Which of the following instructional approaches will best allow a teacher to increase student interdependence?

Mr. Marder indicates in his journal (Document 3) that he feels that he is constantly nagging Matt. He decides to focus on understanding Matt better as a learner.

Identify TWO instances during the science lesson when Matt exhibits behavior that is typical of 11 and 12 year olds.
For EACH instance you identify, describe a characteristic of Matt's behavior that is typical of the social and/or emotional development of 11 and 12 year olds. Base your response on principles of human development.

Scenario:

Matt is a sixth-grade general education student at a suburban school. Recent standardized test scores indicate that Matt is performing academically at grade level. However, his report card indicates a history of low achievement across the academic subjects as well as consistent comments concerning his lack of ability to control his behavior.

His science teacher, Mr. Marder, is a second-year teacher who is concerned about Matt's limited progress. Matt is rarely able to complete a task without frequent and direct supervision.

Lesson plan
Goals:

Monday: Students will demonstrate ability to (SWDAT) recall prior knowledge about force, acceleration, gravity, and the design principles in anticipation of "The Great Egg-Drop Project."

Tuesday: SWDAT brainstorm strategies to prevent an egg from breaking during a 15-foot drop and discuss a rationale for each strategy.

Wednesday: SWDAT work cooperatively in small groups to plan and build a container that will protect an egg from breaking when dropped from a height of 15 feet.

Thursday: SWDAT build a prototype for a trial run, collect data, and make modifications as needed.

Friday: SWDAT make a prediction, collect data, and draw a conclusion during an experiment using raw eggs.

Assessments:

Written Lab Report
Hypothesis
Materials
Procedures
Observations
Conclusion
Teacher Observation
Student Self-Reflection Sheet

Science lesson
The bell rings. Mr. Marder begins to review the goals for the day orally. Shortly after, a student runs into the classroom. "Ah. Matt, how good of you to join us. Where is your hall pass?" asks Mr. Marder. Gasping for breath, Matt responds, "It wasn't my fault, Mr. Marder. I forgot my notebook and had to run to my locker . . . but then I forgot my combination and had to go to the office . . . and . . . and . . ." "OK, OK, please take your seat and open your notebook," interrupts Mr. Marder.

Mr. Marder reminds the students they may use only the items provided on their worktable and that each group's prototype must be ready for trial runs tomorrow. Once the directions are given, Mr. Marder asks if there are any questions. Many students shake their heads "no." Matt calls out, "Can we trade supplies?" Mr. Marder nods "yes." "Matt, please raise your hand first. Yes, you may trade. Any other questions?" Mr. Marder quickly assigns the students to their group.

Matt meets his group, "Hey Alex, can I borrow a pencil?" Alex tosses him a pencil, "You owe me — again; when are you going to bring your own?" Matt just laughs in response. Mariah, a group member, snaps, "Let's get started, we only have today to design and build our prototype." "Wait," interrupts Matt, "I thought we weren't dropping the eggs until next week?" "Matt, we are dropping the raw eggs next week. Tomorrow, we are only dropping boiled eggs as a trial run," answers Alex.

After a few minutes, Matt begins to look around the classroom. "Hey, that's pretty cool," he shouts as he runs over to another team for a closer look at their prototype. Mariah and Alex yell at Matt to return and finish the sketch. After a few minutes, Matt asks for permission to use the rest room. Mariah and Alex finish the sketch by themselves and show it to Mr. Marder. "Great job, guys. I knew you could all work together," he praises.

Matt returns and watches Mariah and Alex as they begin building the prototype. "That's never going to work. Here, let me show you a better way," Matt comments as he reaches in to grab the prototype. "Matt, stop! We've already decided how this is going to be built," shouts Mariah as she grabs the prototype back. "Whatever. This is stupid," Matt replies sullenly and stomps off. Mr. Marder quickly intercepts Matt, "Matt, you have to work with your team. Part of your grade includes participation and cooperation within your group. Do I need to call your parents?" "Yeah, yeah, yeah . . . whatever. Fine," mutters Matt. Mr. Marder escorts Matt back to his team. For the rest of the class, Matt sulks in his seat. Mr. Marder ignores Matt's behavior and after a few minutes asks the class to begin cleaning up.

Mr. Marder's journal

Matt is falling farther and farther behind. I have tried talking to him and calling his parents. His parents keep reassuring me they will talk to him at home. My mentor suggested I keep ongoing anecdotal notes on Matt's behavior to see if there is a pattern. I feel like I am constantly nagging Matt, but if I don't, he loses focus and causes his group to get off-task. Perhaps I need to focus on understanding Matt better as a learner.

Matt's self-assessment assignment

1. List the things you did to help your group complete the task.

I gave them suggestions.

2. List the cooperative skills you used to help complete the task.

We worked together to design and build.

3. Which cooperative group skills do you need to work on?

None, our group built the best one.

4. What would you do differently next time?

Tell everyone to be quiet. It gets very noisy when we all work together, and I can't concentrate.

How do you improve student interaction?

Which of the following assessments can a teacher use to best determine whether a student is reading on grade level Aptitude Test Ability Test achievement test unit test?

Which of the following is the most important question for a teacher to consider when reading the results of a study on an instructional intervention?

Which of the following teacher strategies is most effective for motivating elementary students to read recreationally?