PPR Practice Questions (ELL's, SPED, Ethics, Technology, Parents.)

Which of the following teacher strategies best promotes ongoing communication to enhance parental involvement in student learning? A. Creating an accessible class blog to provide parents with a forum for open discussion B. Using graphing software to display class progress to parents at the end of each grading period C. Producing a monthly slide show for parents of student work samples and class projects D. Establishing an educational social networking site for parents

Option (A) is correct because a blog will allow communication between the teacher and the parents regarding information related to student learning. Option (B) is incorrect because displaying the class's progress at the end of each grading period will not provide parents with timely information to help those students who are struggling with a concept or a certain subject. Option (C) is incorrect because producing a monthly slide show of student work samples showcases the students' best work but does not provide information about each student's strengths and challenges. Option (D) is incorrect because an educational social networking site will offer a means for parents to share ideas with each other but will not effectively communicate academic information about the students directly to the parents.

An intermediate-level English-language learner (ELL) in a middle school class is having difficulty with writing. When responding to short-answer questions, the student writes with little detail and with frequent errors. To best support the student, the teacher should A. provide simple sentence stems. B. provide a minilesson on paraphrasing text. C. allow the ELL to use recently memorized phrases. D. allow the ELL to analyze genres to learn how to mimic writing features.

Option (A) is correct because a student at the intermediate level whose writing lacks detail and contains frequent errors would benefit from using simple sentence stems provided by the teacher. Use of sentence stems could ensure that the student includes a set number of details, and the stems provide a model that can reduce student errors. Option (B) is incorrect because a student at the intermediate level would have a difficult time coming up with the synonyms needed for paraphrasing. Option (C) is incorrect because it is more appropriate for a beginning-level ELL to use memorized phrases. Option (D) is incorrect because analyzing genres in order to learn how to mimic writing features is more appropriate for an advanced-high level ELL.

Which of the following is a general education teacher's primary responsibility in teaching special education students? A. Implementing modifications for students according to their Individualized Education Program (IEP) B. Identifying academic and behavioral goals for each student according to the results of a comprehensive evaluation C. Planning and coordinating annual Admission Review and Dismissal (ARD) meetings for each student D. Providing all modifications that the teacher believes are necessary to help each student succeed in class

Option (A) is correct because all teachers working with a student are required by law to follow the student's IEP. Option (B) is incorrect because the entire ARD committee is responsible for creating the educational goals for each student with special needs. Option (C) is incorrect because the annual ARD meeting is coordinated by the student's assigned special education teacher, in conjunction with the campus coordinator. Option (D) is incorrect because teachers cannot select certain modifications to implement; they must implement all modifications identified in a student's IEP.

A middle school teacher observes an unusually high number of behavior problems in one class. The students are violating multiple rules during a typical class period despite having watched a presentation on class expectations at the beginning of the school year. Which of the following strategies is the best next step for the teacher to take to help improve the behavior of the class? A. Rewarding the class when the students keep violations below a predetermined number B. Setting up a video camera to record student violations to show parents at conferences C. Assigning extra work for the class to make up for instruction time that was lost due to violations D. Sending any student who violates the same rule more than once to the principal's office

Option (A) is correct because an incentive system is an effective way to motivate students to want to maintain correct behavior. Option (B) is incorrect because showing parents a video of their child's misbehaviors is not appropriate for a parent conference and may break confidentiality of other students who may be in the video. Option (C) is incorrect because assigning extra work is a negative consequence but does not address improving student behaviors through positive reinforcement. Option (D) is incorrect because sending students to the office after more than one violation is too harsh a consequence and, therefore, would not be the next best logical step in helping improve their behavior.

In a middle school classroom, which of the following methods for returning graded papers most effectively and appropriately maximizes instructional time? A. Distributing graded assignments quietly while students complete seat work B. Calling students up to the front of the classroom to pick up graded assignments C. Assigning a trustworthy student to hand out graded assignments during class D. Returning graded assignments during the last few minutes of the class while students wait

Option (A) is correct because handing out papers while students work maximizes instructional time by giving students an instruction-related task to complete while the teacher quietly takes care of an administrative task. Option (B) is incorrect because having students come to pick up their papers is disruptive to instructional time and it is unnecessary to actively engage students in the process. Option (C) is incorrect because grades are confidential information that should be given by the teacher directly to the individual student. Option (D) is incorrect because returning graded assignments at the end of a class period limits opportunities to utilize the results of previous assignments in current instruction and reduces instructional time.

Which of the following strategies employed by a middle school teacher best conveys high expectations to students? A. Communicating consistently to students that they have the skills and support necessary to succeed B. Requiring students to complete extended homework assignments on the weekend C. Implementing an accelerated curriculum to move students beyond grade-level work D. Offering extrinsic motivators frequently to encourage student achievement and critical-thinking skills

Option (A) is correct because research indicates that verbal motivators help convey high expectations and elicit student achievement. Option (B) is incorrect because requiring extended homework assignments only increases the quantity of work; the teacher will need to address the quality of work in order to convey high expectations. Option (C) is incorrect because expecting all students to work beyond grade level may be unrealistic and may create frustration. Option (D) is incorrect because intrinsic motivators have been shown to be more effective than extrinsic motivators in conveying high expectations.

PART 3 After the groups have compiled their research, students are to choose and present relevant facts. Ms. Soto brings them to the school computer lab to give them time to create their group slide shows. Before having the students begin their assignment, Ms. Soto reviews how to create a slide show with the students. After their group presentations, students are given an assignment that will count as their final assessment for the unit. They are to choose one endangered animal from their group and compose song lyrics to the tune of a nursery rhyme or popular song. The song lyrics should describe the animal. The best reason for incorporating the slide show portion into the unit is to have students A. use productivity tools to communicate information. B. gain experience using new computer software. C. work collaboratively to ensure understanding. D. access information from electronic sources.

Option (A) is correct because the teacher wants the students to share what they have learned about endangered animals with the class. By using slide show software to display their information, the teacher uses an appropriate electronic software tool to achieve her goal. Option (B) is incorrect because the information provided in Part 3 states that the teacher reviews how to create a slide show with the students, which indicates that it is not new software for the students. Option (C) is incorrect because students have already achieved the goal of working collaboratively in small groups during other portions of the unit. Option (D) is incorrect because creating a slide show is an aspect of the project that occurs after the research portion is complete. Students may or may not have researched information from electronic sources. Incorporating the slide show portion only provides an opportunity for students to use an electronic tool to communicate information to others.

An elementary school teacher presents a lesson in which students write a positive statement about each of their classmates. Which of the following is a primary purpose of the activity? A. Promoting a respectful learning environment B. Fostering equitable achievement C. Developing skills for self-directed learning D. Integrating the use of goal setting

Option (A) is correct because writing a positive statement about each classmate promotes students focusing on positive qualities in one another and may produce a more respectful environment. Option (B) is incorrect because writing a positive statement about each classmate will not promote equitable achievement among the students. Option (C) is incorrect because writing a positive statement about each classmate will not develop skills for self-directed learning, as students are not given a checklist or something to guide them as they complete a project. Option (D) is incorrect because students are writing statements about their classmates, not setting goals for themselves or their classmates.

Use the conversation between Minh, a high school English-language learner (ELL), and his teacher to answer the questions that follow. Ms. Stevenson: Minh, I saw you at the football game last Friday. Did you have a good time? Minh: Yes, I am liking American football. I am liking every sports. Ms. Stevenson: You should join a team here at school. Minh: I am studying. Ms. Stevenson: Oh, I see. Well, I hope you'll get some free time soon. Minh: I hoping. Minh's speech can best be classified as being at which of the following English-language proficiency levels? A. Beginning B. Intermediate C. Advanced D. Advanced-high

Option (B) is correct because Minh demonstrates an intermediate level of English-language proficiency. He is able to communicate simple messages with basic vocabulary. He speaks using limited grammatical structures, with several errors that may inhibit understanding. Option (A) is incorrect because a student at the beginning level of English-language proficiency speaks using single words and short memorized phrases. Minh is able to participate in a basic conversation, so he is not at the beginning level. Option (C) is incorrect because a student at the advanced level of English-language proficiency can communicate using all the tenses and can use abstract terminology. During the dialogue, Minh does not use different verb tenses correctly. Option (D) is incorrect because a student at the advanced-high level of English-language proficiency has a knowledge of grammar that is nearly comparable to that of a native speaker.

A father complained to Ms. Adair, a fifth-grade teacher, about an incident that occurred between his son and another fifth-grade teacher, Ms. Riley. The father feels Ms. Riley has treated his son unfairly. To best maintain her professionalism in the situation, Ms. Adair should A. state her opinion, calm the parent, and report the complaint about Ms. Riley to the principal. B. suggest a conference between the student, the parent, and Ms. Riley. C. discuss the incident, agree with the parent, and advocate the parent's perspective to Ms. Riley. D. defend Ms. Riley's approach to the parent and reprimand the student.

Option (B) is correct because Ms. Adair should encourage the parties directly involved to discuss the matter in an appropriate setting without outside interference. Option (A) is incorrect because if Ms. Adair states her opinion and reports the complaint to the principal before Ms. Riley has had an opportunity to respond, the situation will be complicated or escalated unnecessarily. Options (C) and (D) are incorrect because Ms. Adair should refrain from sharing an opinion on the matter, since she does not have all the facts, is not a supervisor, and is not directly involved in the situation.

While grading students' research projects, a teacher observes that many of the students document unreliable Internet sources. To best ensure students use the most reliable sources, the teacher should provide students with A. Internet sites that list basic technology terms and concepts. B. a list of several school-subscribed Web sites. C. Web sites that provide examples of correct references. D. names of widely used Internet search engines.

Option (B) is correct because by providing students with a list of school-subscribed Internet sources, the teacher is giving students examples of reliable, reputable sources to use for their research. Option (A) is incorrect because Web sites that list basic terms and concepts of technology are too broad to help students identify reliable Internet sources. Option (C) is incorrect because Web sites that provide examples of correct references will assist students with learning the correct format for citing sources but will not necessarily help them understand how to identify reputable sources. Option (D) is incorrect because using widely known Internet search engines will result in students accessing both reliable and unreliable sources.

Su-Mei, a high school English-language learner, is at an intermediate level of English-language proficiency. She can communicate and understand a wide range of everyday topics but has difficulty understanding complex content material in class lectures. Which of the following strategies is the most appropriate for her teachers to use to help her comprehend academic content? A. Assigning supplemental homework based on content material B. Discussing learning objectives at the beginning and end of class C. Modeling the use of inferential skills to develop prediction skills D. Monitoring progress through observation during group work

Option (B) is correct because discussing learning objectives before the lesson focuses the English-language learner on what she needs to learn, and restating them after the lesson helps recap for the student what she should have learned from the lesson. Option (A) is incorrect because assigning more homework is not a specific strategy to help make the material more comprehensible; in fact, increasing the workload without providing linguistic support for the ELL will likely be more frustrating than helpful to her. Option (C) is incorrect because modeling the use of inferential skills does not target the student's need for linguistic support. Option (D) is incorrect because the ELL needs support during class lectures; thus, monitoring her progress during small-group discussions is not an appropriately matched assessment.

Ms. Yan is using a weekly interactive online journal to encourage her middle school students to write about mathematics and to discuss concepts with each other. Students write entries related to one of the topics Ms. Yan has posted. She hopes that the interactive online journal will encourage ongoing dialogue among her students, both online and during class. Ms. Yan is aware that two of her students do not have computers at home, making it difficult for them to complete their weekly interactive online journal assignment. To best address this situation without depriving the two students of important learning opportunities, the teacher should A. exempt them from their weekly journal assignment that requires Internet access to complete. B. provide them with Internet access during the school day to work on their weekly journal assignment. C. allow them to submit their weekly journal assignment on paper. D. allow them an extra day to complete their weekly journal assignment.

Option (B) is correct because providing the two students with Internet access during the school day gives them the same learning experience as that of students who do have Internet access at home. Option (A) is incorrect because the students will miss the learning opportunity provided to the other students in class by being exempted from it. Option (C) is incorrect because the online activity is an ongoing dialogue that requires participation to learn from appropriately. The two students will not get the same experience if they just submit an answer to the teacher on paper. Option (D) is incorrect because an additional day does not address the problem that the students lack access to a computer.

Claire is a 10-year-old student who is unable to focus on any academic task for more than a couple of minutes at a time. She spends much of her work time tapping her pencil, bothering others, rummaging through her desk, or crawling on the floor. She is currently receiving special education services and has a behavioral intervention plan (BIP). Which of the following is the most appropriate way for the teacher to seek support in teaching Claire how to better manage her behaviors? A. Encouraging Claire's parents to initiate a system at home that will reward Claire for appropriate behaviors B. Requesting that Claire's behaviors be reevaluated by an Admission Review Dismissal (ARD) committee C. Meeting with colleagues to study case histories related to behavior management D. Consulting with the school nurse to learn about attention-deficit/hyperactivity disorder (ADHD)

Option (B) is correct because requesting that the ARD committee study Claire's current behaviors will determine if the BIP needs to be modified. Since the ARD committee is responsible for establishing the educational needs of students with special needs, it is most appropriate to work with them to better support the student. Option (A) is incorrect because the student's difficulties are at school; a reward system at home may or may not be helpful. Option (C) is incorrect because studying case histories related to behavior management will provide general academic information but will not provide support specific to the student's situation. Option (D) is incorrect because the teacher is not a doctor and should not assume the role of diagnosing a student; rather, the teacher can best support Claire by bringing observations of her behaviors to the ARD committee to consider.

A teacher finds a cell phone after students have left class. Which of the following is the most ethical way for the teacher to handle the situation? A. Turning off the phone and returning it the following day B. Taking the phone to the school office as soon as possible C. Asking other students if they know who owns the phone D. Searching for information on the phone to determine the owner

Option (B) is correct because turning the phone in to the office is the best choice in the situation. The school office has procedures for returning cell phones as well as for notifying parents. Option (A) is incorrect because the student who owns the phone may need it later that day and the teacher may forget to return the phone. Option (C) is incorrect because it is not ethical to ask other students about the cell phone that has been found. Students may not be truthful about the owner. Option (D) is incorrect because looking at the cell phone violates the student's privacy.

During a face-to-face conference about a student, which of the following strategies best ensures open communication between the teacher and parents? A. Beginning with a discussion of the student's behavioral weaknesses B. Minimizing opportunities for parental suggestions on classroom management C. Limiting the use of education-specific terminology D. Maintaining a demeanor that emphasizes authority

Option (C) is correct because a teacher who uses education-specific terms can make it difficult for parents to completely understand the situation or possible solutions. By replacing education terminology with easier-to-understand language, the teacher can help establish an effective discussion. Option (A) is incorrect because beginning the conference by discussing student weaknesses would set a negative tone that could prevent the teacher from developing a good rapport with the parents. Option (B) is incorrect because minimizing opportunities for parental suggestions may prevent parents from being active participants in the student's education and make them less inclined to work in collaboration with the teacher. Option (D) is incorrect because a teacher who maintains a demeanor of authority may not convey that parents are respected partners in the student's education.

Claire is a 10-year-old student who is unable to focus on any academic task for more than a couple of minutes at a time. She spends much of her work time tapping her prencil, bothering others, rummaging through her desk, or crawling on the floor. She is currently receiving special education services and has a behavioral intervention plan (BIP). When Claire disrupts the class, the teacher's most appropriate course of action is to A. send Claire to the principal's office so that other students' learning is not disrupted. B. inform Claire that she will not attend her elective classes that day or the next. C. document Claire's behavior and implement the consequences detailed in her behavioral plan. D. remind Claire that she must follow the school's discipline plan.

Option (C) is correct because documenting Claire's behaviors provides a log that Claire's parents and the ARD committee can review to measure the progress she has made toward reaching her goals. The teacher should implement the consequences detailed in Claire's BIP because the ARD committee has decided that those consequences are most appropriate for her, considering her qualifying condition. Options (A) and (B) are incorrect because the teacher should refer to the BIP for consequences appropriate for Claire. A special education student's hours in general education classes are managed by the ARD, so a student should not be removed from such classes without consulting the BIP and ARD committee as needed. Option (D) is incorrect because a student's BIP may or may not require the student to follow the school's discipline plan. The student's BIP should be consulted when deciding appropriate consequences for students with special needs.

A high school teacher observes that English-language learners (ELLs) at the beginning level of language proficiency in speaking do not participate in classroom discussions. The most effective way to help the ELLs is to A. have native-language-speaking peers interpret discussion points and provide responses for the ELLs. B. have English-speaking peers model discussions and then allow the ELLs to rehearse before participating. C. provide short sentence stems and terms related to the discussion for the ELLs to practice before participating. D. provide one-on-one oral language instruction and then practice discussing a wide range of topics with the ELLs.

Option (C) is correct because providing short sentence stems and terms for practice before conversations is an appropriate way to encourage speaking skills in beginning-level ELLs. Option (A) is incorrect because although beginning-level ELLs may draw on native-language peers, allowing native-language peers to participate in place of these students is not the best way to encourage participation. Option (B) is incorrect because having English-speaking peers model discussions does not draw out active participation from ELLs. Option (D) is incorrect because more advanced ELLs would benefit from discussions with a wide range of topics, but beginning-level ELLs need to practice starting with more familiar topics.

A third-grade teacher has several English-language learners (ELLs) at varying language proficiency levels in the class. Which of the following best ensures that the ELLs will participate in whole-class discussions? A. Modeling different sentence structures found in English and having the ELLs repeat the sentences B. Pairing ELLs with native English speakers and encouraging conversation between them C. Increasing wait time to allow ELLs to process information before contributing ideas D. Incorporating systematic documentation to record when ELLs participate

Option (C) is correct because increasing wait time is a research-based tool for teachers to use to improve student participation, because, as the option states, it allows ELLs the time necessary to process and understand the information. Option (A) is incorrect because having the ELLs simply repeat the different sentence structures in English does not promote their ability to participate in discussions about the actual content material. Option (B) is incorrect because pairing ELLs with native English speakers will not contribute to whole-class discussion; rather, it may lead to side conversations between the student pairs. Option (D) is incorrect because, while such documentation is a good thing for the teacher to keep, the documentation does not provide linguistic support across the varying proficiency levels.

Ms. Yan is using a weekly interactive online journal to encourage her middle school students to write about mathematics and to discuss concepts with each other. Students write entries related to one of the topics Ms. Yan has posted. She hopes that the interactive online journal will encourage ongoing dialogue among her students, both online and during class. Ms. Yan wants to increase the level of ongoing dialogue and student investment in the interactive online journal. She could best promote positive student engagement by A. requiring students to answer questions in their journal entries that will clarify misconceptions. B. increasing the number of times a week students are expected to log in to the online journal. C. allowing students to add new topics and questions to which other students respond. D. posting assignments and student solutions to homework and test questions.

Option (C) is correct because providing student choice and ownership in an activity is a strong motivator for students. By allowing students to post new topics and answer each other's questions, the teacher can effectively increase student interest and promote their engagement in the interactive online journal. Option (A) is incorrect because requiring students to answer questions to clarify misconceptions will increase the workload but not effectively increase student engagement. Option (B) is incorrect because increasing the number of times a week students log into the online journal will provide more exposure to the online dialogue; however, it might not increase the students' interest level in the topics. Option (D) is incorrect because posting assignments and solutions to assignments will provide students with an additional need for going to the online journal but will not necessarily be effective at increasing their engagement in the activity.

A teacher can best simplify language for an English-language learner with which of the following strategies? A. Eliminating nonverbal facial expressions and gestures B. Avoiding the use of cognates while doing group work C. Reducing the number of pronouns used in spoken instructions D. Using slang commonly spoken by students of that age group

Option (C) is correct because reducing the use of pronouns will increase comprehension by eliminating the ELL's need to guess what the pronouns are referencing. Option (A) is incorrect because an ELL often depends on nonverbal facial expressions and gestures to comprehend what is being said; reducing such support potentially reduces the ELL's comprehension. Option (B) is incorrect because using cognates, which are words in English that are similar to words in other languages, during any type of instruction, is an excellent way to simplify instruction for ELLs; therefore, such support should be used when appropriate, not avoided. Option (D) is incorrect because using slang may hinder comprehension and may cause the ELL, without understanding of the terminology, to feel marginalized.

If a teacher suspects a student is being abused or neglected, it is the teacher's primary responsibility to A. interview the student thoroughly to determine the exact details of the injuries or neglect. B. contact a parent or family member to inquire about the student's injuries or neglect. C. report the suspected abuse or neglect to law enforcement or family protective services within 48 hours. D. ask a school administrator to report the abuse or neglect to law enforcement or family protective services within 24 hours.

Option (C) is correct because state law requires anyone who is licensed by the state that works with children to report suspected abuse or neglect no later than 48 hours after the certified professional first suspects the abuse or neglect. Option (A) is incorrect because questioning the child is the responsibility of the authorities after receiving a report, not the teacher's responsibility. Option (B) is incorrect because contacting the parents may actually put the student in more danger, since it is unknown who may be causing the abuse or neglect. Option (D) is incorrect because the law states that the certified professional who suspects abuse or neglect may not delegate or rely on another person to make the report.

Which of the following is the most effective way for a teacher to establish a solution-focused approach to parent-teacher conferences? A. Providing school safety procedures to each parent B. Explaining student behavior management structures C. Seeking to establish a partnership with each parent D. Conveying interest in each student's hobbies

Option (C) is correct because the goal of a parent-teacher conference is to establish a strong working relationship with the parents to best ensure the success of the student. Option (A) is incorrect because information about safety procedures is not generally a priority during a parent-teacher conference. Rather, the focus should be on the specific successes and needs of the student. Option (B) is incorrect because explaining classroom expectations is best accomplished with students rather than parents. Focusing on a specific disruptive behavior and the related classroom expectation is appropriate at times, but sharing the entire management structure should not be the goal of a parent-teacher conference. Option (D) is incorrect because conveying interest in a student's hobbies may be a part of getting to know each student, but it does not effectively create a solution-focused approach to parent-teacher conferences.

According to the Code of Ethics and Standard Practices for Texas Educators, an educator can reveal confidential information concerning a student only when the disclosure A. is beneficial to the student's community. B. is requested by the media for investigative purposes. C. improves the student's educational opportunities. D. serves a lawful professional purpose.

Option (D) is correct because the Texas Administrative Code outlines the Code of Ethics and Standard Practices for Texas Educators in standard 3.1. The regulation states that an educator shall not reveal confidential information concerning students unless disclosure serves a lawful professional purpose or is required by law. Options (A), (B), and (C) are incorrect because benefiting a student's community, a request from the media, and improving educational opportunities are not lawful professional purposes or required by law; so confidential information should not be disclosed in these circumstances.

After reading from a science textbook written in English, an English-language learner at the advanced-high level of proficiency completes the following activity card by listing a definition for precipitation, listing its part of speech, and listing an example. Which of the following is a primary purpose of the activity? A. Applying English phonetics B. Understanding English syntax C. Assessing reading comprehension D. Building academic vocabulary

Option (D) is correct because the activity is a four-corners activity designed to build vocabulary understanding. The card contains a term, its definition, the part of speech, and a synonym. Option (A) is incorrect because if the activity required the application of phonetics, it would require the sounding out of each word. Option (B) is incorrect because the activity is not about understanding the arrangement of words in sentences and the relationship of their component parts. Option (C) is incorrect because the focus of the activity is on developing, not assessing, comprehension.

Jim leaves class each day to take medication in the nurse's office. A student asks the teacher why Jim leaves each day. Which of the following is the most appropriate teacher response? A. Asking the class not to inquire about Jim's condition B. Telling the student to ask Jim the question upon his return C. Using the opportunity to clarify for the class why Jim leaves D. Letting the student know that Jim is fine and will return shortly

Option (D) is correct because the teacher is required to maintain confidentiality about the student's medical needs, unless such disclosure serves lawful professional purposes or is required by law. The teacher should simply reassure the class that Jim is fine so that students do not become distracted by his absences. Option (A) is incorrect because asking the class not to inquire about Jim is indirectly telling students that he has a medical condition, which is a privacy violation. Option (B) is incorrect because students should not be encouraged to ask Jim about his medical condition; rather, they should be reassured that he is fine and redirected to their own learning. Option (C) is incorrect because telling the class why Jim leaves would be a direct violation of privacy laws.

Ms. Yan is using a weekly interactive online journal to encourage her middle school students to write about mathematics and to discuss concepts with each other. Students write entries related to one of the topics Ms. Yan has posted. She hopes that the interactive online journal will encourage ongoing dialogue among her students, both online and during class. After the teacher briefly explains the process of making an entry in an interactive online journal, which of the following teacher actions would best ensure that the students are successful with the journal? A. Giving detailed, step-by-step directions before students begin working on their own B. Modeling the journal-entry process in great detail, using complex technology terms C. Allowing students to write a journal entry independently and to ask questions while they are working D. Using a projector to display and model how to write a journal entry before students begin working

Option (D) is correct because using a projector to display and model the journal-entry process allows students an opportunity to see the action completed correctly. This will best provide students with auditory and visual information needed to correctly complete the task independently. Option (A) is incorrect because detailed directions are helpful as a reference but if used alone, they are insufficient for students to learn to create an online-journal entry. Option (B) is incorrect because modeling the process using complex technology terms will likely confuse students rather than best ensure they are successful. Option (C) is incorrect because students have been given only a brief explanation. The students less proficient on the computer will not have enough information to complete the task independently and will be confused.