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Mr. Jones has just taught a lesson on data collection to his first period physics students. A few of his students did not understand and were unable to complete the guided and independent activities. What should Mr. Jones do to help the students who did not learn the information about data collection?
Mrs. Whatley is beginning a lesson with her 12th grade students on punctuation. As part of the anticipatory set, she has gotten the attention of all students who now appear motivated to learn. She has activated background knowledge and established evidence of the new learning. What should Mrs. Whatley do before she starts to explain the new information?
Ms. Addock is teaching a lesson on place value to a group of her 6th graders. She has completed the explanation and conducted a guided activity.She assigns an independent activity for her students to demonstrate understanding. What should Ms. Addock do before students begin working independently?
Mr. Kimball is teaching a lesson on the scientific method. He asks many questions to probe for understanding. He calls on Kevin but gets no answer. Kevin seems confused and can’t answer the question. What is the best approach for dealing with Kevin?
Mr. Jackson wants to make sure the students in his 5th grade classroom remember the process of long division. He knows how important practicing the division skills will be in retaining the process for application in future problems. Which of the following practice schedules would be most effective in increasing the retention of the difficult math skills?