3. Students may not realize the relationship between effort and achievement.
4. Marzano states, "Students who believe the amount of effort they put into a task increases their achievement actually do better." TEACHING ABOUT EFFORT
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6. Student’s achievement can increase when teachers show the relationship between an increase in effort to an increase in success (Craske, 1985; Van Overwalle and De Metsenaere, 1990).
7. Students can learn to change their beliefs to an emphasis on effort. GENERALIZATIONS
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9. Comparing scores on an effort rubric and a related achievement rubric can help create a visual representation of the positive effect of effort.EFFORT AND ACHIEVEMENT RUBRICS
10. Feedback must be: Responsive to specific aspects of student work. Timely. Feedback is a research-based strategy that teachers, and students, can practice to improve their success. PROVIDING FEEDBACK
19. Teachers can provide concrete, nonlinguistic reinforcement and recognition for student’s effort and successes, such as stickers, happy face drawings, awards, and treats. RECOGNITION
20. PAUSE, PROMPT AND PRAISE The “pause” phase is usually initiated by the teacher, who asks the student to stop working on the task for a moment when the student makes an error. “Prompt” phase: The teacher provides the student with some specific suggestion for improving his/her performance. The “praise” element provides a further opportunity for feedback based on the student’s success.
21. 1. Choose the five most populated cities in the world. (5 Points) Tokyo, Japan 33,200,000 New York, USA 17,800,000 Sao Paulo, Brazil 17,700,000 Seoul, South Korea 17,500,000 Mexico, City. Mexico 17,400,000 2. Which country has the longest coastline in the world? (1 Point) CANADA 3. Which of these US cities is the furthest north? (1 Point) CHICAGO 4. Which is the largest country in the world (in area)? (1 Point) RUSSIA 17,075,200 Km2 ANSWERS
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