In an effort to connect learning with learner's life, the social science…
2019
In an effort to connect learning with learner's life, the social science teacher needs to
A. intentionally and explicitly include diverse cultural perspectives in the subject content.
B. point out the personal and family backgrounds of the learners in the class.
C. give learners opportunity to share their examples and experiences in the class.
Choose the correct option.
Answer: B. A and C are correct. — Concept: Constructivist teaching connects learning with a learner’s life by embedding the learner’s own cultural background, prior knowledge, and lived…
- A.
A and B are correct.
- B.
A and C are correct.
- C.
B and C are correct.
- D.
Only B is correct.
Show answer & explanation
Correct answer: B
Concept: Constructivist teaching connects learning with a learner’s life by embedding the learner’s own cultural background, prior knowledge, and lived experience into the lesson. Two established ways to do this are deliberately weaving diverse cultural perspectives into the subject content itself, and inviting learners to voluntarily contribute their own examples and experiences during the lesson. Publicly pointing out a student’s personal or family background works differently: it exposes a child’s background to the whole class rather than letting the child choose whether and how to offer it, so it does not itself embed the learner’s life into the lesson the way the other two actions do.
Application: This item asks which combination of the three described teacher actions connects learning to a learner’s life. Weaving diverse cultural perspectives into the subject content, and giving learners the chance to share their own examples and experiences in class, both let the lesson reflect what learners already know and live — one by shaping the content itself, the other by making room for learners’ voices. Publicly identifying a learner’s personal or family background is a different kind of act: it draws attention to the child rather than shaping the content or inviting a voluntary contribution, so it cannot be grouped with the other two as a way of connecting learning to life.
Cross-check: Comparing the groupings the item offers, action by action:
Grouping | Actions it pairs | Kind of actions |
|---|---|---|
“A and B are correct.” | diverse cultural perspectives in the subject content + publicly identifying a learner’s background | one shapes what is taught; the other draws attention to an individual student |
“B and C are correct.” | publicly identifying a learner’s background + learners voluntarily sharing their own examples | one is initiated by the teacher about the student; the other is offered by the student |
“Only B is correct.” | publicly identifying a learner’s background only | drops both the content-design and the learner-voice actions the item describes |
“A and C are correct.” | diverse cultural perspectives in the subject content + learners voluntarily sharing their own examples | both embed the learner’s cultural background and lived experience into the lesson |
The grouping “A and C are correct.” is therefore the one this item calls for.