CSTET 3 Multiple Subjec
Pregnancy
Deafness
Obesity
Acne
Vitamin D
Vitamin C
Vitamin E
Vitamin K
Proteins
Fats
Complex carbohydrates
Simble suars
Liver
Pancreas
Stomach
Pituitary gland
Comminuted fracture
Simple fracture
Compound fracture
Complex fracture
Enter a comercial diet program
Combine permanent dietary changes with exercise
Cut calories to below 100 per day
Exercise for 2 hours a day
Bouncing a ball
Catching
Throwing
Leaping
Isotonic
Isometric
Static
Aerobic
Requires oxygen
Continious and rythmetic
Burns protein for energy
Uses major muscle groups
Hinge
Angular
Ball and socket
Gliding
Choletrol plays a role in the function of the brain
Choletrol is a component in the creation of certain hormones
Choletrol is produces in the liver
Excess choletrol found in the blood of many people usually comes from internal production
15 points
15 points with a margin of 2
21 points with a margin of 2
21 points
20 %
25 %
40 %
50 %
The students should know why the instructor chose this text over any other
It is improtant for teachers to share personal ideas with their students in order to foster an envirement of confidence and understanding
Mr. Drake wants to verify that all students are on task before he begins the story
Mr. Drake is modeling a vital pre-reading skill in order to teach it to young readers
Set a goal for his students
Condenced the number of obverstions necessary, thereby creating more time for class instruction
Made it possible for another teacher to utilize the limited materials
Utilized the students strengths and weaknesses to maxamize time, materials, and the learning envirement
To demonstrate a meaningful relationship between the concepts of the story and the prior knowledge of the students
To serve as a visual means of learning
To demonstreate the level of undrstanding the sudents will have at the conclusion of the topic being covered
To model proper writing using whole words
Concrete operations
Preoperational development
Formal operations
Initiative vs guilt
5th grade students are not physically or mentally capable of working in small groups; small groups are more suitable for older students
5th grade students vary greatly in their physical development and maturity; this variance influences students interest and attitudes
5th grade students lack the ability for internal control, and therefore learn best in structure settings. It is usually best to sit 5th graders in single rows
Mr. Dobson needs to be more specific in his Explanation for students behavior
Mr. Dobson should call on these students by name at least once each day and give participation grades
Mr. Dobson should not be concerned about these students because they will become less shy and introverted as they mature during the year
Mr. Dobson should divide the class into small groups for discussion so these students will not be overwhelmed by speaking in front of the whole class
Mr. Dobson should speak with these students individually and encourage them to participate more in class discussion
None of the above
Mr. Dobson should call on the overly talkative students only once during each class
Mr. Dobson should ask these students to be observers in small group discussions and take notes about participation and topics discussed
Mr. Dobson should place these students in a group by themselves so they can discuss all they want and not disturb the other students
Mr. Dobson should recognize the overly talkative students needs lots of attention and should be called on to participate throughout the class period
5th graders like surprises and unpredictable teacher behavior
Grouping patterns affect students perception of self-esteem and competence
Frequent changes in the classroom keep the students alert and interested
It is not fair to place the worst students in the same group constantly
Piaget
Maslow
Freud
Erickson
Those who parents seldom read out loud to them
Those who parents place them in daycare for more than 3 hours per day
Those who parents allow them to watch more than 2 hours of television a day
Those who are being raised by grandparents
Piaget's sensorimotor stage
Piaget'sconcrete operational stage
Piaget's formal operational stage
Piaget's interpersonal concordance stage
Semiconductor Stage
Formal oppeational stage
Preconceptal stage
Concrete operational stage
8-13
4-7
2-4
7-11
1
2
3
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