Use the pieces of information below to answer the questions that follow. The pieces of information build on one another to create a hypothetical scenario, and the questions ask you to make appropriate decisions given the situation described.

For the units in her high school physics class, Ms. Galloway develops a series of experiments for students to work on independently at their own pace within a specified time frame. After each experiment, students turn in their lab notes and a detailed report, and Ms. Galloway notes any problems for students to review. Students determine how to improve and revise their work according to Ms. Galloway's feedback before they can move on to the next experiment. As the school year progresses, Ms. Galloway is very pleased with the overall improvement in her students' lab skills, scientific thinking, and writing skills. However, she feels overwhelmed by the amount of time she spends reviewing student work and maintaining student records. Ms. Galloway discusses the issue with her mentor teacher who helps her list the specific problems she is having, as shown below.

1. Too much class time gets wasted collecting and passing out student papers.

2. Too much time is spent sorting and matching lab notes and reports before they can be read.

3. Students sometimes misplace or lose part of their earlier sets of notes on a particular experiment, making it difficult to monitor their progress.

The teaching approach Ms. Galloway uses with her students can best be described as developmentally appropriate because it provides
(A) academic support from peers.
(B) challenges through competition.
(C) opportunities for reflection.
(D) content from varied perspectives.