A.   the abstract level

        B.   the application level

        C.   the concrete level

        D.   the representational level

        A.   the height and level of understanding of the students

        B.   the need, ability and emotion of the students

        C.   the need, ability and age of students

        D.   the need, ability and height of the students

        A.   They are sequential processes that one uses to control cognitive activities and to ensure that a cognitive goal has been met

        B.   They are teaching strategies like the lecture method used in higher class

        C.   They are randomly arranged processes of providing solution to a mathematic problem

        D.   None of the above

        A.   Conducive classroom environment

        B.   Cordial teacher-pupil relationship

        C.   Noise from the class and its surrounding

        D.   All of the above

        A.   Teaches conceptual understanding by connecting concrete understanding to abstract mathematical process

        B.   Teaches conceptual understanding by connecting application skill to concrete mathematical process

        C.   Blends conceptual and procedural understanding in structured way

        D.   Helps passive learner to make meaningful connections

        A.   The learners individualised needs, interests, aptitude and experiences are taken into account in the instructional process

        B.   It may foster unnecessary identification of the learner with the tutor

        C.   It encourages active, analytic, independent learning in the student

        D.   It makes immediate feedback of the learning process possible thereby promoting motivation for the student

        A.   Teacher states a teaching objective and follow a defined instructional sequence

        B.   Students move through the curriculum, both individually and in groups repeatedly practicing the skills at a pace determined by the teacher

        C.   Instructional episodes involve pacing a lesson appropriately allowing adequate processing and feedback time

        D.   There is no consistent communication between the teacher and student

        A.   Computer-wide Peer Tutoring (CWPT)

        B.   Classwide Peer Tutoring (CPT)

        C.   Peer-Assisted Learning Strategies (PALS)

        D.   Reciprocal Peer Tutoring (RPT)

        A.   Memory devices to help students remember the strategy e.g. a first letter mnemonic created by forming a word from the beginning letters of other words

        B.   Strategy steps that prompt students to use cognitive abilities

        C.   Strategy steps stated in everyday language beginning with action verbs

        D.   Strategy steps that do prompt students to use psychomotor abilities

        A.   Visual representations and peer tutoring

        B.   Explicit and systematic instruction

        C.   Self instruction

        D.   Computer assisted instruction

You can now use you matric number to login as your username and  password in a lowercase.

https://elearn.nouedu2.net/login/

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