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The implicit assumption underlying the description of Artificial Intelligence in education presented in the second paragraph is:
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According to the first paragraph, the statement which most accurately reflects the author’s perspective on the role of Artificial Intelligence in education is:
When teachers focus on activities that guide learners toward identifying how texts are organized, especially regarding textual coherence and functional intent, they are engaging with higher-order reading instruction. In a reading comprehension task, if the teacher’s objective is to help learners identify how the writer organizes and signals meaning relationships within the text — for example, by recognizing connectives like however, therefore, or for example — the specific reading sub-skill which is being targeted is:
The definition that best characterizes the reading sub-skill known as skimming, as applied in language teaching and receptive skills development is:
“A legacy of innovation lies in how communities share knowledge. Some inventors produce tools, others refine ideas, but all benefit from collective feedback. When criticism arises, they often eventually find ways to improve those tools and refine those ideas into something truly impactful.” In the sentence: “When criticism arises, they often eventually find ways to improve those tools…”, the pronoun they refers to: