PPR (160): Promoting Student Learning

Which of the following would not be a concern for a first grade student? A. A student regularly reverses certain letters when writing. B. A student cannot cut along a line with child scissors. C. A student participates in parallel play without engagement. D. A student consistently recognizes 25-30 sight words.

A. A student regularly reverses certain letters when writing. This is typical for students in first grade and gentle correction will help them outgrow it.

Which of the following activities would be most suitable for an auditory learner during a unit on animal behavior? A. Ask students to write a song or rap about different social systems and make a music video to go along with it. B. Ask students to write down a list of five examples of territorial behavior they observe in their daily life. C. Have students draw a flowchart organizing different types of social systems in animals. D. Ask students to discuss various mating rituals in animals and share these with the class.

A. Ask students to write a song or rap about different social systems and make a music video to go along with it. Auditory learners learn best by using music and rhythm. This activity would allow students to use music to relate information.

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. Speak slowly, so the students can understand the message she is sending. C. Stand above the students to convey her authority in the situation. D. Maintain a firm grasp on the arm of the party she deems responsible.

A. Bring herself down to the students' level to communicate. 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.

Mr. Daubert is doing his best to create a culturally responsive classroom. In order to do this, which of the following facts should he be aware of? Select all answers that apply. A. Cultures are dynamic. B. Cultures are heterogeneous. C. Individuals within cultures differ. D. Culture doesn't influence student learning.

A. Cultures are dynamic. Cultures can and sometimes do change rapidly. B. Cultures are heterogeneous. Cultures are not uniform. Differences within cultures (based on class, ethnicity, region, gender) are sometimes profound. C. Individuals within cultures differ. People are different, and you can always find differences within cultural groups.

Mrs. Pontian is concerned about Julio because his fine motor skills seem to be lacking compared to the other students in her class. He struggles with using scissors and holds a pencil with an odd grip. What should be her first step in addressing this issue? A. Discuss the concerns with Julio's parent. B. Request an evaluation by the occupational therapist for the school district. C. Ask the PE teacher to evaluate his fine motor skills. D. Consult with the special education teacher.

A. Discuss the concerns with Julio's parent. This is the first step to take, as the parent must give permission prior to an evaluation.

During a heated debate in Mr. Martinez's twelfth-grade government class, a student declares that the problem with government spending is that the Congress spends so much money on themselves that they became unaware of the value of a dollar. Mr. Martinez then addresses the class in a calm voice saying: "It has been suggested that the incentives of Congress voting themselves pay raises and benefits results in a problem of fiscal irresponsibility of the government. Who agrees or disagrees with this statement?" Mr. Martinez's rephrasing of the student's declaration is most helpful because: A. He is encouraging students to apply higher-order thinking to real-world problems. B. He is encouraging students to create and ask questions they have about government and its rights and responsibilities. C. He is providing students with additional educational resources to encourage further study on the debate topics that interest them. D. He is monitoring the debate between students.

A. He is encouraging students to apply higher-order thinking to real-world problems. Having students explain their support of an issue requires them to use higher-order thinking skills to devise their opinion; congressional spending is a real-world issue.

Which of the following is the most effective way to increase participation from students who are reluctant to volunteer to answer questions? A. Inform students that everyone will be asked to answer a question, and then randomly call on students after sufficient wait time has elapsed. B. Give extra credit to those who participate. C. Have all students give written answers to questions. D. Repeat the question 2-3 times.

A. Inform students that everyone will be asked to answer a question, and then randomly call on students after sufficient wait time has elapsed. Giving additional time to think about a response and then calling randomly on students--not just those who raise their hand--will increase participation. Reminding students that everyone will be called on will help them prepare to respond.

A seventh-grade teaching team plans instruction that could involve language arts, math, science, and social studies objectives. They decide to have students collect data related to school and community recycling and design and implement a plan to address identified needs. What is the best developmental reason for selecting this approach? A. It recognizes students' increasing ability to develop abstract thinking and focus on the world beyond the school setting. B. It provides students a context for skill development in core subjects. C. It gives students an opportunity to provide service to their school and community. D. It demonstrates a supportive attitude toward students' ideas and attitudes.

A. It recognizes students' increasing ability to develop abstract thinking and focus on the world beyond the school setting. All four choices have instructional merit in supporting middle school interdisciplinary instruction. Having students involved in collecting data and designing and implementing an action plan demonstrates a supportive attitude toward students' ideas, provides a real-world context for core instructional objectives, and provides students an opportunity to serve their school and community. However, focusing on the world beyond the school setting targets middle school students' increasing ability to develop abstract thinking and focus on the world outside their own experience.

A middle school teacher has noticed many students in her classroom have formed cliques and several students are being excluded from these social groups. The excluded students have demonstrated a decrease in their willingness to participate in classroom activities and group discussions. Which of the following strategies would be the best first step in rebuilding a positive learning environment for all of the students? A. Lead a group discussion about cliques and how it feels to be included and excluded from activities. B. Create a classroom rule that forbids the formation of cliques and the exclusion of any students in classroom activities. C. Request the school counselor meet with each student who has been excluded. D. Send a letter home to the parents of the students involved in the cliques that informs the parents of their children's behavior.

A. Lead a group discussion about cliques and how it feels to be included and excluded from activities. Allowing students to voice their support or opposition to cliques is the best strategy because it does not alienate the students and allows each student to voice a perspective on the situation.

Kindergarten students are doing a unit on measurement. The teacher sets up three stations: - length: students measure length using different materials, such as paper clips and crayons, to determine length; e.g., how many paper clips long is a piece of paper) - mass: students use a balance and blocks to determine the mass of different objects - volume: students use different-sized cups to see how much water can fit in a bucket Which of the following describes the greatest strength of this activity? A. Students are provided opportunities for active engagement with the content. B. The exercise connects the real world to the classroom. C. The role of playing is utilized in active learning. D. Various with different tactile sensations are used.

A. Students are provided opportunities for active engagement with the content. Students are actively engaged in mastering measurement.

Students in an eighth-grade math class represent a wide range of skill acquisition and cognitive development, from concrete operational to formal operational thought. What is the teacher's best strategy for planning instruction of a geometry unit for this degree of cognitive variation among students? A. Take students on campus to identify concrete examples and construct models of various geometric shapes, in order to illustrate abstract content. B. Group students generally according to their level of cognitive development for instruction in geometric concepts. C. Plan direct instruction in geometric concepts at the average level of development represented by the class overall. D. Plan to work with students one-on-one at the end of each lesson throughout the instruction of the geometry unit.

A. Take students on campus to identify concrete examples and construct models of various geometric shapes, in order to illustrate abstract content. This is the best option because it allows for application from concrete to abstract with their peers.

Children develop language skills as they grow. Which of the following represents age appropriate language skills for a child when is seven years old? A. The child expresses opinions and holds conversations. B. The child asks questions and tells stories. C. The child uses short sentences of 2-3 words. D. The child negotiates and expresses wants and needs rationally.

A. The child expresses opinions and holds conversations. Between the ages of 5 and 8, children learn to express opinions and hold detailed conversations.

The physical development of a child can be affected by many factors. Which of the descriptions below can best be explained by poor nutrition? A. The child is small for her age and is picked on regularly. B. The child is fearful of authority figures and shows resentment. C. The child may have an increased risk of cardiovascular problems. D. The child falls asleep in class regularly.

A. The child is small for her age and is picked on regularly. Children who experience poor nutrition can have delayed development because the cells in their bodies do not have adequate energy to grow.

Which is the best way to help elementary students learn the scientific method? A. Use ideas from the scientific method, with explicit instruction, in hands-on investigations throughout the year. B. Teach a unit on the scientific method including explicit, ordered instruction followed by small experiments that highlight each part of the method. C. Read about how real scientists made discoveries by incorporating the scientific method in their work. D. Assign a month-long investigation that requires the students to use each part of the scientific method, in order.

A. Use ideas from the scientific method, with explicit instruction, in hands-on investigations throughout the year. Enabling students to repeatedly follow the scientific method, along with explicit instruction focusing on what they are doing and what they could do next, leads to real student understanding about the process of doing science.

In which of the following situations might a student's culture affect their ability to learn? A. a student who recently moved from South Korea is asked to work independently B. a student from China is asked to work in a cooperative learning group C. a student from Mexico is asked to survey family members about genetic traits such as hair color, eye color, and face shape D. a student from Australia is asked to be a peer tutor

A. a student who recently moved from South Korea is asked to work independently Many Asian cultures value the collective more than independence. A student from South Korea may be accustomed to working with others to ensure that all students have mastered the topic, so being asked to work independently would be different from their cultural norms.

Which of the following activities for studying cell organelles would best serve a kinesthetic learner? A. assigning each student an organelle and acting out a play about them B. making a list of cell organelles, their structures, and their functions C. drawing a picture of a cell and labelling the organelles D. watching a narrated video about cell organelles

A. assigning each student an organelle and acting out a play about them Acting in a play would best serve a kinesthetic learner, who learns by doing. Assigning each organelle as a character would help the student draw connections between organelles and show how they work together.

Which of the following instructional practices encourages creative, cooperative play among early childhood learners? A. creating a variety of themed centers (art, kitchen, blocks) in which students play in groups B. reading a variety of storybooks and having students act them out in front of the class C. grouping the students by their ability to easily record data on academic progress as they play D. seating children at tables and having them work on different interactive learning kits each day

A. creating a variety of themed centers (art, kitchen, blocks) in which students play in groups Creating themed centers in which students play is a way to inspire creative, cooperative play in early childhood learners. Developmentally, three- and four-year-old children learn through playing pretend and interacting with their peers. Students in this age group should be offered free play opportunities in centers daily.

A student in a sixth-grade math class has repeatedly made statements that he is "bad at math." When the teacher provides instruction on a new topic, the student often refuses to attempt the assignment. In this situation, which of the following areas of development is impacting the student's performance in math? A. emotional development B. linguistic development C. social development D. cognitive development

A. emotional development In this scenario, the student is struggling in the area of emotional development. He believes that he is not good at math which has caused him to be reluctant to put forth his best effort. The student's unwillingness to engage in new activities in math class is impacting his math performance and the opportunity to learn new math concepts.

Which of the following activities could be implemented in an elementary school classroom to appeal to students' need for peer approval? A. encouraging students to use kind words and praise their peers' efforts when trying new or difficult tasks B. having students vote for the best project after their classmates present book reports C. taking frequent movement breaks throughout the school day D. creating assigned seating arrangements for lunch in the school cafeteria and adjusting the arrangements each month

A. encouraging students to use kind words and praise their peers' efforts when trying new or difficult tasks This will appeal to students' need for peer approval since they will be reminded of the class expectation to speak kindly. Focus on efforts rather than performance will help all peers to feel a sense of accomplishment for trying their best.

An elementary teacher observes that some students use their fingers to count, add, and subtract after showing mastery of these skills on a test. The teacher should be aware that this act: A. helps students guide their own thinking. B. suggests anxiety about math. C. indicates they may have not mastered the skills and possibly cheated on the test. D. may be an indicator of a learning disability in math computation.

A. helps students guide their own thinking. Students will use private speech, talking to themselves, and finger counting as ways to ensure that their thinking is on the right track. They generally outgrow this behavior by the end of elementary.

In order to promote independent learning, a teacher must begin instruction: A. in the zone of proximal development. B. at the lowest level of understanding in the class. C. with a review of previous skills taught, and then building up. D. targeting it to the middle of the class to engage the greatest number of students.

A. in the zone of proximal development. The zone of proximal development is centered around what the student can do independently.

Your classroom receives a new female student from Pakistan. Which types of diversities should you be aware of when getting to know the student and planning lessons for her? Select all answers that apply. A. language background B. culture C. socioeconomic status D. gifted and talented learner

A. language background There will likely be some language barriers to work through. B. culture There will likely be some cultural differences that need to be addressed while she adapts to a new classroom.

Which is the most likely way to engage a class of elementary students in a lesson on the wave properties of frequency, wavelength, and amplitude while still presenting the best learning opportunity? After giving a few examples: A. project pictures of transverse waves of different wavelength and amplitude, while for each, students wiggle fast or slow to indicate frequency, and with large wiggles or small wiggles to indicate amplitude. B. play a whole-class game by putting drawings of waves with different wavelengths and amplitudes on the board and ask students to tell which waves have high or low frequencies and amplitudes. C. ask students to write a paragraph describing frequency, wavelength, and amplitude. D. ask students to individually match pictures of waves with various wavelengths and amplitudes to the words "high (or low) frequency" and high (or low) amplitude".

A. project pictures of transverse waves of different wavelength and amplitude, while for each, students wiggle fast or slow to indicate frequency, and with large wiggles or small wiggles to indicate amplitude. Students must individually process and apply the information, which allows the teacher to check for understanding and allows immediate reteaching if needed. Elementary students also tend to do well with connecting movements to ideas.

Which of the following would most likely enhance a student's emotional and academic well-being during the middle school years? A. providing each student with an adult advocate to monitor their academic and social development B. reducing the amount of homework assigned each night C. requiring all students to join a club or activity within the school D. encouraging parent participation in school activities

A. providing each student with an adult advocate to monitor their academic and social development Research has shown that an adult mentor other than a parent most enhances a student's well-being during the pre-teen and early teen years.

There are a handful of students in Mr. Underwood's class who show signs of being at a higher developmental stage than that of their classmates. Mr. Underwood wants to ensure that these students are being challenged. What should he do? A. refer the students to a gifted and talented program B. partner the students with students who have developmental delays C. allow the students to read quietly when they finish a task D. adjust the level of instruction so that it's more challenging

A. refer the students to a gifted and talented program Students who have developed either significantly slower or quicker than the other children will need more individualized instruction. A gifted and talented program could take these students out of the classroom to allow in-classroom instruction to be targeted at the typical development stage.

Which of the following strategies provides instruction that supports all levels of cognitive development? A. reinforcing challenging concepts with real-world scenarios and opportunities to apply new skills B. allowing advanced students to work independently during direct instruction time C. pairing high achieving and low achieving students together for tutoring sessions D. conducting formative assessments at regular intervals

A. reinforcing challenging concepts with real-world scenarios and opportunities to apply new skills Connecting challenging concepts with real-world scenarios will help students to access prior knowledge and retain new information. Application of new skills can be differentiated so that students are given different activities based on current levels of development.

Ms. Hanson, an eighth-grade science teacher, notices one of her students has begun to talk frequently to her friends while conducting an experiment and is not fulfilling her responsibilities. In addressing the situation with the student, Ms. Hanson should keep in mind that: A. students at this age are concerned about their peers' perceptions of themselves, and they have an overwhelming desire to conform to their classmates. B. students have a higher tendency to neglect academic responsibilities if there is confusion in the purpose of the objective of any instructional activity. C. students at this age are not capable of working quietly for long periods of time. D. students' interest levels in instructional activities are a reflection on the preparation by the teacher, and Ms. Hanson is partially responsible for the incident.

A. students at this age are concerned about their peers' perceptions of themselves, and they have an overwhelming desire to conform to their classmates. The eighth-grade student places high importance on peer acceptance and may care more about talking with friends than the experiment. By having this understanding of the problem, Ms. Hanson has a better ability to address the problem.

A kindergarten teacher wants to demonstrate the concept of centrifugal force. The best instructional approach would be to: A. swing a bucket of water overhead in front of the students and then explain why the water did not fall out. B. use the mathematical formula and explain that different laws combine to create centrifugal force. C. give the students a worksheet to complete which explains the concept. D. have students pass a bucket of water from one student to the next, telling them the faster they pass the bucket, the less water will be spilled.

A. swing a bucket of water overhead in front of the students and then explain why the water did not fall out. Kindergarten students learn best when they can see the concept or academic idea. At this developmental level, students would not be able to grasp a lecture of the concept as the students assume all things that are upside down will fall. This is how they have interacted with most objects thus far in their lives. By demonstrating the concept, the students can understand why the water did not fall out.

A typical 5th-grade student should be capable of: Select all answers that apply. A. understanding varied perspectives. B. manipulating objects to test out ideas. C. classifying and grouping objects. D. exploring hypothetical questions.

A. understanding varied perspectives. A typical 5th-grade student is 10-11 years old and in the concrete operational stage of development. During this stage, a child has less egocentrism and is better able to see things from other perspectives. B. manipulating objects to test out ideas. A typical 5th-grade student is 10-11 years old and in the concrete operational stage of development. During this stage, a child can manipulate objects. C. classifying and grouping objects. A typical 5th-grade student is 10-11 years old and in the concrete operational stage of development. During this stage, a child can classify and group objects.

Mr. Hamilton places a high respect on critical-thinking skills in his class. He wants to encourage his students to think through their answers with more care and consideration, and to increase student participation in content discussions. Mr. Hamilton decides to increase the amount of time he waits after asking a question, before providing more information and/or answering the question himself. When this strategy is used effectively, Mr. Hamilton will use an increased wait time: Select all answers that apply. A. when asking the students complex cognitive questions B. when discussing class content one on one with a student C. when asking a question to the entire class and waiting for a volunteer D. when asking basic questions that do not require critical-thinking skill

A. when asking the students complex cognitive questions Increased wait time is necessary when asking more complex questions. B. when discussing class content one on one with a student It is important to use wait time when discussing one on one because it is still beneficial for students to evaluate and consider possibilities themselves, and not simply listen to the answer the teacher provides. Similarly to how you would wait for an answer in a whole-class setting, you would want to give the student time to process in a discussion. C. when asking a question to the entire class and waiting for a volunteer It is important to use the increased wait time when asking the entire class a question because it gives them additional time to think critically through the question and response.

An elementary teacher can generally assume that students from different socioeconomic backgrounds will differ most in regard to which of the following? A. written and spoken language B. cognitive ability C. learning styles and modalities D. behavioral issues

A. written and spoken language Language changes along socioeconomic lines as students are exposed to a different number of words and a different language than what is typically spoken in a classroom. Typically, the greater the household income, the greater the number of words spoken and read to a young child.

Ms. Nelson wants to ensure she is reaching all of her third-grade students and stimulating higher-order thinking skills. Which of the following is the least appropriate method to accomplish her goal? A. Have students act out a skit that tells a story from another culture. B. Allow students to use any internet site for an independent research project. C. Change the class layout and student seating to reflect the week's activities. D. Hold a discussion on how to solve a recycling issue in the classroom.

B. Allow students to use any internet site for an independent research project. This is not appropriate for students in third grade because they might not have the reasoning skills necessary to understand if a source is reputable or not. Students in third grade are capable of doing research, but they will require much scaffolding and guidance.

Middle school students are at a crossroads and may behave like children and teenagers at the same time. Which of these is not an advantage of cooperative learning for a middle school student? A. Students learn to work in a group with others who are different from them. B. Cooperative learning improves independent work skills while working alongside others. C. Students will learn to evaluate personal contributions towards a larger goal. D. Students will understand success from a group perspective rather than only individual success.

B. Cooperative learning improves independent work skills while working alongside others. The goal of group work is to improve on collaboration skills, not working alone.

Mr. Popov is teaching his second-grade class about the benefits of the metric system. Which of the following activities is the most effective way to convey its ease of use to second graders, as compared with the U.S. customary system of measurement? A. Watch a movie on the history and use of the metric system in the world today. Discuss the movie. B. Hand out objects of varying length and ask students to measure the lengths in centimeters and in inches. Discuss the results. C. Ask students to convert various length measurements in both metric units and U.S. customary units. Discuss the conversion process for each. D. Have students ask their parents or guardians which measurement system they prefer and why. Have students report their findings to the class.

B. Hand out objects of varying length and ask students to measure the lengths in centimeters and in inches. Discuss the results. Measuring length with rulers is an appropriate task for second grade students. Second grade students can learn to use a metric ruler to measure and record tenths of a centimeter, and quickly accomplish this task on their own. Measuring and reporting lengths that are not multiples of ½ inch will be more difficult with the U.S customary system.

As the second-grade teachers are planning their next unit, they focus on differentiation for individual students. What is the best method for reaching students? A. playing a math game and dividing students into groups based on ability level B. having centers with different level activities and each child works on their level C. allowing students that finish a writing assignment early to illustrate the story D. assigning a writing project over animals and allowing them to choose an animal based on their interests

B. having centers with different level activities and each child works on their level This allows each student to succeed and meet individual goals.

Xiao, an ELL student from China, has recently joined Mr. Bernstein's history class. Whenever Mr. Bernstein calls on Xiao, Xiao stands up to answer the question. What characteristic of Chinese culture is the likely cause of this behavior? A. In China, eye contact is important, and being at the same level as the person you are talking to is expected. B. In China, students treat teachers with much authority and respect. C. The culture of China is individualistic and students want the attention on them. D. In China, students are very active in the classroom, often standing up, sitting down and moving around the room.

B. In China, students treat teachers with much authority and respect. In China, teachers are highly valued and respected. Standing when responding to a question is just one way that this respect is shown.

A third-grade teacher plans to integrate writing, speaking, and the arts with reading instruction. Students select a favorite character from a book or story, write a few lines of dialogue that demonstrate what the character is like, design or bring a simple prop, and present their character to their classmates. What is the best reason for this instructional design? A. It provides reinforcement that reading can be an enjoyable experience. B. It provides integrated, active learning and play that support development. C. It provides evidence that the teacher is supportive of cross-curriculum instruction. D. It provides an assessment of students' knowledge retention.

B. It provides integrated, active learning and play that support development. While all four choices are good reasons to engage third-grade students in this manner, validating their own lives and interests in an active, meaningful, integrated "play" experience is the best answer.

Mr. Klement's seventh-grade class is studying renewable and nonrenewable resources. He would like to encourage the students to apply their knowledge of resources to a real-world scenario and make an ethical judgment. Which of the following activities would best allow him to do this? A. Have students research the several types of renewable and nonrenewable energy and prepare pro and con lists for each. B. Lead students in a debate about whether individuals should be required by law to use renewable energy sources. C. Show a video about ecosystems destroyed by the irresponsible use of resources. D. Ask students to write a letter to their local city council encouraging increased use of renewable energy.

B. Lead students in a debate about whether individuals should be required by law to use renewable energy sources. Structured debates allow students to see both sides of an issue and apply their knowledge to make a decision based on a real-world scenario.

Which of the following statements correctly describes how social development can impact learning? A. Social skills do not impact learning. B. Students who learn appropriate social skills tend to have great academic success and graduate from college at a higher rate. C. Students who have poor social skills in school will be able to improve in college. D. Students who are popular in school tend to be less successful in college.

B. Students who learn appropriate social skills tend to have great academic success and graduate from college at a higher rate. Research shows that social skills impact a student's ability to succeed in the classroom. Being able to collaborate with peers and follow expected social norms is integral to future success.

A second-grade teacher has noticed that her students are struggling to express their emotions in an appropriate way. They get frustrated or mad at a friend and pout until another situation distracts them. What would be the best method to address this issue? A. Request the school counselor meet with each student who has had hurt feelings. B. Teach students a script to use when they've been upset. For example: Student 1 says, "It hurt my feelings when ____." Then, Student 2 responds, "I'm sorry. Please forgive me for ___." C. Send home a letter asking parents to address the issue with their child. D. Read a book to the class about hurt feelings and how to deal with them.

B. Teach students a script to use when they've been upset. For example: Student 1 says, "It hurt my feelings when ____." Then, Student 2 responds, "I'm sorry. Please forgive me for ___." This gives students a concrete way to express their emotions and to move on from the situation.

Which of the following situations may prompt a teacher to consider whether a student may be exhibiting signs of a specific learning disability? A. The student is reading below grade level but is making consistent gains through participation in a research-based intervention. B. The student has been identified as having average intelligence on a standardized assessment but consistently receives low scores on assignments and assessments. C. The student is very disorganized and struggles to turn in homework assignments, complete multi-step tasks, and retain information from class to class. D. The student has frequent emotional outbursts in class that are unpredictable and do not have a clear antecedent.

B. The student has been identified as having average intelligence on a standardized assessment but consistently receives low scores on assignments and assessments. This pattern of behavior may suggest a specific learning disability. Students with specific learning disabilities typically have average intelligence (cognitive ability), but they have significant deficits in one or more areas of academic achievement.

Mrs. Fields is creating a lesson plan for her third-grade inclusion class. Which of the following should Mrs. Fields include in the lesson plan to ensure that all students receive quality instruction? A. various self-directed instructional activities that address and accommodate instruction for varying levels of cognitive development B. additional time at the end of each instructional activity to re-teach and address the needs-based instruction modifications where necessary C. individual instruction for each student to properly address the curriculum modifications reflected in each student's IEP D. small-group instructional activities that place students into homogeneous groups based on their academic ability

B. additional time at the end of each instructional activity to re-teach and address the needs-based instruction modifications where necessary This is the best answer as all students are provided with the general instruction. Also, students that need additional instruction or modifications to general instruction are accounted for with the provision of additional time.

Which of the following social studies activities would require higher-order thinking skills? A. responding to comprehension questions after reading an article about how a bill can be vetoed B. analyzing the checks and balances system in the three branches of government C. finding names of elected officials in each of the three branches of government D. making a list of the steps involved in proposing and enacting a law

B. analyzing the checks and balances system in the three branches of government Analysis requires higher-level thinking.

Students in a middle school class are completing a research paper. The teacher has allowed students to select topics of their choice and has given students dedicated class days to conduct research in the school library. After students completed their research, the teacher broke the students into two groups so that one half of the class would go to the computer lab with an instructional aide to type their papers while the other half received instruction in class. On the final day, the teacher accompanied small groups of students to the computer lab so that they had an opportunity to receive feedback on their drafts before submitting the assignment. What is the benefit of organizing the completion of the research paper in this manner? A. accommodating students' reading levels B. recognizing students' differences in access to technology C. providing enrichment opportunities for small groups D. understanding students' cultural differences

B. recognizing students' differences in access to technology By having the students complete research in the school library during class and typing papers in the computer lab during class, the teacher is showing recognition that not all students may have access to internet or computers at home and may not be able to stay after school, so completing the assignment during class provides equitable access to all.

Natasha, a student in Mrs. Jameson's eighth-grade class, has recently been overheard talking about an adult boyfriend that she met on a dating app. Natasha's friends are often overheard talking about how they also plan to set up fake profiles on the same dating app. Natasha has never spoken directly to Mrs. Jameson about her boyfriend, and Natasha is known for exaggerating stories to get attention from peers. How should Mrs. Jameson respond to this situation? A. creating a profile on the dating app to see if she can determine whether or not Natasha is telling the truth B. working with Natasha's school counselor to inform Natasha's parents and also plan a presentation for all students on the importance of internet safety C. confiscating Natasha's cell phone D. speaking with Natasha's friends privately and asking them not to engage Natasha in conversations about her boyfriend since this will only encourage her to continue lying

B. working with Natasha's school counselor to inform Natasha's parents and also plan a presentation for all students on the importance of internet safety Natasha is a minor, so it is Mrs. Jameson's duty to work with the school counselor and inform her parents for safety reasons. Since other students are showing interest and may have misinformation, this is a good opportunity to inform all students of how to be safe online and when using apps.

Why is it important for teachers to recognize and be aware of student diversities? Select all answers that apply. A. in order to group students with like diversities to promote student success. B. in order to assimilate students into the cultural norms of the classroom C. in order to bond with students to promote trust and deeper learning D. in order to modify and adapt curriculum to include students of many backgrounds and diversities

C. in order to bond with students to promote trust and deeper learning Students who trust their teacher are more likely to put effort into learning and being successful in the classroom. D. in order to modify and adapt curriculum to include students of many backgrounds and diversities Certain lessons will need to be adapted to accommodate student diversities and ensure student success.

Mrs. Fischer would like to be sure her students know the implications of biotechnology and how it will affect society. Which of the following activities would be most appropriate for exposing students to a variety of perspectives? A. Have students contact local public interest groups to ask their stance on several biotechnology issues. Have students create a chart of the groups and their alignments. B. Show students a news segment about cloning. Ask students whether they are in favor of cloning or in opposition to it. C. Ask students who owns a cloned sheep: the owners of the sheep who provided the DNA, the scientists who created it, or the owner of the new incubating sheep? Lead students on a structured debate about this topic. D. Ask students to write down a list of questions about biotechnology that science can answer and a list of questions about biotechnology that science cannot answer. Ask students why science cannot answer these questions, and tell them to research whether answers will ever be found for these questions.

C. Ask students who owns a cloned sheep: the owners of the sheep who provided the DNA, the scientists who created it, or the owner of the new incubating sheep? Lead students on a structured debate about this topic. This activity shows students that biotechnology leads to many ethical questions. These questions about the cloned sheep ownership will lead students to think critically about other applications of biotechnology.

Middle school students are regularly at at different cognitive stages, and instruction should be varied to meet the learning needs of each student. Which of the following is not an appropriate method of instruction for a middle school class? A. All middle school students can understand processes through abstract thinking, which is the maturation of cognitive development. B. Instruction does not need to be reinforced with hands-on activities. C. Direct instruction, or lecturing, cannot be a stand-alone form of teaching. These students do not understand abstract content and all lessons must be paired with experiments and activities to reinforce instruction. D. Cooperative learning and learning to work in groups is important.

C. Direct instruction, or lecturing, cannot be a stand-alone form of teaching. These students do not understand abstract content and all lessons must be paired with experiments and activities to reinforce instruction. While pairing direct instruction with experiments and activities is helpful, students in the concrete operations phase are able to understand some abstract content and these reinforcements are not always required.

Students in second grade are learning about metamorphosis. What is the best way for them to learn this concept? A. Read "The Very Hungry Caterpillar" and have them discuss metamorphosis. 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. Create a worksheet that directs students to color and cut out pictures and then place them in the right order.

C. Have them raise a caterpillar and document each day what they observe as it forms a chrysalis and becomes a butterfly. This hands-on experience allows them to observe the process of metamorphosis and learn while they are documenting.

A high school history teacher has noticed that her students are showing a lack of interest in the subject. They enjoy debating why historical things take place, but the students seem to believe that the past has little bearing on their current lives. What could the teacher incorporate to increase student interest? A. Share an inspirational quote from a person involved in the historical issue they are studying. B. Have students research their family tree to see who they are related to from the time periods. C. Include a current events question at the beginning of class that can be tied into the material. D. Assign a historical fiction book from the same time period they are studying to increase understanding.

C. Include a current events question at the beginning of class that can be tied into the material. This helps students see the significance of the material they are studying.

Which of the following best describes appropriate social development for a seven-year-old student? A. Warren prefers to seek support and advice from friends rather than relatives. B. Sarah shows respect toward authority and recognizes how to respond in different social situations. C. Mathias has formed a group of friends and is able to recognize and regulate his emotions. D. Vanessa has a best friend and is often preoccupied by whether or not she fits in with her peers.

C. Mathias has formed a group of friends and is able to recognize and regulate his emotions. This accurately describes appropriate social development for children between five and seven years of age. At this stage, children are able to form and maintain friendships, identify and manage their emotions, and demonstrate a sense of identity and increase in resilience.

During adolescence, peers play an important role in psychosocial development and identity shaping. At which stage of adolescence do individuals tend to rely most on peers and least on family?\ A. Pre-adolescence B. Early adolescence C. Mid-adolescence D. Late adolescence

C. Mid-adolescence During mid-adolescence, peers play a huge role over individuals and their identity shaping. During this time period, peer groups often demand conformity to increase similarities among individuals, reduce stress in decision making, and decrease the chances of exclusion from the peer group. Adolescents tend to rely more on peers and less on family during this time of conformity.

Which of the following descriptions is characteristic of a culturally responsive teacher? A. Mrs. Lavine translates all of her lessons into Spanish to assist the English learners in the classroom. B. Mr. Hudson understands that some students learn the best when they can use their hands. C. Ms. Jones recognizes that in some cultures, children avert eye contact from adults out of respect for authority. D. Ms. Dothan relies on students' cultural backgrounds to group them homogeneously for differentiated small group instruction.

C. Ms. Jones recognizes that in some cultures, children avert eye contact from adults out of respect for authority. This is a culturally responsive teaching practice. Culturally responsive teachers recognize cultural differences, even those which may be non-verbal, such as eye contact norms.

During the intermediate and middle school years, it is recognized that emerging adolescents have a need for independence and opportunities for variety in their classroom instruction and assessment. Which of the following would be the best method to meet these needs when planning lessons? A. Provide a self-assessment rubric for students' classroom participation to be used on a daily or weekly basis. B. Provide clear teacher lectures that allow for note-taking and at least a small amount of time daily where students can read their choice of material. C. Provide instructional activities allowing students to make choices from a variety of teacher suggestions concerning their classroom assignments and activities. D. Provide an instructional opportunity that requires the use of partner collaboration and a rubric for self-evaluation of participation.

C. Provide instructional activities allowing students to make choices from a variety of teacher suggestions concerning their classroom assignments and activities. This is the best way to address this need, because it includes instructional opportunities which provide more than one type of activity or assignment from which students can choose. This allows for student autonomy and the students will likely feel that they are not being told what they must do.

Which of the following describes a preschool student who needs additional support in their social development? A. The student cries during class because another student has been teasing him. B. The student has shared with you that she has many friends in the classroom but only one best friend. C. The student avoids others and you have seen him rocking back and forth during free times. D. The student comes to you after class to discuss a bullying issue she has witnessed in class.

C. The student avoids others and you have seen him rocking back and forth during free times. This is concerning behavior by a preschool student and could indicate delayed social development.

A fifth grade teacher uses science labs to reinforce concepts. The teacher would like to have students use self-assessment skills as a part of the process of evaluating their lab reports. Which of the following is the most effective method of self-assessment? A. Provide students a rubric to evaluate their work. B. Require students to write an evaluation of their work based on the standards they deem most important. C. Use scaffolding to guide students in creating the evaluation criteria, then have students use those standards in assessing their own work. D. Provide students a student-created rubric from a previous year and ask them to use it to evaluate their work.

C. Use scaffolding to guide students in creating the evaluation criteria, then have students use those standards in assessing their own work. The teacher should guide students as they select the criteria to evaluate work and then allow them to assess their own lab reports.

Students in the age range of 3 to 4 years can be observed playing in cooperation with other children in a loosely organized manner. At this stage a child might also develop preferences for playing with certain children. This stage of play is called: A. spectator play B. cooperative play C. associative play D. parallel play

C. associative play When students are playing in a loosely organized way together, this is associative play.

Students are assigned to write one paragraph on the advantages of socialism and one paragraph on the disadvantages of socialism. Which of the following is most likely to be the most beneficial aspect of this assignment? A. assisting students in developing well-organized paragraphs B. providing students with opportunities to practice the drafting and editing process C. developing students' ability to understand the legitimacy of alternate perspectives D. allowing students to enhance their written language mechanics skills

C. developing students' ability to understand the legitimacy of alternate perspectives This activity's main benefit is helping students to understand the three main purposes for writing. If students are not accustomed to writing using a particular writing purpose, this will help them to practice writing while using an alternate perspective.

During a lesson on plant and animal cells, a teacher includes the following activities: - Warm-up review of cell parts - Interactive video and discussion of the functions of each cell part - Partner work to diagram cell parts - Assessment By organizing the lesson in this manner, the teacher demonstrates an understanding of: A. appropriate wait time. B. conflict resolution. C. exploring content. D. student inquiry.

C. exploring content. Students are exploring content in a variety of ways through review, direct instruction, partner work, and evaluation of skills.

Developmentally appropriate traits of five year old children include the ability to: A. tell time, identify and explain multiple meaning words, and understand puns B. write paragraphs, socialize according to interests, solve math problems with decimals C. express feelings, follow three-step commands, and copy basic shapes D. help put on clothing, recall parts of a story, and say his/her name

C. express feelings, follow three-step commands, and copy basic shapes By age five, a child is typically able to express feelings, follow three-step commands, and copy basic shapes.

Which of the following would be a developmentally-appropriate activity for typical students? A. fifth-grade students raising caterpillars to butterflies, to understand life cycles B. sixth-grade students writing independent research papers over a broad topic C. first-grade students using manipulatives to understand addition and subtraction D. second-grade students using manipulatives to learn 2D shapes

C. first-grade students using manipulatives to understand addition and subtraction This is developmentally appropriate and students of various levels can be given questions with more or less difficulty.

Research shows that de-emphasizing grades can increase student motivation, participation, and confidence. Which of the following best demonstrates this practice? A. assigning students to self-grade a grammar quiz B. giving participation grades to boost students' averages C. having students answer questions on mini wipe boards to check for understanding D. creating a rubric with student input for a project

C. having students answer questions on mini wipe boards to check for understanding Students must stay engaged to answer the questions, but there is not a grade associated with the answer given. This can promote participation, since students know that they will not be penalized for incorrect answers.

During a heated debate in Mr. Martinez's government class, a student declares that the problem with government spending is that the Congress spends so much money on themselves that they become unaware of the value of a dollar. Mr. Martinez then addresses the class in a calm voice saying, "It has been suggested that the incentives of Congress voting themselves pay raises and benefits results in a problem of fiscal irresponsibility of the government. Who agrees or disagrees with this statement?" Mr. Martinez's rephrasing of the student's declaration is most helpful because: A. it allows all students to demonstrate an understanding of the debate topic. B. it provides students with indications of how Mr. Martinez wants the students to respond to the debate. C. it focuses the class on a single topic of debate while providing a framework for response. D. it frames the debate around a single question, allowing students to form an opinion in agreement or disagreement of the question.

C. it focuses the class on a single topic of debate while providing a framework for response. During a heated debate, the students' attention needs to be focused on a specific issue. The teacher facilitates the debate by focusing the attention of the class on a student's statement about a real-world problem.

Which of these is not considered a risky behavior for a high school student? A. joining a gang B. using e-cigarettes C. missing Saturday morning practice due to oversleeping D. occasional alcohol use

C. missing Saturday morning practice due to oversleeping While missing practice is not ideal, it will not likely lead to long-term consequences.

A preschooler has two breakable graham crackers. The child states that when he breaks the two into four separate but equal crackers, he now has more graham crackers. The best assessment of this child's thinking is: A. that he does not understand how to count. B. that the child needs to be taught through a hands-on modality. C. that he has not grasped the concept of a whole and its parts. D. that he appears to be immature and presumably has a developmental delay problem.

C. that he has not grasped the concept of a whole and its parts. This is the best answer because the parts-to-whole concept is very abstract. Perhaps he is an only child who never went to preschool before and never used the concept with friends, classmates, or siblings. Because the student may have never had any active experience with this concept, it is difficult for him to comprehend.

Sayville High School offers a science camp every summer to students aged ten and older. When designing the activities to complete during the camp, the instructors must keep in mind that the younger students might not have the cognitive ability to do which of the following? A. reason using inductive reasoning skills B. use trial-and-error to solve problems C. think abstractly about a concept D. reverse the order of relationships

C. think abstractly about a concept Students do not gain the ability to think abstractly about a concept until they enter into the formal operational stage.

Ms. Johnson, a sixth-grade social studies teacher, decides to include more group work in her class assignments. She places students in groups of three for their "Cultures of Europe" projects. The student groups need to research a topic, write a paper, and make a presentation to the class. The presentation must engage the participation of the whole class, include a summary handout, and utilize technology. The groups must also document every member's participation in all parts of the project because each group will receive a single grade. The purpose of this assignment is to: A. encourage students to teach each other the important concepts for the semester. B. reduce the amount of graded work for the teacher, to allow additional instructional time with students. C. use student-centered cooperative learning activities to increase student learning and positive social interactions with peers. D. minimize discipline problems in the class by having students hold each other accountable.

C. use student-centered cooperative learning activities to increase student learning and positive social interactions with peers. Group projects that result in presentations to the class keep students at the center of learning activities and increase their interactions with peers in a positive manner.

The human body has many parts that work together as a person develops. Which of these examples correctly expresses a delay in one area that impacts growth in another? A. A child with a learning disability in math reasoning is also going to be physically delayed. B. A child with a physical disability from a car wreck is academically delayed because he uses a wheelchair. C. A child with social delays from a speech disorder is academically delayed. D. A child with developmental delays is socially delayed because he struggles to relate to peers.

D. A child with developmental delays is socially delayed because he struggles to relate to peers. This is often true as children with developmental delays will have interests different than typical peers.

Mr. Hampton, a sixth-grade science teacher, is beginning an instructional unit and has planned the following instructional activities: two slideshow presentations followed by a group discussion and a worksheet, a classroom discussion, two experiments, and one field trip. The wide variety of instructional activities best demonstrates Mr. Hampton's understanding of which of the following principles? A. Students learn best by concrete examples and discussion. B. Students respond best to group-oriented instructional activity. C. Multiple instructional activities are required to meet requirements set forth in the state standards. D. A sixth-grade class represents a wide range of cognitive developmental levels.

D. A sixth-grade class represents a wide range of cognitive developmental levels. Mr. Hampton's wide variety of instructional activities demonstrates his knowledge that the sixth-grade class will require a wide variety of instructional activities due to the cognitive diversity in the classroom.

In which of the following situations would it be appropriate to add an enrichment activity? A. A small group of students is struggling after initial instruction. B. A student loves the subject being taught and asks high-level questions during class discussion. C. A student was absent for four days on family vacation and needs help learning missed concepts. D. A small group of students shows consistent mastery of the current concept being taught.

D. A small group of students shows consistent mastery of the current concept being taught. Students who have mastered the concept would benefit from a challenge or enrichment activity to maintain interest in the topic.

Which example below reflects a student who is intrinsically motivated? A. Mark studies five hours a week for a month to prepare for the SAT. His goal is to score high enough to get into an Ivy League university. B. Katie completes her homework and attends Algebra tutorials because her parents give her $20 for each "A" she earns on her report card. C. Students in French I are not doing well in the unit on history, so the teacher creates a competition between classes and offers a movie party for the class with the best presentation scores at the end of the unit. D. Emily practices the french horn for an hour each night because she enjoys improving her skills and learning new songs.

D. Emily practices the french horn for an hour each night because she enjoys improving her skills and learning new songs. Intrinsically-motivated students draw their motivation from the learning process. They find joy in the activity itself and learn for the sake of learning. In this example, Emily practices the french horn because she enjoys learning new songs and improving her skills.

A new student, Julia, has started at Monett Elementary and the teacher is concerned about her social development. Which of the behaviors below are causing concern? A. Julia is quiet in class and does not raise her hand to answer questions very often. B. Julia cooperates with others, but only when given a defined role such as during science experiments and reading a play. C. Julia does not participate in any of the after-school activities offered. D. Julia sits alone at lunch and plays by herself at recess even when invited to join a game with others.

D. Julia sits alone at lunch and plays by herself at recess even when invited to join a game with others. Self-imposed isolation is concerning for an elementary student.

Which of the following statements is not true concerning the different types of processing? A. Critical thinking processes are required in analyzing a word problem. B. Demonstrating how to solve a math problem for the class would require the processes of reasoning and planning. C. When students are taking part in a debate, they are using creative thinking skills. D. Memory or recall processes are used to ask questions or gather information.

D. Memory or recall processes are used to ask questions or gather information. Asking questions and gathering information describes the questioning process. Memory or recall processes can be described as providing facts from given sets of information.

Second-grade students, Bryan and Alexander, are working together to count money raised by the school's student council. They know the value of the penny, quarter, and dollar, but they consistently confuse the value of the nickel and dime. How can the teacher address this? A. Provide a handout with true-to-size pictures so they can compare before determining value. B. Provide word problems that involve money in various denominations. C. Provide the mnemonic "smaller is more" to help them remember the relationship between size and value. D. Provide hands-on examples where they act out different scenarios using nickels and dimes.

D. Provide hands-on examples where they act out different scenarios using nickels and dimes. Concrete examples where they handle and practice using the value of the money will help them master identifying the value of coins.

Which of the following is an appropriate curriculum accommodation for a child with an Individualized Education Program (IEP)? A. Simplified vocabulary is used on a test. B. Fewer questions are given on a test. C. A project is assigned rather than a test. D. Questions on a test are read aloud to a student.

D. Questions on a test are read aloud to a student. This is an example of an accommodation, as the questions are the same as the other students, but read aloud.

Rachel is more physically developed than her sixth-grade peers in a heterogeneous class of computer literacy. As part of a daily routine, students are given five websites they can choose to explore individually. Although she does not disrupt the class, Rachel never selects a website and often ignores directions, opting instead to write angry messages. Based on this information, what is the best assessment of Rachel's behavior? A. She is reflecting a limited access to technology experience outside of school. B. She is exhibiting signs of cognitive limitations and needs to be referred for testing. C. She is not ready to have choices and needs to be given an assignment. D. She is responding to personal, physical, or social changes and interactions.

D. She is responding to personal, physical, or social changes and interactions. This is the correct answer. The need to be given an assignment is not indicated, since students are given limited choices in keeping with the middle school students' expectation to begin more independent decision-making. In fact, directives and limitations might provoke rebellion in Rachel. There is no information given to assume that she has cognitive limitations, and while she may have limited access to technology outside of school, any limitation would likely be irrelevant in this situation. She is responding to personal changes and interactions with her environment.

Which of the following statements is the best example of something positively extrinsic? A. Student: I do not want to complete this homework because I don't feel like it. B. Student: I want to complete the bonus questions because I want additional points. C. Teacher: If you do not complete the homework, your average grade will decrease. D. Teacher: If you complete the bonus questions, you can receive extra credit.

D. Teacher: If you complete the bonus questions, you can receive extra credit. This statement is both positive and extrinsic. It is positive in nature as there is a reward for completion and it is extrinsic because the motivator is another person: the teacher!

Which of the following activities would be most effective for a tactile learner to learn about the phases of mitosis? A. Ask the student to prepare a slideshow and give a presentation over the phases of mitosis. B. Prepare slides of cells in different phases of mitosis. Ask the student to view the slides under a microscope and identify the phases. C. Give the student a diagram of the phases of mitosis and ask them to color each phase. D. Use color-coded pieces of yarn to represent the chromosomes. The yarn acts as a manipulative the student can use to represent the phases of mitosis.

D. Use color-coded pieces of yarn to represent the chromosomes. The yarn acts as a manipulative the student can use to represent the phases of mitosis. This activity would benefit a tactile learner the most, because it involves physical activity on the part of the student in order to represent the phases.

Which of the following behaviors is not common for a seven-year-old student? A. able to tell time B. able to recognize left and right C. able to understand and use multiple-meaning words D. able to write paragraphs

D. able to write paragraphs This is a skill that is more often developed at age nine.

An elementary teacher would like to assign a cultural heritage project, but realizes that not all of her students live with their biological family. Others may live with their family of origin, but their heritage includes difficult subjects such as slavery or ownership of slaves. The teacher can be responsive to these concerns by doing which of the following? A. allowing students to visit the counselor as needed during work time B. sharing information with parents beforehand so they may address concerns with their child C. offering the project as an extra credit assignment D. creating a new project that meets the same learning goals

D. creating a new project that meets the same learning goals This is the best option, as it is sensitive to the needs of all the students.

Which of the following would not negatively impact a student's physical development? A. physical abuse B. lack of sleep C. exposure to drugs D. emotional abuse

D. emotional abuse While emotional abuse is not acceptable, it generally does not impact a child's physical development.

Mr. Johnson always designs his lessons with some flexibility. He likes to give his students the ability to choose between a wide range of options when completing assignments. He does this because he knows that the average middle school student: A. enjoys challenging authority. B. is struggling to find their self-identity. C. is able to self-motivate. D. has an increasing need for autonomy.

D. has an increasing need for autonomy. Students in middle school exhibit a desire for increased autonomy. A simple way to give students a sense of autonomy is to provide them with activities in which they can make choices about the topics they will learn or how they will learn.

A school administrator observes a third-grade classroom and notices the same five students answer a majority of the questions posed by the teacher. When the administrator visits with the teacher, the teacher comments that those five students are part of the gifted and talented program. Which of the following steps should the teacher take to create a more equitable classroom environment? A. encourage quiet students to participate more in class and give them additional points on assignments for responding B. put each student's name on a popsicle stick and draw a name to call on each time a question is asked C. seat students in groups to debrief after lessons and then call on each group one at a time to respond to questions D. institute additional wait time after questions to give all students an opportunity to formulate a response

D. institute additional wait time after questions to give all students an opportunity to formulate a response By adding additional wait time after questions, all students will have an equal opportunity to form a response to the question before either volunteering or being called on.

In order to increase students' motivation to learn math concepts, a teacher could implement: A. prizes for the highest grades on formal assessments. B. a grade competition rewarding those with the most improved grades. C. a bulletin board featuring projects by students. D. peer tutoring in which every student has the opportunity to tutor and be tutored.

D. peer tutoring in which every student has the opportunity to tutor and be tutored. Students will be motivated to learn so that they can teach their peers material.

A fourth grade teacher can best apply the concept of developmentally appropriate practice by using which teaching strategy? A. creating centers that focus on play B. minimizing structure and routine to increase independence C. focusing on social skills rather than academic skills D. providing cooperative learning activities

D. providing cooperative learning activities Students at this age are learning how to work in groups. Therefore cooperative learning activities would be most appropriate for this age.

Which of the following developmental milestones is achieved during the late elementary years? A. focusing on a task for up to 15 minutes B. using simple sentences with 5 to 7 words C. mastering pencil grip D. the ability to follow 3-to-5-step directions

D. the ability to follow 3-to-5-step directions Students should be able to complete multi-step instructions without reminders by the end of elementary school.