Advise the student to drop the class.
Provide students a list of terminology and skills they should know.
Create study groups and create a rubric for participation.
Take a class or two to go over the prerequisite material to catch up the students.
Knowing what and knowing why?
Knowing how and knowing when?
Knows HOW to do something then it is safe to assume they understand WHY they are doing it
Knows WHY we do something then it is safe to assume they know HOW to do it
If the student can explain a theory well and perform a procedure then they require no further teaching
If the student can explain a theory well and perform a procedure you should adjust your lesson plan to teach them more
People make associations based on patterns they experience in the world.
Associations build, larger more complex structures emerge.
People organize their knowledge differently, based on experience (i.e. culture).
No organizational structure is necessarily better, just well or poorly matched to any given situation or task.
All of the above.
Chronologically, starting with the earliest scientific explanations and each major discovery since then, so the student will understand the same thought process as the scientific community
Chronologically in reverse order, starting with the most relatable up-to-date ideas will solidify the theory in the students’ mind, and giving the history in reverse will help them see how the idea was developed
Only the most relevant, up-to-date information so that the student does not get confused with past ideas that are irrelevant anyways
By linking the major aspects of the theory with its history, useful applications and current research
Focus on avoiding incompetence by meeting standards.
Students try to gain competence and learn what an activity or task can teach them.
Desire to finish work quickly, with little effort.
Attain competence by meeting normative standards.
All of the above.
Only point out a few so as not to discourage her.
Point out all the errors, but write a positive message at the bottom of the assignment telling her she made a great effort.
Schedule a meeting with the student to tutor them further until she can reach her potential.
Not point out any small errors because she got the key concepts right.
Knowing when to apply the skills
All of the above
Being patient and just repeating your technique over and over and over again, but much slower.
Asking a proficient, but less experienced, co-worker to try teaching the new guy.
Trying to explain the way computers work so he can see how important the microchip is.
Giving him a broom and dustpan.
Assign only one major assignment midway through the semester, and return the assignments several weeks before the final exam with very thorough feedback.
Create many very short assignments throughout the semester, but only provide a letter grade and no written feedback so you have time to mark each one.
Assign several projects throughout the semester and assign the students to have them peer reviewed twice before submission.
Only many multiple choice assignments that can be graded by scantron and provide statistical feedback (ie, 40% of the class got question 2 wrong).
Practiced and given feedback
Given feedback and mentorship
Mentored and practiced
Students are motivated and engaged
Make them repeat each step 5 times in a row without error before letting them move on to the next task, and once they can do that let them do all the steps in a row.
Show them what they did wrong each and every time they attempt the task.
Break the process down into extremely simple steps that won’t challenge anyone in the group.
Show them a model of the finished product and tell them precisely what must be done several steps at a time letting them practice in between steps.
Resist a single right answer.
Incorporate evidence into performance and grading criteria.
Examine your assumptions about students.
Establish and reinforce ground rules for interaction
Turn discord and tension into a learning opportunity .
All of the above.
Adjusting your lesson plan to a group activity so students can buoy each others’ spirits.
Powering through the lesson because it is so important despite your own emotions.
Spending the first half of the class letting the students talk amongst themselves about their feelings about the bombing and then rushing through the information needed in the second half.
Acknowledging their feelings and fears by telling them how you feel, then asking everyone to focus on the lesson.
Be more explicit then you think necessary.
Tell students what you do not want.
Check students’ understanding of the task.
Provide performance criteria with the assignment.
All of the above.
Developing a framework
Give very little direction because they are expected to be confident and able to self-start.
Micro-manage tasks to ensure the student never misses any steps in the process.
Allow students to work independently for several minutes before offering to help, even after it is clear they are frustrated .
Not offer any assessment or feedback unless it is asked of you because self-directed learners should be able to evaluate themselves effectively.