.
D
Maintain a firm grasp on the arm of the party she deems responsible.
A
Bring herself down to the students’ level to communicate.
correct
Option A is the correct answer.
Explanation:
This action establishes that the teacher is not there to chastise the students, but to listen. By lowering her body, she can better establish eye contact and make the students feel she is not above them.
When the students present their conclusions to the class, Ms. Wright is impressed by her students’ presentations and findings but worried because the task has taken two days longer than it should have. Now, she feels pressure to cut down the content in the next unit to get back on schedule. Ms. Wright tells her mentor teacher about her concern, and together they list the specific problems that were causing her delay:
1) Too much time was spent collecting student work and returning it to students.
2) A lot of time was spent commenting on student work and providing feedback.
3) Students often misplaced parts of their assignment, as it was constantly being transferred back and forth from student to teacher.
Ms. Wright’s decision to leave comments at each stage of the assignment, rather than providing explicit corrections, benefits students by helping them to:
A
improve their presentation skills.
B
develop a sense of ownership of their work.
C
differentiate between the different types of graphs.
D
consider varied perspectives.
B
develop a sense of ownership of their work.
correct
Option B is the correct answer.
Explanation:
Because Ms. Wright does not correct the student errors, students are left with the responsibility to correct the errors and improve their work. This responsibility, combined with the fact that the students have chosen their own topics to research, gives the students a sense of ownership of their work.
Use the information below to answer the questions that follow. The information presents a hypothetical classroom scenario, and the questions require that you make the best decision, based on the presented information.
Ms. Wright is a 6th-grade math teacher who likes to design her own task-based lessons to go along with the school curriculum. For a unit on statistics, she designs a project in which students create statistical questions, survey others, display and analyze the results and report their interpretations and conclusions in a presentation to the class. After each step, Ms. Wright has the students turn in their work so that she can identify any errors and provide constructive feedback. When the students present their conclusions to the class, Ms. Wright is impressed by her students’ presentations and findings but worried because the task has taken two days longer than it should have. Now, she feels pressure to cut down the content in the next unit to get back on schedule. Ms. Wright tells her mentor teacher about her concern, and together they list the specific problems that were causing her delay:
1) Too much time was spent collecting student work and returning it to students.
2) A lot of time was spent commenting on student work and providing feedback.
3) Students often misplaced parts of their assignment, as it was constantly being transferred back and forth from student to teacher.
What is the primary reason that Ms. Wright plans to meet with a mentor teacher?
A
to improve her instructional approach in the future
B
to discuss alternatives to task-based assignments
C
to commiserate about a shared experience
D
to compare personal teaching philosophies
A
to improve her instructional approach in the future
Explanation:
After identifying the issues that led to Ms. Wright’s delay, the next step will be to discuss possible solutions to avoid these issues in the future.
Use the information below to answer the questions that follow. The information presents a hypothetical classroom scenario, and the questions require that you make the best decision, based on the presented information.
Ms. Wright is a 6th-grade math teacher who likes to design her own task-based lessons to go along with the school curriculum. For a unit on statistics, she designs a project in which students create statistical questions, survey others, display and analyze the results and report their interpretations and conclusions in a presentation to the class. After each step, Ms. Wright has the students turn in their work so that she can identify any errors and provide constructive feedback. When the students present their conclusions to the class, Ms. Wright is impressed by her students’ presentations and findings but worried because the task has taken two days longer than it should have. Now, she feels pressure to cut down the content in the next unit to get back on schedule. Ms. Wright tells her mentor teacher about her concern, and together they list the specific problems that were causing her delay:
1) Too much time was spent collecting student work and returning it to students.
2) A lot of time was spent commenting on student work and providing feedback.
3) Students often misplaced parts of their assignment, as it was constantly being transferred back and forth from student to teacher.
Ms. Wright’s decision to allow her students to create their own statistical questions is likely to result in:
A
an improvement in the students’ ability to work with peers.
B
a decrease in the teacher’s workload.
C
an increase in the students’ motivation.
D
a decline in the students’ quality of work.
C
an increase in the students’ motivation.
Explanation:
Students are more motivated when they have a choice in their learning. By allowing students to choose the questions to ask and analyze, students are likely to be more interested in their results.
Use the information below to answer the questions that follow. The information presents a hypothetical classroom scenario, and the questions require that you make the best decision, based on the presented information.
Ms. Wright is a 6th-grade math teacher who likes to design her own task-based lessons to go along with the school curriculum. For a unit on statistics, she designs a project in which students create statistical questions, survey others, display and analyze the results and report their interpretations and conclusions in a presentation to the class. After each step, Ms. Wright has the students turn in their work so that she can identify any errors and provide constructive feedback. When the students present their conclusions to the class, Ms. Wright is impressed by her students’ presentations and findings but worried because the task has taken two days longer than it should have. Now, she feels pressure to cut down the content in the next unit to get back on schedule. Ms. Wright tells her mentor teacher about her concern, and together they list the specific problems that were causing her delay:
1) Too much time was spent collecting student work and returning it to students.
2) A lot of time was spent commenting on student work and providing feedback.
3) Students often misplaced parts of their assignment, as it was constantly being transferred back and forth from student to teacher.
In order to avoid these issues in the future, Ms. Wright’s mentor is likely to suggest some tips related to:
A
time and material management.
B
fostering a positive classroom climate.
C
varying instructional techniques for different learning styles.
D
student behavior management.
A
time and material management.
Explanation:
It is clear that Ms. Wright is struggling with time management, as her assignment has taken two days longer than she had planned. It is also clear that she struggles with material management, as much time is wasted collecting and distributing papers and waiting for students to find misplaced papers.
Which of the following requires that schools keep student information and records confidential?
A
The Individuals with Disabilities Education Act (IDEA)
B
Section 504
C
The Health Insurance Portability and Accountability Act (HIPAA)
D
Family Educational Rights and Privacy Act (FERPA)
D
Family Educational Rights and Privacy Act (FERPA)
Explanation:
FERPA protects the privacy of student education records and is applicable to all schools that receive funds from the U.S. Department of Education.
An 8th-grade history teacher is teaching his students about past presidents. As part of the unit, he plans to have a mock election, in which each student acts as a former president and presents a persuasive campaign speech. The following steps will be performed over a week.
Step 1: Students will be shown a video clip of two presidential nominees giving a campaign speech. Students will be asked to share their opinions on the candidates. The teacher will reveal who the candidates are and who won the election.
Step 2: The teacher will present the elements of a persuasive speech. The students will watch another video and identify the elements within the campaign speeches.
Step 3: Students will be asked to name some former presidents and their accomplishments. Students will complete a graphic organizer matching each president to his major accomplishment.
Step 4: Students will be assigned a president to research and act as when giving a campaign speech. The teacher will randomly select sets of two presidents to compete against one another in a modern-day mock election.
Step 5: Students will research their president and prepare a 2-3 minute campaign speech, addressing the issues of today, for a mock election. Additionally, students will prepare a campaign slogan and poster.
Step 6: Students will give their speeches and classmates will vote for a winner.
Which of the following questions could the teacher ask to introduce the topic and elicit student interest before describing the task to students?
A
Do you think that past presidents could handle the current issues in America today?
B
Why should we vote for you?
C
What are the steps to prepare a campaign speech?
D
What would you do to confront the problem of climate change?
A
Do you think that past presidents could handle the current issues in America today?
Explanation:
This question is designed to evoke interest in students. It requires the students to think creatively and introduces the theme of the task that will soon be given.
An 8th-grade history teacher is teaching his students about past presidents. As part of the unit, he plans to have a mock election, in which each student acts as a former president and presents a persuasive campaign speech. The following steps will be performed over a week.
Step 1: Students will be shown a video clip of two presidential nominees giving a campaign speech. Students will be asked to share their opinions on the candidates. The teacher will reveal who the candidates are and who won the election.
Step 2: The teacher will present the elements of a persuasive speech. The students will watch another video and identify the elements within the campaign speeches.
Step 3: Students will be asked to name some former presidents and their accomplishments. Students will complete a graphic organizer matching each president to his major accomplishment.
Step 4: Students will be assigned a president to research and act as when giving a campaign speech. The teacher will randomly select sets of two presidents to compete against one another in a modern-day mock election.
Step 5: Students will research their president and prepare a 2-3 minute campaign speech, addressing the issues of today, for a mock election. Additionally, students will prepare a campaign slogan and poster.
Step 6: Students will give their speeches and classmates will vote for a winner.
In Step 6, the teacher has the students agree upon some rules for the mock elections. The class agrees to cast their votes in private, by writing their choice, along with a reason, on a sheet of paper. Why does the teacher have the students do this?
A
It promotes a positive classroom climate.
B
It resembles a realistic election.
C
It reduces wasted time and increases classroom productivity.
D
It requires students to use persuasion techniques.
A
It promotes a positive classroom climate.
Explanation:
Having the students set the guidelines for the activity will help create a positive classroom climate, in which all students respect one another and don’t cast their votes for students based on factors unrelated to their campaign speeches.
An 8th-grade history teacher is teaching his students about past presidents. As part of the unit, he plans to have a mock election, in which each student acts as a former president and presents a persuasive campaign speech. The following steps will be performed over a week.
Step 1: Students will be shown a video clip of two presidential nominees giving a campaign speech. Students will be asked to share their opinions on the candidates. The teacher will reveal who the candidates are and who won the election.
Step 2: The teacher will present the elements of a persuasive speech. The students will watch another video and identify the elements within the campaign speeches.
Step 3: Students will be asked to name some former presidents and their accomplishments. Students will complete a graphic organizer matching each president to his major accomplishment.
Step 4: Students will be assigned a president to research and act as when giving a campaign speech. The teacher will randomly select sets of two presidents to compete against one another in a modern-day mock election.
Step 5: Students will research their president and prepare a 2-3 minute campaign speech, addressing the issues of today, for a mock election. Additionally, students will prepare a campaign slogan and poster.
Step 6: Students will give their speeches and classmates will vote for a winner.
What should the teacher provide students in order to ensure the successful completion of the task?
A
a list of reputable research sites
B
a glossary of terms included in the speeches
C
transcripts of the campaign speeches in the videos
D
a prepared research outline or rubric
D
a prepared research outline or rubric
Explanation:
The students will be more successful on the assignment if they are given a prepared research outline or rubric to guide them in preparing their campaign speeches. A research outline can guide their research and a rubric can explain the components that the teacher is looking for in determining the quality of their work.
An 8th-grade history teacher is teaching his students about past presidents. As part of the unit, he plans to have a mock election, in which each student acts as a former president and presents a persuasive campaign speech. The following steps will be performed over a week.
Step 1: Students will be shown a video clip of two presidential nominees giving a campaign speech. Students will be asked to share their opinions on the candidates. The teacher will reveal who the candidates are and who won the election.
Step 2: The teacher will present the elements of a persuasive speech. The students will watch another video and identify the elements within the campaign speeches.
Step 3: Students will be asked to name some former presidents and their accomplishments. Students will complete a graphic organizer matching each president to his major accomplishment.
Step 4: Students will be assigned a president to research and act as when giving a campaign speech. The teacher will randomly select sets of two presidents to compete against one another in a modern-day mock election.
Step 5: Students will research their president and prepare a 2-3 minute campaign speech, addressing the issues of today, for a mock election. Additionally, students will prepare a campaign slogan and poster.
Step 6: Students will give their speeches and classmates will vote for a winner.
Which two of the following standards would fit well with this unit?
Select all answers that apply.
A
write persuasive texts to influence the attitudes or actions of a specific audience
B
gather relevant information from multiple print and digital sources and quote or paraphrase the data and conclusions of others
C
translate quantitative or technical information expressed in words in a text into visual form
D
produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience
A
write persuasive texts to influence the attitudes or actions of a specific audience
Explanation:
The campaign speeches are structured as persuasive texts and aimed to influence the actions of the students in the class.
D
produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience
Explanation:
The students will be required to produce clear and coherent writing, appropriate to task purpose and audience in the formation of their campaign speeches. The campaign speeches must be written in a way that persuades the students in the class to vote for them.
Before reading a text on the food web in a 5th-grade science class, Ms. Steiger provides students with some general statements to elicit a response. She asks students to either agree or disagree with the statement and if possible, explain their reasoning. After reading the text, students return to the statements and indicate if their opinions have changed or were strengthened. The purpose of this activity is:
A
to activate students’ prior knowledge.
B
to informally assess students.
C
to practice self-assessment.
D
to help students organize information.
A
to activate students’ prior knowledge.
Explanation:
Ms. Steiger is using an anticipatory guide. The main purpose of an anticipatory guide is to engage students by activating prior knowledge and stimulating student interest before reading a text, listening to a lecture, or watching a video.
Mrs. Miller, a sixth-grade science teacher, is striving to create a classroom environment that encourages learning and academic effort. She does not want to have a classroom culture that causes stress and anxiety in the students. Which of the following would best accomplish Mrs. Miller’s goal?
A
Clearly outline expectations for student behavior and performance.
B
Create stressful situations so students know how to handle them.
C
Tell students to work harder if there is an issue in academics or peer-to-peer relationships.
D
Encourage students to search for the information by themselves when they are having trouble learning an academic concept.
A
Clearly outline expectations for student behavior and performance.
Explanation:
Clear behavioral expectations combined with a well-organized classroom reduces students’ stress because the students then do not have to guess what a teacher expects from them in terms of behavioral and academic expectations.
Which of the following does NOT accurately reflect the 504 designation?
A
A 504 plan provides requirements for classroom teachers to adjust instruction or the classroom environment in various ways to better meet the student’s needs.
B
A 504 plan defines accommodations for student success in the general education classroom when the student has an impairment that significantly impacts their life.
C
A 504 plan is the same as an IEP and they can be used interchangeably.
D
The document may require accommodations like providing notes to a student instead of expecting them to copy the projected notes, or providing a seating assignment that decreases distractions.
C
A 504 plan is the same as an IEP and they can be used interchangeably.
Explanation:
This is the correct response. A 504 plan is not the same as an IEP. Individual Education Plans are specific to students being served by special education services.
Mr. Banner is a teacher who utilizes a variety of instructional activities, such as lectures, group projects, videos, and research projects in his classroom. Which of the following describes the greatest benefit of using a variety of instructional activities in a classroom?
A
The teacher has a variety of teaching styles.
B
The teacher is more attentive and excited about the material being taught.
C
The teacher addresses the different learning styles of the students.
D
The teacher can demonstrate to the administration the exciting nature of the teaching.
C
The teacher addresses the different learning styles of the students.
Explanation:
Teachers should accommodate instruction to meet the varying learning styles of their students. By varying the instructional strategies, Mr. Banner can address the auditory, visual, and tactile learning styles of his students.
A third-grade classroom includes several students who are English Language Learners (ELLs). The students are reading a novel, and the teacher has introduced a list of vocabulary words on a bulletin board. The ELL students are not currently reading on grade level. Which of the following strategies could help them to learn the vocabulary words?
Select all answers that apply.
A
provide translated versions of the vocabulary words
B
have students read an abridged version of the novel in their native language(s)
C
allow the students to listen to snippets of an audio version of the novel
D
pair the vocabulary word with a picture and simple definition
A
provide translated versions of the vocabulary words
Explanation:
This would help students to recognize the vocabulary words by name and meaning when encountering the words in the novel.
D
pair the vocabulary word with a picture and simple definition
Explanation:
The teacher is providing equal access to the students by providing a picture cue and simple language that explains the vocabulary words. The teacher can reinforce learning by having students draw picture cues of their own and practice using the words in context.
Mr. Ray typically begins each day with direct-teaching instruction where he uses the whiteboard and lecture notes to teach the students. Many times, he has turned around from writing on the whiteboard to find students distracting each other. Of the following, what would be the most effective technique to maintain the students’ interest?
A
Place a mirror above the whiteboard so he can monitor the students’ behavior while he writes.
B
Use short multimedia presentations such as PowerPoint to deliver content that is accompanied by pictures or short videos.
C
Allow the students to invite local community members to speak about the content and how it relates to the students’ community.
D
Require the students only to have a pencil and paper on their desk.
B
Use short multimedia presentations such as PowerPoint to deliver content that is accompanied by pictures or short videos.
correct
Explanation:
This is the best option. A multimedia presentation would be more entertaining to students and increase the chances of students paying attention during classroom instruction.
Mr. Appleton is considering providing some material for his students from the internet. Which of the following is Mr. Appleton legally permitted to do under fair use guidelines?
A
Compile interesting articles and videos from various websites for non-instructional use by the students.
B
Distribute a single-user access login, purchased by the school, to students.
C
Use pictures and information from various websites in a class presentation.
D
Stream an entertaining movie from a website as a reward to students for good grades.
C
Use pictures and information from various websites in a class presentation.
Explanation:
Using parts of various websites for instructional purposes is allowed under fair use guidelines.
Mr. Kimball is teaching his 7th-grade science class about composting. As Mr. Kimball is describing the process, he realizes that it would be a lot easier to simply take his class to the composting area at a farm a few blocks away from the school. So, he makes an impromptu decision to conduct the lesson at the farm. When the school principal finds out about the excursion, she is visibly upset. Why?
A
Mr. Kimball didn’t get permission from the students’ parents and/or guardians.
B
Mr. Kimball didn’t survey the students to see if this activity interested them.
C
Mr. Kimball didn’t follow his original lesson plan.
D
Mr. Kimball didn’t call the farm in advance to request access.
A
Mr. Kimball didn’t get permission from the students’ parents and/or guardians.
Explanation:
Teachers cannot take students off-campus without parent/guardian permission. This is a violation of school policy and a reason for the principal to be upset.
A class is learning about the different eras of innovation, from the Industrial Revolution to modern times. As part of the unit, the teacher asks students to choose any invention that has influenced their lives in a drastic way and write about the history of that invention. She gives the students a choice because giving students a choice:
A
encourages them to challenge themselves
B
makes them more accountable for their work
C
increases their intrinsic motivation
D
improves their cognitive awareness
C
increases their intrinsic motivation
Explanation:
Students learn better if they can relate a topic to their lives. This increases their intrinsic motivation, or the motivation to do something because it’s enjoyable and interesting, rather than because of an outside incentive, such as a reward.
