By Sharon Wynne
Read or Download CSET MSAT Multiple Subjects 101, 102, 103 Teacher Certification Test Prep Study Guide, 2nd Edition PDF
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Extra resources for CSET MSAT Multiple Subjects 101, 102, 103 Teacher Certification Test Prep Study Guide, 2nd Edition
However, at each grade level, there exist readiness expectations and assumptions based on the previous year’s instruction. Students who have not yet mastered those concepts are not ready to progress. Failure on the part of the teacher to address student deficiencies may lead to failure of the student to learn the new material. Readiness for subject area learning is dependent not only on prior knowledge, but also on affective factors such as interest, motivation, and attitude. These factors are often more influential on student learning than the pre-existing cognitive base.
Organized study models, such as the SQ3R method, a technique that makes it possible and feasible to learn the content of even large amounts of text (Survey, Question, Read, Recite, and Review Studying), teach students to locate main ideas and supporting details, recognize sequential order, distinguish fact from opinion, and to determine cause/ effect relationships. Instructional Strategies 1. Teacher-guided activities that require students to organize and to summarize information based on the author’s explicit intent are pertinent strategies in middle grades.
The concept of readiness is generally regarded as a developmentally-based phenomenon. Various abilities, whether cognitive, affective, or psychomotor, are perceived to be dependent upon the mastery or development of certain prerequisite skills or abilities. Readiness, then, implies that students should not engage in a new task without first acquiring the necessary prior knowledge, experience, and prerequisites. MSAT: MULTIPLE SUBJECTS 14 TEACHER CERTIFICATION STUDY GUIDE It should be noted, then, that a concept such as “readiness to learn” is too broad to be meaningful.