| 141 |
In the jigsaw technique, each group member: |
Teaching Aptitude Cooperative and collaborative learning |
Medium |
| 142 |
The jigsaw technique was developed by: |
Teaching Aptitude Cooperative and collaborative learning |
Hard |
| 143 |
“Think-pair-share” begins with students: |
Teaching Aptitude Cooperative and collaborative learning |
Easy |
| 144 |
“Individual accountability” in cooperative learning means: |
Teaching Aptitude Cooperative and collaborative learning |
Medium |
| 145 |
A major benefit of cooperative learning is that it: |
Teaching Aptitude Cooperative and collaborative learning |
Easy |
| 146 |
Which is the clearest sign of an engaged classroom? |
Teaching Aptitude Active and engaged classrooms |
Easy |
| 147 |
To keep attention in a long period, a teacher should: |
Teaching Aptitude Active and engaged classrooms |
Easy |
| 148 |
Linking a percentages lesson to discounts in a local market makes learning: |
Teaching Aptitude Active and engaged classrooms |
Easy |
| 149 |
In an active classroom, most of the thinking is done by: |
Teaching Aptitude Active and engaged classrooms |
Medium |
| 150 |
Giving students a choice of how to present a project mainly increases: |
Teaching Aptitude Active and engaged classrooms |
Medium |
| 151 |
A classroom with a ramp, adjustable seating and accessible materials is mainly promoting: |
Teaching Aptitude Inclusive classrooms |
Easy |
| 152 |
In an inclusive classroom, group roles should be: |
Teaching Aptitude Inclusive classrooms |
Easy |
| 153 |
A student is teased because of his accent. The teacher should: |
Teaching Aptitude Inclusive classrooms |
Medium |
| 154 |
Holding high expectations for every learner tends to: |
Teaching Aptitude Inclusive classrooms |
Medium |
| 155 |
Which practice is NOT inclusive? |
Teaching Aptitude Inclusive classrooms |
Easy |
| 156 |
A good lesson plan allots time for introduction, development, practice and: |
Teaching Aptitude Time management |
Easy |
| 157 |
Routines for regular tasks such as distributing notebooks mainly: |
Teaching Aptitude Time management |
Easy |
| 158 |
Giving unclear instructions for an activity usually leads to: |
Teaching Aptitude Time management |
Easy |
| 159 |
The time students spend actively engaged in learning is often called: |
Teaching Aptitude Time management |
Medium |
| 160 |
Which practice best supports effective time management in class? |
Teaching Aptitude Time management |
Easy |