Unit 3 Module Quizzes

Question 1

Which strategy is effective for supporting students with sensory processing challenges in an inclusive classroom?

a. Implementing a reward system to motivate the student to focus on tasks
b. Assigning independent student work to minimize distractions
c. Providing an area with tools such as fidget toys and headphones
d. Encouraging the student to participate in group activities to build social skills

Answer 1

c. Providing an area with tools such as fidget toys and headphones

Providing a quiet corner with sensory-friendly tools can help exceptional students with sensory processing challenges regulate their environment and focus on learning effectively.

Question 2

Which strategy is effective for accommodating a student with dyslexia?

a. Providing audio recordings of textbooks
b. Allowing extra time on written assignments
c. Assigning more reading comprehension exercises
d. Encouraging the student to rely on visual aids

Answer 2

a. Providing audio recordings of textbooks

Providing audio recordings of textbooks is a common accommodation for students with dyslexia, as it helps them access the content without struggling with reading difficulties.

Question 3

Which approach supports social skills development for a student with autism spectrum disorder (ASD) in an inclusive classroom?

a. Limiting participation in collaborative projects
b. Allowing the student to avoid group activities
c. Assigning solitary tasks to minimize social interactions
d. Creating opportunities for structured peer interactions

Answer 3

d. Creating opportunities for structured peer interactions

Providing structured peer interactions can help students with ASD develop their social skills in a supportive environment.

Question 4

How can a teacher differentiate instruction to support gifted students?

a. Encourage the student to teach their peers
b. Provide enrichment activities that delve deeper into the subject matter
c. Allow the student to skip foundational content covered in class
d. Assign additional work to challenge the student

Answer 4

b. Provide enrichment activities that delve deeper into the subject matter

Providing activities that explore topics in a deeper way helps gifted students stay engaged and expand their intellectual development.

Question 5

Which strategy supports students with attention deficit hyperactivity disorder (ADHD) in maintaining focus during lessons?

a. Providing frequent breaks during instruction
b. Assigning extra homework to keep them occupied
c. Seating them in the front row to minimize distractions
d. Reminding them to stay on task periodically

Answer 5

a. Providing frequent breaks during instruction

Providing frequent breaks enables students with ADHD to better manage their attention and reduce feelings of being overwhelmed.

Question 6

Which approach is recommended as an accommodation for students with physical disabilities?

a. Ensuring classroom materials are accessible and adapted as needed
b. Assigning group projects that avoid physical movement
c. Allowing the student to skip physical education classes
d. Providing written notes instead of verbal instructions

Answer 6

a. Ensuring classroom materials are accessible and adapted as needed

Classroom materials must be accessible and adapted to promote inclusivity and allow students with physical disabilities to fully participate in learning activities.

Question 7

Which strategy is recommended for supporting students with hearing impairments in a mainstream classroom?

a. Repeating important information
b. Providing written transcripts of spoken content
c. Seating the student in the back row to minimize distractions
d. Offering text-to-speech software

Answer 7

b. Providing written transcripts of spoken content

Providing written transcripts of spoken content ensures that students with hearing impairments have access to the same information as their peers.

Question 8

Which approach is recommended to accommodate students with a specific learning disability (SLD) in the classroom?

a. Providing practice tasks for student weaknesses
b. Modifying the curriculum to remove challenging topics
c. Providing additional time on assessments
d. Offering alternative ways to demonstrate knowledge

Answer 8

d. Offering alternative ways to demonstrate knowledge

Offering alternative methods for demonstrating knowledge allows students with specific learning disabilities to showcase their strengths and understanding in ways that align with their learning needs.

Question 9

Which instructional strategy is effective in supporting the learning needs of exceptional students within an inclusive classroom?

a. Teacher-led whole-group discussions
b. Independent seatwork assignments
c. Hands-on, experiential learning activities
d. One-to-one lecture-based instruction

Answer 9

c. Hands-on, experiential learning activities

This approach allows for active engagement, promotes multisensory learning, and accommodates various learning styles.

Question 10

Which scenario illustrates a situation where a student may qualify for a 504 plan?

a. A student experiences severe anxiety attacks during standardized testing.
b. A student consistently achieves low grades in all subjects.
c. A student has a medical condition that requires frequent absences from school.
d. A student prefers to work independently and does not participate in group activities.

Answer 10

c. A student has a medical condition that requires frequent absences from school.

The student’s medical condition qualifies as a disability under Section 504 of the Rehabilitation Act of 1973, which defines disability as “a physical or mental impairment that substantially limits one or more major life activities.” Frequent absences from school due to a medical condition can significantly impact the student’s ability to participate in educational activities and access learning opportunities.

Question 11

What is the purpose of Tier 2 interventions in a classroom implementing a multi-tiered system of supports (MTSS) framework?

a. Providing intensive one-to-one or small-group instruction
b. Implementing general classroom routines and procedures
c. Addressing the needs of students requiring targeted support
d. Providing specialized instruction for all students

Answer 11

c. Addressing the needs of students requiring targeted support

Tier 2 interventions provide additional support for students who need more than the core curriculum but do not require intensive, individualized intervention.

Question 12

Which behavior management strategy promotes positive behavior in the classroom?

a. Ignoring disruptive behaviors to avoid reinforcing them
b. Implementing unique consequences for similar behaviors
c. Using consequences as the primary means of behavior control
d. Providing clear expectations and rules for behavior

Answer 12

d. Providing clear expectations and rules for behavior

Clear expectations and rules help students understand what is expected of them and promote positive behavior.

Question 13

How can teachers successfully implement a token economy system to manage behavior in the classroom?

a. Provide tokens only for exceptional academic performance.
b. Reinforce desired behaviors consistently with tokens.
c. Omit the distribution of tokens to avoid conflicts.
d. Use the same rewards for all students regardless of behavior.

Answer 13

b. Reinforce desired behaviors consistently with tokens.

Consistently reinforcing desired behaviors with tokens is a key component of a token economy system.

Question 14

What is the purpose of Tier 3 interventions in a multi-tiered system of supports (MTSS) framework?

a. Providing universal interventions for all students
b. Offering intensive, individualized interventions for a few students
c. Utilizing class-wide instruction
d. Addressing the needs of students requiring minimal support

Answer 14

b. Offering intensive, individualized interventions for a few students

Tier 3 interventions are designed to provide intensive, individualized support to a small group of students who require the most assistance.

Question 15

Which strategy supports effective management of transitions in the classroom?

a. Providing clear, consistent signals and expectations
b. Introducing a variety of routines and schedules
c. Giving students checklists to complete
d. Allowing students to freely move around without direction

Answer 15

a. Providing clear, consistent signals and expectations

Providing clear, consistent signals and expectations is indeed a recommended strategy for effectively managing transitions in the classroom, ensuring smooth and efficient transitions between activities.

Question 16

How can peer-mediated interventions be used to support students with social skills deficits?

a. Encourage competition and comparison among peers.
b. Work one-on-one with students and provide homework activities.
c. Provide opportunities for peer modeling and reinforcement.
d. Assign group work with whole-group scoring on projects.

Answer 16

c. Provide opportunities for peer modeling and reinforcement.

Peer-mediated interventions involve peer modeling and reinforcement to support students with social skills deficits.

Question 17

A special educator is concerned by the noncompliant behaviors demonstrated in an inclusive general education setting by a student with an emotional disorder. The educator has many possible strategies at their disposal. After reviewing possibilities, the educator plans to complete a functional behavior assessment (FBA) and arranges to interview the student’s general educator and different members of the family as one aspect of the assessment.

Which question will the special educator likely ask during the interviews?

a. Does it appear to you that the student has (m)any close friends?
b. Do any of the student’s peers respond inappropriately to stress?
c. What would you like the student to accomplish this school year?
d. At what point during the day is the student more likely to exhibit inappropriate behaviors?

Answer 17

d. At what point during the day is the student more likely to exhibit inappropriate behaviors?

Identifying when the behaviors are most likely to occur can assist the teacher in developing and implementing effective strategies.

Question 18

A student with an emotional or behavioral disorder (EBD) has just been placed in a general mathematics class. Two days in a row, when given a math worksheet, the student looked at it for a few minutes, pushed it aside, and put their head down on the desk.

Which action should the teacher take before giving the student more math worksheets?

a. Allow the student to take the worksheets home to complete with their caregivers.
b. Talk with the student to determine if the worksheet content is appropriate.
c. Ask other students to work on one of the rejected worksheets with this student.
d. Implement a behavioral intervention bonus point system to encourage the student to do the worksheet.

Answer 18

b. Talk with the student to determine if the worksheet content is appropriate.

Students with EBDs can become overwhelmed when faced with difficult situations, resulting in avoidance behaviors.

Question 19

A kindergarten teacher is planning an activity in which the students will be sorting blocks of various shapes and colors into containers. A five year old with cerebral palsy can discriminate shapes and colors, but motor control problems will prevent the student from physically manipulating the blocks.

Which approach should the teacher use in this situation?

a. Arrange for the student to receive related instruction from the special education teacher in the resource room while the activity is taking place in the classroom.
b. Ensure the student has access to other materials, such as picture books, which illustrate the key concepts being addressed.
c. Ensure the student’s seating position allows them to observe and talk with classmates who are doing the sorting activity.
d. Arrange for the student to use a different mode, such as gestures or verbal prompts, to tell a peer buddy where to put the blocks.

Answer 19

a. Arrange for the student to receive related instruction from the special education teacher in the resource room while the activity is taking place in the classroom.

Using alternative methods allows the student to participate in the inclusive setting.

Question 20

Which three characteristics are indicative of attention deficit hyperactivity disorder (ADHD)?

a. Inattention during activities requiring sustained focus
b. Making impulsive decisions or actions
c. Struggles with reading fluency and comprehension
d. Excessive movement or restlessness
e. Talking occasionally out of turn
f. Difficulties with long-term memory

Answer 20

a. Inattention during activities requiring sustained focus
b. Making impulsive decisions or actions
d. Excessive movement or restlessness

Characteristics of ADHD include an inability to focus attention on required activities, an inability to sit still, and impulsivity.

Question 21

How can elements of classroom design be used to assist language development among English language learners?

a. Classroom materials can be organized based on English proficiency levels.
b. Native language use is avoided during instructional time.
c. Desks can be arranged in rows to reduce distractions and collaboration.
d. Items such as labels, word walls, and visible schedules can be hung on the walls.

Answer 21

d. Items such as labels, word walls, and visible schedules can be hung on the walls.

Displaying language-related visual aids encourages language development by providing visual supports and constant exposure to language in context.

Question 22

Which approach promotes English language learners’ engagement?

a. Controlling access to classroom resources to minimize distractions
b. Using only English-language materials and resources in the classroom
c. Implementing a fixed seating chart to maintain order
d. Encouraging students to share stories and cultural experiences

Answer 22

d. Encouraging students to share stories and cultural experiences

Encouraging student sharing fosters a sense of belonging and encourages language use in meaningful contexts, thus enhancing engagement among English language learners.

Question 23

Which strategy supports English language learners’ social-emotional development?

a. Using punishment for language errors or misunderstandings
b. Ignoring cultural differences to maintain consistency in classroom behavior
c. Assigning additional homework to reinforce language skills outside of class
d. Setting clear routines and expectations to provide structure

Answer 23

d. Setting clear routines and expectations to provide structure

Setting clear expectations fosters a supportive and predictable environment, promoting students’ social-emotional well-being and sense of security.

Question 24

Which strategy creates an inclusive learning environment for English language learners (EL)?

a. Encouraging peer tutoring and collaborative learning activities
b. Adopting a one-size-fits-all approach to instructional delivery
c. Avoiding discussions about cultural differences to prevent conflicts
d. Differentiating with separate tasks for EL students

Answer 24

a. Encouraging peer tutoring and collaborative learning activities

Encouraging collaboration fosters peer support and facilitates language development through interaction and communication.

Question 25

Which approach supports English language learners' acquisition of academic language? a. Limiting chances for students to engage in authentic language use b. Offering bilingual instruction solely to English language learners c. Relying on written instructions and worksheets for language practice d. Combining visuals and realistic context with academic language

Answer 25

d. Combining visuals and realistic context with academic language Using visuals together with language enhances students' understanding and retention of academic language by providing visual context and real-world examples.

Question 26

Which classroom management strategy accommodates English language learners' diverse cultural backgrounds? a. Using English-language materials exclusively to promote consistency b. Celebrating cultural holidays and traditions represented within the classroom community c. Penalizing students for behaviors that may be culturally influenced d. Disregarding cultural differences to maintain a standardized approach

Answer 26

b. Celebrating cultural holidays and traditions represented within the classroom community Celebrating differences fosters a sense of belonging and validates students' cultural identities, promoting inclusivity and respect within the classroom.

Question 27

Which approach can be used promote English language learners' self-regulation skills? a. Provide highly structured schedules with limited opportunities for flexibility. b. Implement consequences for minor behavioral infractions. c. Minimize opportunities for student choice and autonomy. d. Encourage students to set personal goals and monitor their progress.

Answer 27

d. Encourage students to set personal goals and monitor their progress. Having students set their own goals empowers them to take ownership of their learning and behavior, fostering self-regulation and accountability.

Question 28

Which strategy supports English language learners' development of critical thinking skills? a. Limited time for student inquiry by maintaining focus on instructional objectives b. Step-by-step instructions for every task to minimize ambiguity c. Tasks that require memorization rather than higher-order thinking d. Students asking questions and exploring multiple perspectives

Answer 28

d. Students asking questions and exploring multiple perspectives Activities like these foster inquiry, reflection, and analysis, promoting English language learners' development of critical thinking skills.

Question 29

Which aspects of classroom management and design can be used to assist English language learners as they transition from teacher-led instruction to independent learning? a. An organized and structured seating arrangement to minimize distractions b. Individual desk work to maintain focus on personal tasks c. Teacher-oriented instructional approaches and activities d. A print-rich environment with labels and visual supports

Answer 29

d. A print-rich environment with labels and visual supports Visual supports provide scaffolding for English language learners as they transition to independent learning, promoting comprehension and autonomy.

Question 30

An English learner can create simple sentences. Vocabulary is increasing, and errors begin to decrease. Which stage of language acquisition is this student in? a. Advanced Fluency b. Speech Emergence c. Pre-Production d. Early Production

Answer 30

b. Speech Emergence At this stage, students have adequate comprehension skills and can produce simple sentences.

Question 31

Which co-teaching model is effective in promoting active engagement and participation? a. One teacher primarily delivers instruction, while the other takes on a supportive role. b. Teachers independently plan and deliver instruction without collaboration. c. Students are assigned to one teacher based on their perceived learning styles. d. Responsibilities alternate between teachers to ensure equal participation and contribution.

Answer 31

d. Responsibilities alternate between teachers to ensure equal participation and contribution. Alternating responsibilities fosters equal participation and engagement by ensuring both teachers actively contribute to instruction and student support.

Question 32

Which co-teaching strategy is conducive to differentiation and individualized instruction? a. Using flexible grouping arrangements b. Using similar instructional approaches for all students c. Creating rigid grouping assignments d. Assigning additional work for remediation

Answer 32

a. Using flexible grouping arrangements Flexible grouping allows for tailored instruction by grouping students based on their specific needs, facilitating differentiation and personalized learning experiences.

Question 33

Which approach supports the development of social-emotional skills and self-esteem? a. Separating students with behavioral challenges from their peers b. Using cooperative learning that promotes peer interaction and collaboration c. Assigning homework that focuses on social-emotional role-play scenarios d. Providing consistent praise and encouragement to all students

Answer 33

b. Using cooperative learning that promotes peer interaction and collaboration Cooperative learning fosters a supportive classroom environment where students can develop social-emotional skills, build positive relationships, and enhance their self-esteem through collaborative learning experiences.

Question 34

Which act meets the needs of students by using the "One Teach, One Assist" co-teaching model? a. Instruction is delivered simultaneously by both teachers to ensure all students receive equal attention. b. One teacher handles discipline, while the other focuses on academic instruction. c. One teacher delivers instruction, while the other provides individualized support to struggling students. d. Roles rotate daily to maintain variety in instructional delivery.

Answer 34

c. One teacher delivers instruction, while the other provides individualized support to struggling students. This allows for targeted support while maintaining engagement for all students during instruction.

Question 35

Which strategy addresses individual student needs through the "Station Teaching" co-teaching model? a. Rotating students through stations without considering their learning profiles b. Tailoring station activities to students' diverse learning styles and abilities c. Providing identical tasks at each station to ensure fairness d. Assigning students to stations based on their interests

Answer 35

b. Tailoring station activities to students' diverse learning styles and abilities Tailoring activities allows for differentiation and personalized learning experiences to meet the diverse needs of students.

Question 36

Which approach promotes active engagement and participation through the "Parallel Teaching" co-teaching model? a. Roles switch between teachers for each instructional unit to maintain variety. b. Students choose which teacher they prefer to work with for each lesson. c. Each teacher delivers the same lesson simultaneously to one half of the class. d. One teacher provides instruction, while the other monitors student behavior.

Answer 36

c. Each teacher delivers the same lesson simultaneously to one half of the class. Having each teacher deliver instruction in this way ensures active engagement by providing opportunities for students to interact with a teacher and their peers in a smaller group, fostering collaboration and participation.

Question 37

Which co-teaching model is appropriate for simultaneous instruction to all students while allowing for differentiated support of a wide range of abilities and learning styles? a. Alternative Teaching b. Team Teaching c. Station Teaching d. Parallel Teaching

Answer 37

b. Team Teaching Team Teaching involves both teachers actively engaging in instruction together, providing simultaneous support and differentiation for all students.

Question 38

Which co-teaching model is represented by one teacher providing specialized instruction while the other supports the rest of the class? a. Alternative Teaching b. Station Teaching c. Parallel Teaching d. Team Teaching

Answer 38

a. Alternative Teaching Alternative Teaching allows one teacher to work with a smaller group, while the other teaches the larger group, providing intensive individualized support where needed.

Question 39

A fifth-grade classroom has students with varying reading levels and English proficiency. The teachers provide differentiated reading instruction by having one teacher lead a small group focusing on decoding skills, while the other teacher works with the remaining students on reading comprehension strategies. Which co-teaching model is being used? a. Team Teaching b. Alternative Teaching c. Parallel Teaching d. Station Teaching

Answer 39

b. Alternative Teaching Alternative teaching permits one teacher to work with a smaller group (focusing on decoding skills), while the other teacher works with the larger group (focusing on comprehension strategies), providing differentiated instruction.

Question 40

The teachers in a middle school social studies class wish to plan a lesson on ancient civilizations. They intend to have one teacher lead a discussion group focusing on the political structures of ancient societies. The other teacher will facilitate a hands-on activity with a small group where students create artifacts related to daily life in those civilizations. Which co-teaching model is being implemented? a. Station Teaching b. Team Teaching d. Alternative Teaching d. Parallel Teaching

Answer 40

d. Alternative Teaching This situation is using alternative teaching because one teacher leads a discussion group (focusing on political structures), while the other facilitates a hands-on activity (related to daily life), providing alternative approaches to learning about ancient civilizations.

Question 41

Read each student's story. Each displays characteristics common for certain disability categories as outlined in the IDEA. Which disability category best fits each student based on common characteristics? Lucas is a first-grade student who has trouble learning vocabulary words expected in class every week. He seems to understand the words when the teachers explain but cannot use the words in a sentence or explain their meaning. He often becomes frustrated when asked a question in class. a. Speech or Language Impairment b. Intellectual Disability c. Emotional Disturbance

Answer 41

a. Speech or Language Impairment Students with speech or language impairment, such as an expressive speech disorder, may understand everything that is said to them but become frustrated when trying to express themselves and have difficulty in learning new vocabulary.

Question 42

Read each student's story. Each displays characteristics common for certain disability categories as outlined in the IDEA. Which disability category best fits each student based on common characteristics? Nora is a seventh-grade student who has always had difficulty learning. She consistently struggles to complete academic tasks at the same speed as her classmates. She also has difficulty foreseeing the consequences of her actions. Her hearing and vision have been checked and no deficit was found. a. Speech or Language Impairment b. Intellectual Disability c. Emotional Disturbance

Answer 42

b. Intellectual Disability Slower learning, lack of adaptive behaviors, such as the ability to predict outcomes, and difficulty problem-solving are some signs that indicate intellectual disability.

Question 43

Read each student's story. Each displays characteristics common for certain disability categories as outlined in the IDEA. Which disability category best fits each student based on common characteristics? Since entering high school, Li's school performance has deteriorated. Li has become isolated from other students and sometimes acts out angrily in class. Li's parents took Li to the doctor, but the doctor found no health problems. a. Speech or Language Impairment b. Intellectual Disability c. Emotional Disturbance

Answer 43

c. Emotional Disturbance Emotional disturbance can manifest in aggression, isolation, crying bouts, and below-grade-level performance.

Question 44

True or False Students with medical diagnoses automatically qualify for special education services under one of the 13 categories of disability listed in IDEA.

Answer 44

False Having a medical diagnosis is different than having an educational disability. Students who qualify for special education services under one of the categories of disability listed in IDEA may or may not have a medical diagnosis. However, all students who experience an educational disability struggle to access the general curriculum without appropriate supports and services.

Question 45

PBIS is an example of which type of school-wide support framework? a. Individualized Education Programs b. Individuals with Disabilities Education Act c. Response to intervention d. Multitiered systems of supports

Answer 45

d. Multitiered systems of supports PBIS is a behavioral school-wide, tiered support and example of MTSS (multitiered systems of supports).

Question 46

What is the most common educational disability under IDEA and is characterized by difficulty reading, writing, listening, speaking, and reasoning? a. Speech or language impairment b. Specific learning disability c. Autism spectrum disorder d. Intellectual disability

Answer 46

b. Specific learning disability Specific learning disability (SLD) is the most common disability type under IDEA and includes dyslexia, dysgraphia, dyscalculia, auditory processing disorder, and nonverbal learning disability. This disability impacts a student's ability to effectively read, write, speak, reason, or do math.

Question 47

A student in your classroom is engaging in disruptive and aggressive behaviors when transitioning from one classroom to another, even if the next activity is also preferred. Mark each strategy that may be effective to better prepare and support this student through transitions. Provide a visual schedule showing which class was before, the current class, and the next class.

Answer 47

Effective Visual reminders can support students in organizing their own expectations about what they are doing now and what is to happen next.

Question 48

A student in your classroom is engaging in disruptive and aggressive behaviors when transitioning from one classroom to another, even if the next activity is also preferred. Mark each strategy that may be effective to better prepare and support this student through transitions. When disruptive behaviors occur during transitions, publicly give the student immediate oral feedback on the behavior.

Answer 48

Not Effective Calling out a student's behavior in front of peers may be counterproductive. Positive behavioral strategies are more effective at encouraging students to develop new, more appropriate behaviors.

Question 49

A student in your classroom is engaging in disruptive and aggressive behaviors when transitioning from one classroom to another, even if the next activity is also preferred. Mark each strategy that may be effective to better prepare and support this student through transitions. Implement a behavior chart with rewards for positive behavior during transitions.

Answer 49

Effective A behavior chart helps student determine what behaviors are appropriate and encourages them to display appropriate behavior.

Question 50

A student in your classroom is engaging in disruptive and aggressive behaviors when transitioning from one classroom to another, even if the next activity is also preferred. Mark each strategy that may be effective to better prepare and support this student through transitions. Provide coaching on expected versus unexpected behaviors during times of transition.

Answer 50

Effective Coaching on what behaviors are considered appropriate supports students in displaying those behaviors more frequently.

Question 51

Flexible instruction and mixed-ability grouping are foundations of which type of instruction? a. Proactive b. Collaborative c. Blended d. Differentiated

Answer 51

d. Differentiated Differentiated instruction supports students of all abilities by personalizing learning through flexible instruction.

Question 52

Which type of co-teaching model divides a classroom into two groups to provide instructional content simultaneously? a. Alternative teaching b. Team teaching c. One teach, one assist d. Parallel teaching

Answer 52

d. Parallel teaching Parallel teaching divides a classroom into two groups where both instructors teach the content simultaneously.

Question 53

A general education teacher and an EL teacher are co-teaching an English language arts class in a diverse urban classroom. This particular class is taught in English. During this lesson on note taking, the general educator provides the lecture while the EL teacher walks the room answering questions and modeling when needed. Which model of co-teaching are these two teachers using? a. Station teaching b. One teach, one assist c. Parallel teaching d. One teach, one observe

Answer 53

b. One teach, one assist In the one teach, one assist model, one teacher provides whole group instruction while the other circulates the room answering questions and modeling as needed.

Question 54

Two general educators teach an interdisciplinary class combining history and art. The art teacher is teaching the general lecture on this particular day while the history teacher collects data on her counterpart's lecture clarity and student behavior. Which model of co-teaching are these two teachers using? a. Station teaching b. Team teaching c. One teach, one assist d. One teach, one observe

Answer 54

d. One teach, one observe The one teach, one observe co-teaching model strives to obtain data and feedback for the co-teachers about the effectiveness of their lesson in general, as well as the response students have to the instruction in terms of understanding and behaviors.

Question 55

A general educator and special educator are co-teaching in a first-grade classroom. Each morning, they begin the day by breaking the students into small groups of mixed ability. The teachers each sit at different tables, while other spaces are created for independent work. Students rotate around the room to each location with their small group. Each teacher focuses on a review concept from the previous day. Which model of co-teaching are these two teachers using? a. One teach, one observe b. Alternate teaching c. One teach, one assist d. Station teaching

Answer 55

d. Station teaching Station teaching allows co-teachers to divide students into smaller groups and provide more targeted instruction or review of concepts while they rotate from station to station.

Question 56

A fourth-grade English learner struggles with reading comprehension skills. The learner's fluency appears to be on par with that of his peers, but he struggles to review questions posed about reading passages and answer with an appropriate response. He tends to rush through and get caught up in the tiny details. He pays attention closely during whole group instruction. When his teachers use station teaching in small groups, he tends to be more focused and is able to better answer comprehension questions. Teachers identified him as needing tiered instruction. Given your knowledge about tier 1, tier 2, and tier 3 instruction, which tier best fits the need of the student and why?

Answer 56

Tier 2. He receives tier 1 instruction in the general education environment. Tier 2 instruction will provide him with additional support to bolster his skills in breaking down reading comprehension questions. Tier 3 support would provide unnecessary levels of intervention, as he is primarily in need of strategies to support his comprehension.

Question 57

True or False The majority of English learners in the United States are immigrants.

Answer 57

False Approximately 85 percent of prekindergarten to fifth-grade EL students and 62 percent of sixth- to twelfth-grade EL students are born in the United States (Zong and Batalova, 2015).

Question 58

Positive phrasing tells children the positive result for appropriate behaviors. Such phrasing sets out the expectations for preferred behaviors. Educators often focus on the misbehavior, continuously warning students of negative consequences. Positive phrasing can help students form better behavior habits. Turn the following "negative phrasing" into "positive phrasing" to remind students of expected behaviors and the potential positive results: You won't be dismissed until all the materials are put away.

Answer 58

When all the materials are put away, you will be dismissed.

Question 59

Which of the following are appropriate measures used to test for giftedness? a. Achievement Tests b. Ability Tests c. Behavior Observations d. Speech and Language Tests

Answer 59

a. Achievement Tests b. Ability Tests c. Behavior Observations Achievement tests determine knowledge the student holds and where they stand in relation to their peers. These tests can be academic or standard and allow students to show how advanced their knowledge is, as there should be no ceiling. Ability tests, such as those testing intelligence and cognitive abilities, are often used to test intellectual ability. These tests do not speak to specific behavior but are able to identify intellectually gifted students. Behavior observations from parents and teachers are critical to determining whether other characteristics of students who are gifted and talented are present. Achievement and ability tests are geared more to intellect, while behavior observations provide data on characteristics related to emotions, creativity, leadership skills, and more. Speech and language testing are used to determine the speech and language skills of students and are primarily used in determining if an educational disability exists. Some students who are gifted and talented may experience disabilities related to speech and language.

Question 60

Which of the following statements reflect common characteristics of gifted and talented students? a. Students who are gifted and talented display above average leadership skills. b. Students who are gifted and talented students have high levels of language development and verbal ability. c. Students who are gifted and talented possess a heightened sense of self-awareness. d. Students who are gifted and talented are problem solvers who do not need support in their learning.

Answer 60

a. Students who are gifted and talented display above average leadership skills. b. Students who are gifted and talented students have high levels of language development and verbal ability. c. Students who are gifted and talented possess a height Above average leadership are a common characteristic among students who are gifted and talented. High levels of language development and verbal abilities are common characteristics among students who are gifted and talented. Heightened sense of self-awareness is a common affective characteristic among students who are gifted and talented. It is often assumed students who are gifted and talented do not need support in academic areas. However, not all students who are gifted and talented experience that giftedness across all academic areas. These students may still require support—if not intellectually, often socially or emotionally.