Question 1

What is the main reason the Internet demands critical thinking skills?

Accepted Answer

A)  It provides access to great amounts of information from all over the world. 
B)  It offers massive amounts of information, but much of it is not checked by anyone. 
C)  It uses sophisticated graphics, elaborate designs, and complex layouts. 
D)  It demands sophisticated skills in order to search for information and navigate through databases. 
A)  It provides access to great amounts of information from all over the world. 
B)  It offers massive amounts of information, but much of it is not checked by anyone. 
C)  It uses sophisticated graphics, elaborate designs, and complex layouts. 
D)  It demands sophisticated skills in order to search for information and navigate through databases.

Question 2

Which of the following is most likely to result in longer and more elaborative responses, higher-level thought processes, and fewer no-responses and I-don?t-knows?

Accepted Answer

A)  wait time 
B)  varied questions 
C)  taxonomy of questions 
D)  assisted questions 
A)  wait time 
B)  varied questions 
C)  taxonomy of questions 
D)  assisted questions

What is the main reason the Internet demands critical thinking skills?

Which of the following is most likely to result in longer and more elaborative responses, higher-level thought processes, and fewer no-responses and I-don?t-knows?

The Nature of Literacy 1

Teaching All Students

Assessing for Learning

Fostering Emergentearly Literacy

Teaching Phonics, High-Frequency Words, and Syllabic Analysis

Building Vocabulary

Comprehension: Theory and Strategies

Reading and Writing in the Content Areas and Study Skills

Reading Literature

Approaches to Teaching Reading

Writing and Reading

Creating and Managing a Literacy Program

Filters

Exam 8: Comprehension: Text Structures and Teaching Procedures

What is the main reason the Internet demands critical thinking skills?

Which of the following is most likely to result in longer and more elaborative responses, higher-level thought processes, and fewer no-responses and I-don?t-knows?

The Nature of Literacy 1

Teaching All Students

Assessing for Learning

Fostering Emergentearly Literacy

Teaching Phonics, High-Frequency Words, and Syllabic Analysis

Building Vocabulary

Comprehension: Theory and Strategies

Reading and Writing in the Content Areas and Study Skills

Reading Literature

Approaches to Teaching Reading

Writing and Reading

Creating and Managing a Literacy Program

Filters