CHAPTER TWO OUTLINE WITH NOTES
Professional Responsibilities of Teachers of Young Adolescents
OBJECTIVES
1. Describe the four decision-making and thought-processing phases of instruction and the types of decisions
you must make during each.
2. Demonstrate an operational awareness of the variety of materials and resources for use in your teaching.
3. Demonstrate knowledge of copyright laws for using printed and media materials for teaching.
4. Demonstrate an understanding about using community resources, speakers, and field trips.
5. Demonstrate competency in using standard classroom tools for teaching.
6. Describe the importance of the concept of locus of control and its relationship to your professional
responsibilities.
7. Demonstrate your understanding of the depth and breadth of the instructional and the noninstructional
responsibilities of being a classroom teacher.
8. Demonstrate knowledge of certain basic safety and legal guidelines for the classroom teacher.
9. Contrast teacher use of praise and of encouragement and describe situations in which each is more
appropriate.
10. Compare and contrast teacher facilitating behaviors with instructional strategies.
11. Demonstrate your growing understanding of the concept of teaching style and its relevance to the classroom
instruction of young adolescent learners.
12. Demonstrate your understanding of the importance of reflection to the process of constructing skills and
understandings.
13. Demonstrate your growing understanding of the concept of multilevel instruction and describe how you would
use multilevel instruction in your work with young adolescents.
THE TEACHER AS A REFLECTIVE DECISION MAKER
Decision-Making Phases of Instruction
Reflection, Locus Of Control, Sense Of Self-Efficacy, and Teacher Responsibility
Note 2-1: You might want to hold a brief discussion about the questions for reflection of Figure 2.1, page 29.
Note 2-2: On page 29 is the first of many “Teaching in Practice” vignettes found in the textbook, each one based on
real experience. This one is about a student teacher who was constantly complaining.
EXERCISE 2.1: THE TEACHER AS REFLECTIVE DECISION MAKER
EXERCISE 2.2: REFLECTIVE DECISION MAKING: THE PREACTIVE PHASE OF INSTRUCTION
SELECTED LEGAL GUIDELINES
Student Rights
Right Against Discrimination
Cellular Phone and Other Hand-Held Electronic Devices in the Classroom
Note 2-3: We agree with teacher Allison Berryhill who says rather than forbidding cell phones at school, she prefers
“teaching responsible, polite use of technology . . . while prohibiting rudeness and disruption of learning.” (Des
Moines Register, 7/22/2006).
Teacher Liability and Insurance
TEACHING STYLE
Multilevel Instruction: Individualizing the Instruction
The Theoretical Origins of Teaching Styles and Their Relation to Constructivism
Note 2-4: The table shown on page 37 is intended to show a clear distinction of the historical and philosophical
positions that have given rise to three distinct teaching styles. We believe teachers tend to be more effective when
they have an understanding of the philosophical position that drives their selection of style and teaching strategies.
EXERCISE 2.3: USING OBSERVATION OF CLASSROOM INTERACTIONM TO ANALYZE ONE TEACHER’S
STYLE
EXERCISE 2.4: USING A QUESTIONNAIRE TO DEVELOP A PROFILE AND A STATEMENT ABOUT MY OWN
EMERGING TEACHING STYLE
COMMITMENT AND PROFESSIONALISM
Noninstructional Responsibilities
STUDENT PHYSICAL SAFETY: RULES AND GUIDELINES
Instructional Responsibilities
EXERCISE 2.5: REVIEWING THE RESPONSIBILITIES OF A FIRST-YEAR MIDDLE LEVEL TEACHER
Note 2-5: In addition to learning about the extent of the professional responsibilities of a first-year teacher, Exercise
2.5 is also a model exercise in cooperative learning, an instructional strategy discussed in detail in Chapter 8.
IDENTIFYING AND BUILDING YOUR INSTRUCTIONAL COMPETENCIES
Characteristics of the Competent Classroom Teacher: An Annotated List
1. The teacher is knowledgeable about the subject matter.
2. The teacher is an “educational broker.”
3. The teacher is an active member of professional organizations, reads professional journals, dialogues with
colleagues, and maintains currency in methodology and about the students and the subject content the teacher
is expected to teach.
4. The teacher understands the processes of learning.
5. The teacher uses effective modeling behaviors.
6. The teacher is open to change, willing to take risks and to be held accountable.
7. The teacher is nondiscriminatory toward gender, sexual preference, ethnicity, skin color, religion, physical
disabilities, socioeconomic status, learning disabilities, national origin, or any other personal characteristic.
8. The teacher organizes the classroom and plans lessons carefully.
9. The teacher is a capable communicator.
10. The teacher functions effectively as a decision maker.
11. The teacher is in a perpetual learning mode, striving to further develop a repertoire of teaching strategies.
12. The teacher demonstrates concern for the safety and health of the students.
13. The teacher demonstrates optimism for the learning of every student, while providing a constructive and
positive environment for learning.
14. The teacher demonstrates confidence in each student’s ability to learn.
15. The teacher is skillful and fair in the employment of strategies for the assessment of student learning.
16. The teacher is skillful in working with parents and guardians, colleagues, administrators, and the support
staff, and maintains and nurtures friendly and ethical professional relationships.
17. The teacher demonstrates continuing interest in professional responsibilities, challenges, and opportunities.
18. The teacher exhibits a wide range of interests.
19. The teacher shares a healthy sense of humor.
20. The teacher is quick to recognize a child who may be in need of special attention.
21. The teacher makes specific and frequent efforts to demonstrate how the subject content may be related to
the students’ lives.
22. The teacher is reliable.
TEACHER BEHAVIORS NECESSARY TO FACILITATE STUDENT LEARNING
Three Basic Rules for Becoming a Competent Teacher of Young Adolescents
1.You must know why you have selected a particular strategy.
2. Basic teacher behaviors create the conditions needed to enable students to think and to learn, whether the
learning is a further understanding of concepts, the internalization of attitudes and values, the development of
cognitive processes, or the actuating of the most complex behaviors. The basic teacher behaviors are those
that produce the following results: (a) students are physically and mentally engaged in the learning activities,
(b) instructional time is efficiently used, and (c) classroom distractions and interruptions are minimal.
3. The effectiveness with which a teacher carries out the basic behaviors can be measured by how well the
students learn.
Facilitating Behaviors and Instructional Strategies: A Clarification
Structuring the Learning Environment
Note 2-6: You undoubtedly have noticed that in the textbook, as on page 61, we often mention the instructional
strategy think-pair-share. You might get the idea that we strongly favor the strategy, and if so then you are
absolutely correct. We think it and its kin, think-write-pair-share and think-draw-pair-share, are very valuable
instructional strategies.
Accepting and Sharing Instructional Accountability
Note 2-7: We believe in the adage “if you are a teacher, then teach them!” That is, of not making excuses outside of
oneself for one’s lack of success in facilitating student learning. Whether or not you agree with our position, the
matter of locus of control and instructional accountability is still a worthwhile topic for discussion with your
students.
Demonstrating Withitness and Overlapping
GUIDELINES FOR DEVELOPING WITHITNESS
Providing a Variety of Motivating and Challenging Activities
Note 2-8: It seems to us that sometimes learning is just plain hard work, not especially motivating and not always
fun. What do you think? If you agree, then isn’t there a responsibility of helping children, beginning at an early age,
to comprehend and accept this premise? Again, this can be a rousing topic for discussion with your students.
Modeling Appropriate Behaviors
Note 2-9: We believe it is so very important for teachers, both in and out of the classroom, to model the very
behaviors they expect of their students. As has so often been demonstrated, early daily experience for only 9 months
with one significant other can have tremendous beneficial effects on a student for the rest of that person’s life.
Facilitating Student Acquisition of Data
Creating a Psychologically Safe Environment
Note 2-10: Encourage your students to read carefully the discussion on pages 63-64, and then discuss the concept of
a difference between using what is “praise” and what is “encouragement.” It may well be that some students have
never before thought about this. It seems to us that at some early point in their professional development they need
to become knowledgeable and skilled in the use of praise versus positive reinforcement.
Clarifying Whenever Necessary
Using Periods of Silence
Note 2-11: Silence is yet another concept your students may have never before considered, that indeed “silence is
golden.” It has always amazed us that in some schools there is neither a quiet place for a child to go to contemplate
matters, and in some classrooms there seems no time given for students to think about what is being experienced.
Using periods of silence effectively, is indeed a fundamental teacher behavior.
Questioning Thoughtfully
TOOLS FOR INSTRUCTION
The Internet
CAUTIONS AND GUIDELINES FOR USING THE INTERNET
Note 2-12: Although Internet availability and usage is on the increase, the “digital divide” in the United States is
still a fact of life. According to Department of Commerce data released in 2006. While nearly all schools now are
Internet connected, that is not the case for homes, a fact important for teachers to understand. (From “Falling
Through the Net: Defining the Digital Divide,” at http://www.ntia).
Professional Journals and Periodicals
The ERIC Information Network
Copying Printed Materials
The Classroom Writing Board
The Classroom Bulletin Board
The Community as a Resource
GUEST SPEAKER OR PRESENTER
FIELD TRIPS
Media Tools
WHEN EQUIPMENT MALFUNCTIONS
THE OVERHEAD PROJECTOR
GUIDELINES FOR USING THE OVERHEAD PROJECTOR
THE DOCUMENT CAMERA
MULTIMEDIA PROGRAM
TELEVISION, VIDEOS, AND DVDS
TELEVISION PROGRAMMING
Computers and Computer-Based Instructional Tools
THE PLACEMENT AND USE OF COMPUTERS: THE ONLINE CLASSROOM
Using Copyrighted Video, Computer, and Multimedia Programs
Distance Learning
SUMMARY
QUESTIONS FOR CLASS DISCUSSION
Note 2-13: To continue with question 9 (page 78), how many of your students have heard of, let alone ever seen, an
opaque projector, or a tachistoscope. Although still produced (although smaller, more compact) and used today,
the large upright opaque projector is one of my favorite old instruments, useful for showing three-dimensional
objects onto a screen for all to see.
The tachistoscope, originally described by the German physiologist A.W. Volkman in 1859, is an instrument that
displays (usually by projecting) an image for a specific amount of time. It can be used to increase recognition speed,
to show something too fast to be consciously recognized, to test which elements of an image are memorable, or to
increase one’s speed of reading. It was used during WW II in the training of fighter pilots to help them identify
aircraft silhouettes as friend or foe. Before computers became ubiquitous, tachistoscopes were used extensively in
psychological research to present visual stimuli for controlled durations. Tachistoscopes continue to be used in
market research, where they are typically used to compare the visual impact, or memorability of marketing materials
or packaging designs. In older school districts there might just be an opaque projector and/or a tachistoscope stored
and long forgotten.
INTERNET RESOURCES
Note 2-14: Of additional interest
American History electronic field trips, http://www.history.org/pscufs
Education Podcast Network, http://www.epnweb.org
FOR FURTHER READING
Note 2-15: Additional readings.
Howell, D., Howell, D., & Childress, M. (2006). Using PowerPoint in the classroom. Thousand Oaks, CA: Corwin
Press.
Richardson, W. (2006). Blogs, wikis, podcasts, and other powerful web tools for classrooms. Thousand Oaks, CA:
Corwin Press.
Stipek, D. (2006). Relationships matter. Educational Leadership, 64(1), 46-49.
CHAPTER TWO EXAMINATION QUESTIONS
I. Multiple choice
1. While thinking about and assessing a lesson recently taught, the teacher is in the ___ phase of decision-making
and instruction.
(a) preactive
(b) reflective
(c) projective
(d) interactive
(e) metacognitive
2. As a teacher of young adolescents you need a large repertoire of teaching strategies from which you can draw in
order to
(a) impress the principal
(b) cover the subject matter
(c) apply traditional techniques of teaching
(d) apply facilitating techniques of teaching
(e) adapt the most appropriate teaching methods to specific situations
3. Locus of control is
(a) an algebraic law
(b) illegal in most states
(c) a natural means for pest control
(d) an important accountability concept
(e) the concept of student self-discipline
(f) the teacher’s assumption of en loco parentis
4. Although it is a discretionary instructional strategy, which one of the following is NOT a fundamental teaching
behavior?
(a) lecturing
(b) modeling
(c) questioning
(d) using silence
5. The planning, monitoring, and evaluating of one’s own thinking, is called
(a) metamucil
(b) overlapping
(c) multitasking
(d) metacognition
(e) metalinguistics
(f) reflective listening
6. Which of the following theoretical origins of teaching style is most consistent with today’s theory of instruction
and knowledge of how young adolescents best learn?
(a) cognitive-experimentalism-constructivism
(b) romanticism-maturationism
(c) behaviorism
(d) tourism
(e) none of the above
7. The concepts of withitness and overlapping are
(a) consequences for inappropriate student behaviors
(b) strategies for the inclusion of students who have special needs
(c) teacher skills for monitoring and supervising student behavior in the classroom
(d) strategies for simultaneously teaching content skills from several different subject areas
8. When a teacher’s behaviors are consistent with those expected of the students, the teacher is using properly a
facilitating behavior known as
(a) modeling
(b) clarifying
(c) structuring
(d) withitness
(e) data facilitation
9. In the opinion of the authors of Teaching Young Adolescents, a teacher’s professional responsibilities
(a) end at the completion of the school year
(b) are limited to those specified in the teacher’s contract
(c) end 15 minutes after school is out at the end of each school day
(d) are continuous throughout the active professional life of the teacher
(e) are limited to those activities that are planned and that occur within the teacher’s classroom
10. Research has shown that young adolescent student learning is related directly to the
(a) length of the school day
(b) length of the school year
(c) amount of time spent on the learning task
(d) quantity of homework given by the teacher
(e) amount and quality of time spent on a learning task
11. It is recommended that a teacher’s acceptance behaviors can be any of the following EXCEPT
(a) active
(b) passive
(c) empathic
(d) judgmental
12. After asking the students a cognitive question the teacher should
(a) encourage and allow students sufficient time to think before responding
(b) accept the first student response and move on to the next area of content
(c) expect an answer immediately
(d) call on a student immediately
(e) any of the above
(f) none of the above
13. When a teacher uses materials that are copyrighted, which one of the following is NOT allowed by law?
(a) make a single copy of an entire chapter from a book
(b) make a single copy of an entire magazine article
(c) make a single copy of one picture from a book
(d) make a single copy of an audio recording
(e) none of the above is allowed by law
(f) all the above are allowed by law
14. Bulletin board displays.
(a) in the middle grades classroom are a waste of time and space
(b) in the middle grades are best when done by groups of students
(c) in the middle grades should be created only by the teacher, not by students
(d) in the middle grades classroom, can serve important educational functions
(e) although useful for early grades teaching, are too limited and childlike for use in most middle grades classrooms
15. If while on a field trip at a location away from the school, a student continues behaving inappropriately, the
student should be
(a) told to wait in a holding area until the group is ready to return to the school
(b) told to immediately return to the school by whatever means the student can find
(c) maintained in a holding area with one other student and until time to return to the school
(d) maintained in a holding area that is supervised by an adult chaperone and until time to return to school
16. The abbreviation signifying using a computer to assist in storing information about students, maintaining lists of
resource materials, and an inventory of materials, is
(a) CSI
(b) CMI
(c) CAI
(d) IEP
(e) ERIC
(f) NBPTS
17. Which one of the following statements about using guest speakers is TRUE?
(a) When you have an informative but noninspiring guest speaker, there is nothing you can do except delight when
the speaker has finished and left the classroom.
(b) No preparation of the students beforehand is necessary because guest speakers are usually informative and
inspiring for the students.
(c) Using a guest speaker should be carefully planned just as you would do with any other type of instructional
activity.
(d) None of the above is a true statement.
(e) All (a-c) are true.
18. Which of the following writing boards is made of rock?
(a) blackboard
(b) chalkboard
(c) electronic whiteboard
(d) multipurpose dry-erase board
(e) none of the above is a board made of rock
19. The origin of the Internet was
(a) a project created jointly by Steve Jobs of Apple Computer and Bill Gates of Microsoft
(b) a project originally developed by the military for the war in Iraq
(c) a Department of Defense project called ARPANET
(d) a joint project of IBM and Xerox corporations
(e) the Ethernet
(f) none of the above
20. Exclusive legal rights that apply to an original, created work—such as a computer software program,
photograph, poem, or work of art—are referred to as
(a) marks
(b) patents
(c) fair use
(d) copyright
(e) trademark
(f) infringement property
21. The fair use provision of copyright law permits teachers, under certain circumstances, to
(a) include a copyrighted work in a course packet for several years
(b) use a limited excerpt of a copyrighted work for classroom instruction
(c) make more than one copy of a purchased computer software program for class use
(d) duplicate a portion of a copyrighted work for distribution to other teachers for their
classroom use
(e) do none of the above
(f) do any of the options a-d
22. The global communication network that allows for world-wide connection of computers is known as the
(a) ATT
(b) FBI
(c) CIA
(d) CMI
(e) CSI
(f) ERIC
(g) NATO
(h) Internet
23. By organizing your board writing during instruction, and by writing only key words and simple diagrams, rather
than complete and lengthy sentences and extensive and complicated diagrams, you are more likely to
(a) stimulate left brain learning
(b) stimulate right brain learning
(c) really irritate many of the students
(d) stimulate engagement of both brain hemispheres
(e) omit important points that students consequently will miss
24. During the preactive phase of any instruction that involves the use of media, it is important to plan carefully so
that in the eventuality of equipment failure
(a) you can quickly pick up the lesson so there is no loss of content continuity
(b) you do not do anything that will cause permanent damage to the equipment
(c) there is no dead time where students sit idly waiting for something to happen
(d) all the above
(e) none of the above (a-c)
25. A collection of instructional materials that includes more than one type of medium and that is organized around
a theme or topic is called a
(a) filmstrip
(b) media center
(c) multimedia kit
(d) teacher’s closet
(e) power computer
(f) CLV formatted laser disk
26. Which one of the following is a FALSE statement?
(a) You may make one copy of your multimedia production to give to another teacher.
(b) To other teachers, you may display your own multimedia production that uses copyrighted material.
(c) Following copyrighted guidelines you may use portions of copyrighted works in your own multimedia
production.
(d) You may distribute your own multimedia production over any electronic network but only after you have
received express permission from holders of any copyrighted material you used for the production.
27. A national network that is devoted exclusively as a clearinghouse for providing access to information and
research in education is known as
(a) CIA
(b) DVD
(c) ERIC
(d) FEMA
(e) NABE
(f) CD-ROM
(g) the Internet
28. Which of the following is an important consideration when preparing any visual display for use in instruction?
(a) clarity
(b) simplicity
(c) attractiveness
(d) educational value
(e) all of the above are important considerations
(f) none of the above (a-d) is an important consideration
29. Before using any audiovisual material for instruction, you should review the material and ask yourself (and
perhaps members of your teaching team)
(a) will the material effectively lend to student learning of the intended objective?
(b) is the material suitable for the maturity and age level of the students?
(c) is the material well prepared?
(d) all of the above
(e) none of the above (a-d)
30. When an overhead projector is moved further away from the screen, the image on the screen becomes
(a) larger and less brilliant
(b) larger and more brilliant
(c) smaller and less brilliant
(d) smaller and more brilliant
(e) none of these is correct
II. True-false
1. Indirect instruction is a strategy within the access mode of instruction.
2. When a teacher voices judgment about a student’s response to a cognitive question, the teacher is using a tactic
within the facilitating mode.
3. The authors of Teaching Young Adolescents posit that to be most effective today’s middle level teacher must be
eclectic in teaching style.
4. Teaching involves the changing of the learner’s perceptions.
5. Humor when teaching young adolescents is not productive and should be avoided.
6. Praise, positive reinforcement, and encouragement are terms all meaning the same thing.
7. As used by the authors of Teaching Young Adolescents, facilitative teaching is based more on behaviorism than
it is on constructivism.
8. When there is conflict between what a teacher says and what the teacher communicates nonverbally, the
teacher’s verbal communication has greater impact on student learning.
9. Advising, guiding, and counseling students are among the professional responsibilities of every middle level
classroom teacher.
10. During a semester an effective middle grades teacher can expect to work an average of more than 40 hours per
week.
11. When a teacher returns marked homework promptly, by that promptness the teacher is demonstrating modeling
behavior.
12. Facilitating teacher behaviors are different from discretionary instructional strategies in that facilitating
behaviors are necessary if the intended learning is to occur, while discretionary strategies are not necessary.
13. Research clearly demonstrates that student-centered instruction is better for young adolescent student learning
than is instruction that is teacher-centered.
14. Whereas exemplary teachers assume responsibility for the instructional outcomes, regardless whether or not the
outcomes are as intended, teachers who are less exemplary tend to accept credit for positive outcomes but place
blame elsewhere for negative outcomes.
15. To remain most effective you must learn to forget about your teaching job at the close of each school day.
16. The classroom of students, a writing board, and textbooks are all that a teacher of young adolescents today
should need to be an effective teacher.
17. During a school year a teacher may copy an unlimited number of class sets of copyrighted printed materials
without permission as long as the materials are used for educational purposes.
18. For middle grades teaching, except for impressing the school principal, spending time preparing a classroom
bulletin board is a waste of time.
19. Field trips are a sometimes dangerous and usually inefficient instructional strategy.
20. The World Wide Web was created jointly by the United States and the former Soviet Union.
21. Although useful for teaching children in the early grades, learning centers are inappropriate for use in the middle
grades.
22. Unless otherwise noted, material that is found on the Internet should be considered as copyrighted.
23. By definition guest speakers in the classroom are motivating and informative.
24. Legally you cannot show your students a videotaped program taken from a premium cable channel without first
obtaining expressed permission from the cable network.
25. Legally it is okay to make one replacement copy from a backup copy of a copyrighted computer software
program.
26. With an overhead projector you can show only objects and materials that are transparent.
27. A disadvantage of using an overhead projector is that room lights must be turned off.
28. Students should not be allowed to use the overhead projector.
29. ERIC is a global communications network that allows the worldwide connection of computers.
30. Any material that the teacher obtains free is okay to use for instruction.
III. Essay
1. Describe the distinguishing characteristics of each of three distinct teaching styles; select which you would
personally like to develop and explain why.
2. Identify, distinguish, and describe the scope of a middle grades teacher’s professional responsibilities.
3. What would you describe in a job interview as being the bottom line characteristic that defines a competent
classroom teacher of young adolescents? Defend your answer.
4. Explain why knowledge of teaching styles and student learning styles are or are not important for a classroom
teacher.
5. Explain why modeling is considered to be a fundamental teaching behavior.
6. Distinguish between a teacher’s use of praise and the use of encouragement and explain when and why one may
be preferred over the other.
7. Describe when and how the teacher’s use of silence in the classroom is a useful behavior.
8. Explain why you agree or disagree with the following statement: To remain most effective a teacher must learn
to forget about the teaching job at the end of each school day.
9. Describe how using audiovisual materials helps reinforce student learning.
10. Detail what plans you would make for a field trip, including the activities for the students before, during, and
after the trip.
11. Describe how you would discourage plagiarism of the Internet by students.
12. The local school board is concerned about copyright law and how it is related to instruction. You have been
asked by the board to make a presentation on the topic. Write a summary of your presentation, showing the points
that you would make to the board.
13. Describe similarities and differences of student textbooks used in middle grades teaching today with those of
when you were in those same grades. With explanation, describe what you predict will be the nature of the student
textbook in the year 2020?
14. Describe the concept, advantages, and limitations, and an example, of an “electronic field trip.”
15. Describe no less than 3 ways you could effectively use a classroom bulletin board in your work as a teacher of
young adolescents.
Chapter 2 Key
I Multiple choice
1. b
6. a
11. d
16. b
21. b
7. c
12. a
17. c
22. h
26. a
2. e
27. c
8. a
3. d
4. a
9. d
13. d
14. d
18. a
23. d
19. c
10. e
15. d
20. d
28. e
24. d
29. d
5. d
25. c
30. a
II. True-false
1. True
6. False
11. True
16. False
21. False
7. False
12. True
17. False
22. True
8. False
13. False
26. False
2. False
False
3. True
18. False
27.
23. False
28. False
4. True
5. False
9. True
10. True
30. False
14. True
15. False
19. False
20. False
24. True
29. False
25. False
III. Essay
1. For characteristics of traditional, facilitating, and eclectic styles, see text p. 36. Characteristics should be
organized into three categories, teacher behavior, learning environment, and instructional modes. For the second part
of the question, the student’s personal style selection could be any of the three, but the student’s rationale should be
clear and logical.
2. Answers will vary but should represent knowledge, critical thinking, and skillful written expression.
3. The students learn.
4. It is important that the teacher recognize that children may learn differently from the teacher—that the way an
individual teacher learns best may be different from the way many of that teacher’s students learn. If the teacher is
not cognizant of this then that teacher may only teach in the way he or she has learned, thus ineffectively attending
to the learning styles and learning of many of the children.
5. The teacher uses the very behaviors expected of the children, thus modeling those behaviors for the students and
not confusing them by behaving differently than is expected of the students.
6. See text p. 63-64.
7. See text p. 64.
8. Answers may vary but should represent knowledge, critical thinking, and skillful written expression.
9. By appealing to other senses, and to other learning modalities.
10. Refer to text page 70.
11. Answers will vary but should indicate knowledge, imaginative thinking, and skillful written expression.
12. Open ended but should follow copyright laws as presented in the text.
13. Answers will vary but should indicate knowledge, imaginative thinking, and skillful written expression.
14. With multimedia programs, students can participate vicariously in a field trip without leaving the classroom.
Consequently not all senses are engaged; it is nearly like the real thing and it makes possible a “field trip”
experience that would not normally be available or affordable.
15. Answers will vary but should indicate knowledge, imaginative thinking, and skillful written expression.