In a classroom setting, what are two powerful levers for engaging students like Elijah and Sophia?

• Choice and relevancy

• Competition and rewards

• Strict rules and discipline

• Memorization and repetition

According to the study of Mr. Thompson's class, what percentage of middle school math assignments given to Hannah, Mia, and Oliver allowed for student choice and relevancy?

• Approximately 50%

• More than 75%

• Around 25%

• Less than 3%

In a classroom, Aria, Maya, and Sophia are working on a project. How can their teacher bring relevance to their assignment?

• By ignoring the values, interests, and goals of Aria, Maya, and Sophia

• By focusing only on memorization and repetition

• By using outdated materials and events

• By teaching rigorous content using themes across disciplines, cultures, and generations

During a school meeting, the principal asked the teachers about their approach to motivate and engage students like Luna, Ava, and Olivia. What should the teachers focus on?

• Implementing strict rules and discipline

• Ignoring the interests and goals of Luna, Ava, and Olivia

• Using gimmicks and artificial techniques with unproven results

• Connecting with Luna, Ava, and Olivia and bridging their known worlds with new concepts and ideas

What is the first step in increasing motivation and engagement for students like Grace, Harper, and Benjamin?

• Knowing and valuing students

• Implementing strict rules and discipline

• Ignoring the interests and goals of students

• Using outdated materials and events

In a project-based learning environment, what skills are Abigail, Liam, and Oliver expected to demonstrate under the current college- and career-ready standards?

• Collaboration, critical thinking, and problem-solving

• Ignoring the interests and goals of students

• Memorization, repetition, and obedience

• Competition, rewards, and discipline

In a survey of middle school literacy assignments, what percentage of students like Ethan, David, and Abigail were allowed to choose topics that were relevant to them?

• Less than 15%

• More than 90%

• Around 50%

• Approximately 75%

How can choice be provided to Jackson, Arjun, and Mia in their project-based learning?

• In terms of content, product, and process

• By focusing only on memorization and repetition

• By limiting their options and decisions

• By ignoring their interests and goals

When designing a science project on climate change, what should teacher Avery consider to make the assignment relevant for students like Aiden and Lily?

• Essential questions, universal understandings, and real-world materials and events

• Outdated materials and events

• Focusing only on memorization and repetition

• Ignoring the values, interests, and goals of students

When trying to motivate and engage students like Olivia and Benjamin in a science project, what should educators be cautious about?

• Connecting with students and bridging their known worlds with new concepts and ideas

• Implementing strict rules and discipline

• Ignoring the interests and goals of students

• Using gimmicks or artificial techniques with unproven results