Describe and then compare and contrast Gardner and Sternberg's theories of intelligence.
Describe cautions that teachers should be aware of when interpreting IQ scores
Based on your reading of the textbook, discuss the characteristics you would look for in identifying students as gifted.
What would you look for in identifying students with reading and math disabilities?
Explain how anxiety and depression affect students' school and social functioning.
Describe how ADHD and conduct disorder affect students' school and social functioning.
What are three effective ways to accommodate students with a cognitive disability in an elementary classroom? Three ways to accommodate ELL students? Three ways to accommodate gifted students? Three ways to accommodate students with anxiety? Three ways to accommodate students with ADHD?
What is the relationship between learning objectives and learning assessment?
What are the 6 Bloom's levels - define each and create a learning objective for high school students in a U.S. History class that meets each level (see p. 513 in the 2nd edition of text - figure 28.1, and video from class on Bloom's taxonomy).
What is the relationship between classroom assessment and student learning?
Define how you would use diagnostic, formative, and summative assessment to support student learning.
What is the difference between norm-referenced and criterion-referenced tests, and what information does each provide? What are some pros/cons of each?
What makes a good test?
How is an assessment (diagnostic, formative and summative) used in educational decision-making?
Identify 4 specific methods of assessment (see Table 26.1, p. 482 in text - e.g. homework, tests, demonstrations....) and describe how each is best used to support student learning.
How can a teacher ensure that his or her grading practices are rational, clear and fair?
Discuss the general advantages and disadvantages of performance assessments.