Unit 4: Differentiating Instruction in an Inclusive Classroom

Question 1

True or False

UDL is for all learners, not just those with exceptionalities.

Answer 1

True

While UDL can be particularly effective for students with exceptionalities, it can help teachers to provide effective instruction for all students from all backgrounds and with different learning styles.

Question 2

UDL is an instructional framework for challenging, supporting, and engaging learners.

Which options represent the three core principles of UDL? (Choose three.)

a. Multiple means of representation
b. Multiple means of equity
c. Multiple means of engagement
d. Multiple means of action and expression

Answer 2

a. Multiple means of representation
c. Multiple means of engagement
d. Multiple means of action and expression

Multiple means of representation, action and expression, and engagement are the pillars of UDL design. These three core elements of UDL represent the “what,” “how,” and “why” students learn.

Question 3

The UDL guidelines provide specific elements, aligned to each core UDL principle, that can be used to create engaging learning experiences for all students. Which UDL principle is represented when a teacher minimizes distractions in the classroom and fosters collaboration through community-building?

a. Recognition networks in the brain
b. Multiple means of representation
c. Multiple means of engagement
d. Multiple means of action and expression

Answer 3

c. Multiple means of engagement

These strategies are ways to provide multiple means of engagement, utilizing the brain’s affective, or emotional, networks.

Question 4

Identify the UDL principal highlighted in each scenario.

Juan has a visual impairment so his teacher makes sure that he has access to all text in large print and access to a tablet so he can adjust the size of the text or listen to text read aloud.

a. Multiple Means of Engagement
b. Multiple Means or Representation
c. Multiple Means of Action and Expression

Answer 4

b. Multiple Means or Representation

This teacher is representing curriculum material in a format that meets Juan’s needs.

Question 5

Identify the UDL principal highlighted in each scenario.

Li’s class includes learners with ADHD, learning disabilities, and behavioral disorders, so Li makes sure to use multiple types of activities so students can respond in the way that suits their learning style

a. Multiple Means of Engagement
b. Multiple Means or Representation
c. Multiple Means of Action and Expression

Answer 5

c. Multiple Means of Action and Expression

The scenario describes the ways that Li has varied activities so that students can express their knowledge in a way that works for them.

Question 6

Identify the UDL principal highlighted in each scenario.

Oliver has a mobility impairment and does not walk or use his hands without assistance, so his PE teacher creates a modified version of softball in which he and his classmates can participate together.

a. Multiple Means of Engagement
b. Multiple Means or Representation
c. Multiple Means of Action and Expression

Answer 6

c. Multiple Means of Action and Expression

The teacher has varied the activity so that Oliver can participate along with his classmates.

Question 7

Identify the UDL principal highlighted in each scenario.

Sara has a behavioral disability and struggles to stay interested in school, so her teacher incorporates information about ballet, her favorite after-school activity, into a math lesson.

a. Multiple Means of Engagement
b. Multiple Means or Representation
c. Multiple Means of Action and Expression

Answer 7

a. Multiple Means of Engagement

The teacher has varied the lesson in order to find a way to engage Sara (and any other learners who enjoy ballet).

Question 8

Identify the UDL principal highlighted in each scenario.

Mei has a learning disability and cannot read text fluently. The special educator works with her general education teachers to make reading material available in alternative formats such as audio files or videos. These formats work so well that the teachers make them available to the rest of the class as well.

a. Multiple Means of Engagement
b. Multiple Means or Representation
c. Multiple Means of Action and Expression

Answer 8

b. Multiple Means or Representation

In this scenario, information is presented, or represented, in visual, auditory, and multimedia formats.

Question 9

True or False

UDL relies on placing each student in the correct classroom or setting.

Answer 9

False

The UDL framework emphasizes that the classroom environment must be tailored to the student. Rather than moving or “fixing” students, educators should adapt the classroom environment so that it meets the needs of all learners.

Question 10

Match each important UDL-related concept with the sentence that best describes its significance.

a. Variability
b. Plasticity
c. Goals

1. All Learners are different and instruction should address these differences
2. the brain can change and develop over time
3. the nervous system responds positively to motivation

Answer 10

a. Variability
1. All Learners are different and instruction should address these differences
- Variability requires that learning experiences be designed to meet the needs of all diverse learners—even when those needs are different.

b. Plasticity
2. the brain can change and develop over time
- Plasticity means that the brain can grow and develop. Well-designed lessons can help that process so that students become skilled and independent learners. As a classroom teacher, you will want to consider how your students’ brains are developing and changing so that you can meet their instructional needs based on where they are at that moment.

c. Goals
3. the nervous system responds positively to motivation
- Having goals improves focus; the brain responds positively to knowing what the goal is and having the support to accomplish it. As a classroom teacher, you will want to ensure that you set clear goals and communicate them to your students so that they are able to remain focused on learning.

Question 11

You are the classroom teacher for a student with a learning disability who struggles with writing tasks. You want to use the UDL framework to plan a lesson that minimizes barriers for the student and allows the student to be successful. Which of the following decisions best demonstrates the use of multiple means of action and expression?

a. Offer the student an option to listen to readings using headphones.
b. Give the student an option to create a poster based on the reading rather than completing a written test.
c. Provide the student with a choice between challenging and less-challenging reading material.
d. Provide the student a copy of your notes when you lecture to the class.

Answer 11

b. Give the student an option to create a poster based on the reading rather than completing a written test.

This decision demonstrates multiple means of action and expression because the student can select the method of expressing her knowledge that works best for her and does not allow her struggles with writing to get in the way of her demonstrating understanding.

Question 12

You are a classroom teacher whose class includes a student who has autism spectrum disorder and who is also gifted and talented. You want to make sure your lesson is accessible but also challenging. Which actions are consistent with a UDL-based approach?

a. Have the gifted and talented teacher provide an additional activity the student can do in class and allow the student to present it to the class.
b. Have the special educator work with the student to review basic concepts before the lesson and allow the student to record his answers on video.
c. Encourage all students to complete a multimedia project for extra credit if they cannot complete the assigned activity successfully.
d. Provide notes and flashcards to all students and offer all students a menu of enrichment activities to complete.

Answer 12

d. Provide notes and flashcards to all students and offer all students a menu of enrichment activities to complete.

This approach offers learning supports to all students, not only the student with a disability, and provides all learners choices for enrichment and extra challenge. This approach meets the student’s needs in an inclusive fashion without singling him out.

Question 13

True or False

UDL can be used in a range of settings, from general education to self-contained special education classrooms.

Answer 13

True

UDL can be especially helpful for teachers in diverse general education classrooms, but it is appropriate for any setting, with any group of learners.

Question 14

Which of the following are important elements to consider in the UDL-based lesson-planning process?

a. Goals, lesson length, availability of copies
b. Barriers to learning, internet access, parent involvement
c. Goals, student needs, collaboration from other teachers
d. Goals, barriers to learning, student traits

Answer 14

d. Goals, barriers to learning, student traits

Any UDL lesson should be based on the goals students need to achieve, should seek to minimize barriers to learning, and should be aligned to the strengths and needs of that group of students.

Question 15

True or False

Providing dictionaries, calculators, and memory aids can be a useful UDL strategy for students with exceptionalities.

Answer 15

True

Providing support with memory-based or fluency-based tasks such as spelling and computation can free students up to focus on higher-order thinking tasks.

Question 16

True or False

Accommodations are not part of a UDL lesson because they are not available to all students.

Answer 16

False

Accommodations can be included in UDL-based lessons. They can be made available to all learners when appropriate, such as when teachers allow all students to use a laptop or calculator, or they can be provided to individual students within the context of an inclusive lesson.

Question 17

What are the four ways teachers can differentiate classroom elements?

Answer 17

1. Content – what the student needs to learn or how the student will get access to the information;
2. Process – activities in which the student engages in order to make sense of or master the content;
3. Products – culminating projects that ask the student to rehearse, apply, and extend what he or she has learned in a unit; and
4. Learning environment – the way the classroom works and feels.

Question 18

True or False

Differentiation is a framework that can help teachers to distinguish, or differentiate, between students working on grade level and students working below grade level.

Answer 18

False

Differentiation is not an assessment process, although good teaching always involves thoughtful assessment of students’ needs. Rather, differentiation helps teachers to tailor, or differentiate, lessons to the needs of their learners.

Question 19

Which of the following elements of a lesson can teachers differentiate to meet the needs of their students?

a. Content, process, product, benchmarks
b. Content, process, product, environment
c. Content, environment, goals, assessments
d. Process, product, placement, goals

Answer 19

b. Content, process, product, environment

Teachers can differentiate, or modify, content, process, product, or the environment.

Question 20

Teachers often use differentiation to create a range of student activities that meet students’ different backgrounds, interests, or needs. For example, in one lesson, students might show their learning by participating in a discussion, writing a paragraph, or recording themselves acting out a concept. Differentiating student activities in a lesson is an example of differentiating _________

a. Process
b. Product
c. Content

Answer 20

a. Process

Students can choose the activities that help them learn the content best, allowing each student to use a different process to master the material.

Question 21

A student with an emotional or behavioral disability, who has difficulty completing lengthy activities or remaining focused on tasks, might benefit from differentiated instruction because the

a. student could demonstrate knowledge in the way that works best for them.
b. student could pass the class and would not pass with traditional instruction.
c. student could complete less work and experience less stress.
d. student behavior would be less disruptive for peers.

Answer 21

a. student could demonstrate knowledge in the way that works best for them.

Differentiating process, product, content, or environment would allow the student to show her mastery of the material given her unique learning needs.

Question 22

True or False

Differentiation can be helpful for students with and without individualized education plans.

Answer 22

True

As with UDL, differentiation is often particularly powerful for students with IEPs or 504 plans, or students who are ELs. But teachers can differentiate for any learner, even those who do not have specialized learning needs.

Question 23

True or False

When deciding whether to use differentiation or UDL, teachers should select and use the framework most appropriate for their students’ learning needs.

Answer 23

False

Teachers can use both differentiation and UDL simultaneously; there is no need to choose one or the other.

Question 24

Teachers can differentiate elements of instruction (content, process, product, and environment) according to a student’s readiness, learning needs, and interests. Match each statement to the type of differentiation represented.

A teacher notices one of his students arrived in the school system late last year. He provides additional review sheets, notes, and resources during independent work in case the student needs refreshers or did not learn the same material as his peers last year.

a. Differentiating Environment
b. Differentiating Content
c. Differentiating Product

Answer 24

b. Differentiating Content

This teacher modified the content available to the student based on the student’s level of knowledge and readiness.

Question 25

Teachers can differentiate elements of instruction (content, process, product, and environment) according to a student's readiness, learning needs, and interests. Match each statement to the type of differentiation represented. A teacher has a student with an IEP for an expressive language disorder. In assigning an oral presentation, she allows the student to create a video to show the class rather than having to speak in front of peers. a. Differentiating Environment b. Differentiating Content c. Differentiating Product

Answer 25

c. Differentiating Product This teacher differentiated the product the type of presentation, according to the student's exceptionality or learning needs.

Question 26

Teachers can differentiate elements of instruction (content, process, product, and environment) according to a student's readiness, learning needs, and interests. Match each statement to the type of differentiation represented. A teacher notices that one of his students, who has an IEP and a one-on-one aide, is particularly interested in soccer. He has the student's aide walk the student out to the soccer field for a brain break. a. Differentiating Environment b. Differentiating Content c. Differentiating Product

Answer 26

a. Differentiating Environment This teacher differentiated the environment for the brain break (the soccer field) based on the student's interest in soccer.

Question 27

What are some visual support accommodations in mathematics?

Answer 27

1. Labeled Diagrams 2. Color Coding 3. Step-by-Step Visuals 4. Graphic Organizers 5. Icons or Images

Question 28

Explicit instruction is based on principles of effective instruction. Which of the following classroom activities aligns with the principles of effective instruction? a. Focus on basic comprehension questions (who/what/where/when). b. Have students complete extensive seatwork independently. c. Give students challenging questions early in the lesson so that they can see where they need to improve. d. Use skill-based small groups extensively.

Answer 28

d. Use skill-based small groups extensively. Skill-based, teacher-supervised small groups allow students to remain engaged, learn from each other, and interact extensively with content, promoting learning.

Question 29

Explicit instruction typically includes six core functions: review, presentation, guided practice, feedback, independent practice, and ongoing review. Which of the following is an important part of the "presentation" function? a. Reteach if necessary. b. Have students review until proficient. c. Model and provide examples. d. Offer prompt feedback.

Answer 29

c. Model and provide examples. When presenting a new skill, it is important to model the skill and provide examples and non-examples to aid student understanding.

Question 30

What are the six core functions of Explicit Instruction?

Answer 30

1. Review: homework/previous learning/ prerequisite skills 2. Presentation: lesson goals / present new material in small steps / model procedures / examples / clear language 3. Guided Practice: high frequency of responses / rates of success / timely feedback, clues, prompts 4. Corrections and Feedback: reteach when necessary 5. Independent Practice: Monitor initial practice / practice until skills are automatic 6. Weekly and Monthly Reviews

Question 31

True or False Explicit instruction includes teacher feedback in some form.

Answer 31

True Teachers may provide feedback in a variety of ways, but explicit instruction requires teacher feedback as students transition to guided practice and independent performance of the skill.

Question 32

True or False Explicit instruction must include a small group component.

Answer 32

False Explicit instruction often uses small group work, but it does not always need to incorporate group work.

Question 33

Match each teacher action to the most similar element or step in the process of explicit instruction. You plan your lesson based on the curriculum goal for your unit. You begin each lesson where the previous day's lesson finished, and the lessons build toward preparing your students for the summative assessment. a. Provide clear models and samples b. Provide a range of examples and non-examples c. Use a logical sequence d. Offer opportunities for practice and feedback

Answer 33

c. Use a logical sequence This is an example of a logical sequence for instruction. You are aligning all activities to a goal and making sure each lesson builds toward the same overall aim and follows the lessons before it in a logical pattern.

Question 34

Match each teacher action to the most similar element or step in the process of explicit instruction. You are hoping to have your students complete a writing assignment. In preparation, you pass out a student paper from last year, ask the class to critique it, and then distribute another exemplary paper they can refer to as they work. a. Provide clear models and samples b. Provide a range of examples and non-examples c. Use a logical sequence d. Offer opportunities for practice and feedback

Answer 34

a. Provide clear models and samples This is an example of a clear model and samples. You use a paper from last year as a model, allow students to interact with it, and then provide a second model for students.

Question 35

Match each teacher action to the most similar element or step in the process of explicit instruction. As students complete their classwork, they ask a peer to check it with them and then, when they are finished with peer discussion, they raise a hand so that you can come over and review any questions with them. a. Provide clear models and samples b. Provide a range of examples and non-examples c. Use a logical sequence d. Offer opportunities for practice and feedback

Answer 35

d. Offer opportunities for practice and feedback You have provided opportunities for practice, peer feedback, and teacher feedback through peer review and teacher conferencing.

Question 36

Match each teacher action to the most similar element or step in the process of explicit instruction. As students are learning a new concept, you give them several illustrations of how that concept works in different settings, along with examples of issues that are not related to that idea. a. Provide clear models and samples b. Provide a range of examples and non-examples c. Use a logical sequence d. Offer opportunities for practice and feedback

Answer 36

b. Provide a range of examples and non-examples You have given students a range of examples and non-examples for your concept. Students see how your concept works in real life and, also, have concrete examples of ideas that are not relevant to the concept.

Question 37

Providing opportunities for success allows students with learning needs to ______ a. respond to feedback and work together b. master content and increase self-confidence c. make mistakes and increase self-confidence d. master content and work together

Answer 37

b. master content and increase self-confidence Multiple opportunities for success give students more opportunities to master content and, while self-esteem is not the primary goal of explicit instruction, build student self-confidence.

Question 38

Why is explicit instruction particularly useful for students with learning disabilities? a. Explicit instruction employs a lot of drilling and repetition of important concepts. b. Explicit instruction requires students to work independently throughout a lesson. c. Explicit instruction ensures that content is explained clearly and provides students with opportunities for practice. d. Explicit instruction moves slowly so that all students learn at the same pace.

Answer 38

c. Explicit instruction ensures that content is explained clearly and provides students with opportunities for practice. Explicit instruction makes content clear and allows students to continue working on a skill with teacher guidance.

Question 39

You are working with a student who has a learning disability and does not structure paragraphs correctly in writing assignments. When asked, the student says he does not know what a good paragraph is supposed to look like. Which element of explicit instruction is likely to be helpful for the student? a. Independent practice b. Teacher feedback c. Repeated guided practice d. Models, examples, and non-examples

Answer 39

d. Models, examples, and non-examples This element of explicit instruction can assist the student in understanding what a strong paragraph should look like.

Question 40

True or False While explicit instruction can be implemented at any grade level, its core elements are different for elementary, middle, and high school students.

Answer 40

False The core elements of explicit instruction remain the same, although teachers may differentiate in age-appropriate or developmentally appropriate ways for various grade levels.

Question 41

You are a teacher who is using explicit instruction to teach your students how to enter and exit the room during a lesson on routines and procedures in the first week of school. Which activity can be considered guided practice? a. Students write a summary of how to enter and exit the room. b. In groups of three, students review the guidelines and practice entering the room while critiquing each other. c. You ask a student to demonstrate the incorrect way to enter the room and peers provide feedback. d. You demonstrate how to enter and exit the room.

Answer 41

b. In groups of three, students review the guidelines and practice entering the room while critiquing each other. Students are working together and practicing the skill with feedback from one another.

Question 42

True or False A lesson for students with disabilities can be characterized as explicit instruction if it includes a clear teacher model for the new skill or concept, multiple chances for guided practice with appropriate scaffolding, frequent and direct teacher feedback, examples and non-examples, and independent practice.

Answer 42

True While experts characterize other elements as being typical of, or helpful in, explicit instruction, these core features can be said to be aligned with the explicit instruction model.

Question 43

True or False Modeling involves demonstration or instruction by the teacher but should still be interactive.

Answer 43

True Although it may involve direct instruction or demonstration by the teacher, modeling should still be engaging and involve students.

Question 44

Explicit instruction is sometimes erroneously seen as having an emphasis on ___________. a. partner work b. rote instruction c. student learning d. teacher feedback

Answer 44

b. rote instruction Explicit instruction is incorrectly perceived as having an emphasis on rote instruction.

Question 45

Contrary to some stereotypes, explicit instruction does allow for differentiation by teachers to meet different students' needs. Which of the following is a way that a teacher can provide meaningful content differentiation within an explicit instruction lesson? a. Require all students to complete the same assessment but praise those with exceptionalities more. b. During guided practice, give students varying problems to work on according to their ability. c. Match students with partners who will keep them on task to encourage learning. d. Require all students to complete the same assessment, but provide extended time to those with disabilities.

Answer 45

b. During guided practice, give students varying problems to work on according to their ability. Students all have the chance to practice the skill, but do so in a way that suits their individual learning needs.

Question 46

You are the teacher of a student with an autism spectrum disorder who struggles to remain engaged, adjust to new ideas, and generalize skills. Which aspect of explicit instruction might be most helpful for your student and why? a. Teacher modeling, because it will show the student what she needs to do b. Scaffolding, because it will help the student perform the skill to your specifications c. Opportunities for practice, because repeating the same activity over and over will help the student stay on task d. Opportunities for practice, because the student will be able to adjust to performing the new skill and frequent teacher feedback can help her stay engaged

Answer 46

d. Opportunities for practice, because the student will be able to adjust to performing the new skill and frequent teacher feedback can help her stay engaged Repeated practice in a low-stress environment, along with frequent feedback, can help the student stay engaged and learn the new skill faster.

Question 47

Explicit instruction is sometimes seen as lacking real-world context. However, this is not the case. Which of the following is an example of an authentic, meaningful context for an explicit instruction lesson? a. Your students are learning about U.S. history, so you have them write the definitions of vocabulary words to prepare for their reading. b. Your students are learning addition, so you have them identify items they want in a store flier and add up the cost of those items. c. Your students are learning phonics, so you have them say each letter out loud and repeat the sound it makes. d. Your students are learning a new grammatical concept in Spanish, so you have them listen to audio recordings of Spanish speakers reading sentences from the book.

Answer 47

b. Your students are learning addition, so you have them identify items they want in a store flier and add up the cost of those items. This activity places the new skill in context and allows students to practice it in a meaningful way.

Question 48

Which of the following is true of effective instruction for students who are gifted and talented? a. It should involve independent learning rather than teacher-supported learning. b. It should involve supported risk-taking with the assurance that occasional failure is acceptable. c. It should encourage students to strive for success rather than failure at all times. d. It should involve additional worksheets on the same topic without differentiation.

Answer 48

b. It should involve supported risk-taking with the assurance that occasional failure is acceptable. Effective instruction should support students in taking risks and occasionally falling short as part of the process of meeting high expectations.

Question 49

True or False Asking students who are gifted to routinely tutor less advanced students is an effective instructional strategy for gifted students.

Answer 49

False While occasional peer tutoring can strengthen knowledge of content, it is inappropriate to rely on more advanced students to provide remediation for peers; this fails to allow the more advanced students to move deeper into content.

Question 50

You are a teacher planning a lesson for a class that includes students with exceptionalities. You decide to pre-assess your students and structure small group tasks during the lesson based on pre-assessment results. Which of the following is an appropriate strategy for your learners that are gifted and talented? a. Distribute students who are gifted and talented among all small groups so that they can help others answer questions correctly. b. Create an alternative activity with higher-order thinking questions and extension activities for students who answer pre-assessment questions correctly. c. Excuse students from group work if they answer pre-assessment questions correctly. d. Assign extra assessment questions to students who answer pre-assessment questions correctly.

Answer 50

b. Create an alternative activity with higher-order thinking questions and extension activities for students who answer pre-assessment questions correctly. Alternative activities that challenge students and encourage them to continue thinking about content are an appropriate extension of learning for gifted students.

Question 51

True or False Beginning with the most challenging material can be an appropriate strategy for teachers of students who are gifted and talented.

Answer 51

True As independent learners, gifted students may need less scaffolding or direct instruction than typical students, and beginning with more challenging material can help teachers determine what they should do next.

Question 52

For students who are gifted and talented, _________________ and ________________ are two strategies that can lead to engagement and learning. a. repetition, self-monitoring b. collaboration, self-monitoring c. working alone, self-monitoring d. collaboration, instruction

Answer 52

b. collaboration, self-monitoring Meaningful, challenging group work, coupled with self-monitoring so that students are aware of their own strengths and progress as learners, can help keep gifted learners engaged.

Question 53

True or False Students who are gifted can remain in general education classrooms as long as teachers plan differentiated activities for them.

Answer 53

True As with all learners, the general education classroom can be an appropriate setting for gifted education as long as the classroom teacher provides challenging opportunities to learn at each student's skill level.

Question 54

True or False Eliminating some curriculum material may be appropriate for gifted students.

Answer 54

True Eliminating some material that students already know is called compacting and is an appropriate practice for gifted learners.

Question 55

Which of the following is true about curriculum compacting? a. Curriculum compacting must be implemented by grade-level or department teams. b. Curriculum compacting is not appropriate for students with disabilities. c. Curriculum compacting has no negative effects on student learning, according to research. d. Curriculum compacting can have negative effects on student behavior, according to research.

Answer 55

c. Curriculum compacting has no negative effects on student learning, according to research. Research has found positive effects on student achievement even when 50 percent or more of the curriculum is compacted for gifted learners.

Question 56

You are teaching a social studies unit and decide to compact your curriculum for your students who are gifted and know much of the content already. Place the steps in the correct order. a. match assessment results with curriculum to determine what to eliminate b. select appropriate substitute activities to provide student enrichment c. Formatively assess to ensure students remain challenged, engaged, and learning d. Pre-assess to see what students already know

Answer 56

d. Pre-assess to see what students already know -Pre-assessment is the first step in determining what students know and how to meet their needs. a. match assessment results with curriculum to determine what to eliminate -Your decision about what content to cover or eliminate for your gifted students must be tied to what those students know based on assessment. b. select appropriate substitute activities to provide student enrichment -You should identify alternative activities that will better meet your students' needs. c. Formatively assess to ensure students remain challenged, engaged, and learning -Even when you have made adjustments, continue to monitor and assess to ensure your plan is working.

Question 57

How does acceleration differ from compacting? a. Acceleration provides access to higher grade-level curriculum moving at a faster pace. b. Acceleration is appropriate for students with disabilities and compacting is not. c. Acceleration involves more differentiation than compacting. d. Acceleration eliminates sections of grade-level curriculum that students already know.

Answer 57

a. Acceleration provides access to higher grade-level curriculum moving at a faster pace. Students completing accelerated curriculum do more advanced work at a faster pace than their peers.

Question 58

For each instructional activity, indicate whether it is an example of compacting, acceleration, or neither. All students have a choice board to complete homework options.

Answer 58

Neither Neither compacting nor acceleration occurs here, as the choice board is the same for all students.

Question 59

For each instructional activity, indicate whether it is an example of compacting, acceleration, or neither. Students who are gifted and talented have a homework choice board with options from the second half of the unit, as they did not study the first half.

Answer 59

Compacting This is compacting, as gifted students are interacting with content from the part of the unit that they studied.

Question 60

For each instructional activity, indicate whether it is an example of compacting, acceleration, or neither. Students who are gifted and talented complete work for the year during the first semester and then move on to the next grade level's curriculum.

Answer 60

Acceleration This is acceleration, as students have moved ahead at a faster pace than their peers to a more challenging curriculum.

Question 61

For each instructional activity, indicate whether it is an example of compacting, acceleration, or neither. A ninth grader who is gifted is approved to take tenth-grade English.

Answer 61

Acceleration This is acceleration, as the student is being moved ahead of her peers to work at a more appropriate grade level.

Question 62

For each instructional activity, indicate whether it is an example of compacting, acceleration, or neither. A student who is gifted completes additional labs in science instead of the vocabulary unit they already have mastered.

Answer 62

Compacting This is compacting, as the student has substituted more appropriate, challenging work for the sections of the curriculum he already knows.

Question 63

Which three characteristics are core components of systematic instruction? a. Goal-driven b. UDL-based c. Logically sequenced d. Supported and scaffolded

Answer 63

a. Goal-driven c. Logically sequenced d. Supported and scaffolded Systematic instruction is goal-driven, is logically organized and sequenced, and includes scaffolds and supports. Systematic instruction often is delivered in a manner consistent with UDL, but UDL is an instructional framework, not a core component of systematic instruction.

Question 64

You are planning a lesson for a class that includes several students with intellectual disabilities. You review your instructional activities to make sure they follow a clear sequence, are logically structured, and include transitions and points for review each time new content is introduced. Which element of systematic instruction are you implementing? a. Goal-driven b. Scaffolded and supported c. Logically sequenced d. Guided practice

Answer 64

c. Logically sequenced You are making sure your lesson makes sense—to you and to your diverse learners.

Question 65

True or False Systematic instruction can be intensified to meet the needs of students who require intense support.

Answer 65

True Systematic instruction is consistent and goal-oriented, but it can also be modified as needed for students with more significant needs.

Question 66

Systematic instruction sometimes involves breaking information or steps down into their component steps or sub-tasks, a process known as ______ a. Differentiation b. Task analysis c. Scaffolding d. Compacting

Answer 66

b. Task analysis Task analysis involves breaking a task or piece of information into smaller steps or pieces of information so that students can more easily master it.

Question 67

For each instructional activity, indicate whether it is characteristic of systematic instruction or not. A teacher collects data to ensure activities have prepared the students to meet the learning goal.

Answer 67

Systematic Systematic instruction is goal-oriented and often involves collecting data to monitor student learning.

Question 68

For each instructional activity, indicate whether it is characteristic of systematic instruction or not. A class finishes a unit a day early, so the teacher allows them to play games for the remaining day.

Answer 68

Not Systematic Playing games can support student learning, but as described, this activity is not goal-oriented or sequenced toward instruction.

Question 69

For each instructional activity, indicate whether it is characteristic of systematic instruction or not. Students writing a paragraph may use graphic organizers and word banks as needed to meet the lesson objective.

Answer 69

Systematic This activity includes supports and scaffolds and is geared toward meeting the lesson goal.

Question 70

For each instructional activity, indicate whether it is characteristic of systematic instruction or not. A teacher is not sure whether students can meet the unit objectives, so they modify the objective.

Answer 70

Not Systematic Deviating from the grade-level curriculum goal, rather than preparing students to meet it, is not characteristic of systematic instruction.

Question 71

True or False Some features of explicit instruction overlap with features of systematic instruction.

Answer 71

True Both explicit instruction and systematic instruction are goal-oriented, and both entail providing students with needed scaffolds and supports to meet the learning goal.

Question 72

You are teaching a lesson and using systematic instruction to help your students with learning disabilities succeed. Which action on your part would best help students understand the logical sequence of the lesson? a. For each new activity, explain how it ties to the activities completed earlier. b. Use positive behavior supports to increase engagement. c. Allow students to use technology as needed. d. Allow students to work in partners to receive feedback.

Answer 72

a. For each new activity, explain how it ties to the activities completed earlier. Tying activities to previous work helps students see a coherent sequence in the lesson.

Question 73

Graphic organizers and self-monitoring checks can be considered examples of _________ an important element of systematic instruction. a. Representation b. Scaffolding c. Data-based Instruction

Answer 73

b. Scaffolding Scaffolding is important in a systematic instruction framework.

Question 74

True or False You are planning a lesson for a diverse class, including students with exceptionalities. You decide to begin your lesson with the most difficult content for the day. You believe this will get students' attention and help them focus on the challenge. Beginning with the most difficult content is typical in systematic instruction.

Answer 74

False This is not consistent with systematic instruction. Systematic instruction involves moving from easy to complex content or skills so that students can see the logical sequence in their own learning and can master each subskill as it is presented.

Question 75

True or False Teachers using systematic instruction should collect data on student performance.

Answer 75

True Collecting data allows teachers to ensure students are meeting the lesson goal. It also allows teachers to make adjustments so that all students can meet the goal.

Question 76

You have to teach your class how to do a new type of math problem, and you are planning your lesson. You consider completing a task analysis to determine what steps students will need to complete as they solve this new type of math problem. Why might a task analysis be helpful? a. A task analysis will help you recall the lesson objective. b. A task analysis will help you identify points at which your class will become distracted. c. A task analysis will help you keep students focused. d. A task analysis will help you identify potential areas of difficulty so you can offer more intensive supports.

Answer 76

d. A task analysis will help you identify potential areas of difficulty so you can offer more intensive supports. Identifying areas of confusion and providing appropriate supports is consistent with systematic instruction.

Question 77

True or False Formative classroom assessment for students with exceptionalities should include engaging activities just as instruction should.

Answer 77

True Formative assessment can be engaging and can involve students; it need not be focused on rote response or memorization and recall.

Question 78

True or False The primary value of differentiated assessment lies in its ability to provide information about students’ learning profiles and preferences.

Answer 78

False Differentiated assessment allows more accurate measurement of what students know, although it can also provide valuable information about learning profiles and preferences.

Question 79

You are working with a diverse group of learners, and you need to pre-assess their background knowledge in a topic. How could you pre-assess their knowledge while differentiating the product students produce? a. Allow students to choose resources and write a short essay about the topic. b. Tell students the topic, and allow them to select from a menu of product options that they could complete to summarize their knowledge about the topic. c. Give students a multiple-choice assessment, and allow extra time for those who need it. d. Give students a list of subtopics that will be covered and have them teach each other what they know.

Answer 79

b. Tell students the topic, and allow them to select from a menu of product options that they could complete to summarize their knowledge about the topic. This option is differentiated on the basis of students’ preferred types of activity and allows them to choose the product that best shows their knowledge and works for their learning profile.

Question 80

An exit ticket with options to complete different questions, of varying difficulty, is differentiated on the basis of ______ a. Product b. Content c. Process

Answer 80

b. Content Students are working toward the same standard or objective but work with different content in doing so.

Question 81

A _____ could be an appropriate assessment differentiated on the basis of students’ learning profiles. a. Writing Prompt b. Choice Board c. Quiz

Answer 81

b. Choice Board Students could select the items on the choice board that best fit their learning needs.

Question 82

For each accommodation, indicate whether it is a timing, setting, presentation, or response accommodation. Allowing extended time to complete a test

Answer 82

Timing This accommodation affects timing of the test.

Question 83

For each accommodation, indicate whether it is a timing, setting, presentation, or response accommodation. Having an aide read questions or text aloud

Answer 83

Presentation Reading text aloud affects how the material is presented.

Question 84

For each accommodation, indicate whether it is a timing, setting, presentation, or response accommodation. Writing answers on paper rather than using a computer

Answer 84

Response Writing by hand rather than using a computer changes the student’s response.

Question 85

For each accommodation, indicate whether it is a timing, setting, presentation, or response accommodation. Completing assessments in a separate room

Answer 85

Setting A separate room counts as a different setting.

Question 86

For each accommodation, indicate whether it is a timing, setting, presentation, or response accommodation. Using a dictionary during assessments

Answer 86

Response A spelling dictionary changes the student’s response.

Question 87

For each accommodation, indicate whether it is a timing, setting, presentation, or response accommodation. Providing test material in Braille.

Answer 87

Presentation Braille materials are a means of presenting the test in an accessible way for students who have low vision or who are blind.

Question 88

For each accommodation, indicate whether it is a timing, setting, presentation, or response accommodation. Receiving extra breaks

Answer 88

Timing This accommodation affects timing of the test, including timing of breaks.

Question 89

Curriculum-based measurement (CBM) instruments, or ________, typically include a ____________ of items from the curriculum. a. assessments, lengthy list b. probes, short sampling c. quizzes, large set d. oral responses, wide range

Answer 89

b. probes, short sampling CBM probes include items from across the curriculum to provide a representative indicator of the student’s skills.

Question 90

Which statement is true about curriculum-based measurement? a. It involves lengthy assessments b. It is based on standardized assessments c. It occurs once a year d. It yields immediately usable information

Answer 90

d. It yields immediately usable information CBM provides information about how the student is mastering skills being taught at the moment.

Question 91

True or False Progress monitoring is typically conducted for academics rather than behavior.

Answer 91

False Progress monitoring should occur for both academics and behavior.

Question 92

Which of the following is true about progress monitoring? a. It is typically conducted by one teacher. b. Students can be involved in monitoring their own progress. c. Teachers should not make decisions based on informal data. d. It involves a significant commitment of time from a school.

Answer 92

b. Students can be involved in monitoring their own progress. Students can and should be involved in tracking their own growth in age-appropriate ways.

Question 93

True or False Progress monitoring is most easily implemented with elementary students but can be conducted effectively at any level.

Answer 93

True While elementary school teachers may find it easier to collaborate, to analyze data across subjects, and to administer short objective probes, progress monitoring can be conducted at any grade level and should occur at all stages of a student’s career.

Question 94

You are a classroom teacher working with an inclusion class, including one student with an autism spectrum disorder. You notice your student does not complete any items on your formative assessment worksheet during the lesson. When asked, the student says they are too nervous to complete the assessment. Your first step should be to ______. a. assume the student has not understood and plan to reteach b. assume the student has understood and move on with plans to lower stress level in your classroom c. ask the student what would help them complete the assessment so that you can obtain accurate data d. consult with the special education educator to find a low-stress approach for future assessments

Answer 94

c. ask the student what would help them complete the assessment so that you can obtain accurate data Focus on gathering assessment data, and seek student input about what might allow him to be successful on the assessment.

Question 95

While teaching a lesson on writing, you notice your students with learning disabilities are more prone to spelling errors than the class at large. What is one change in practice you should make? a. Plan a lesson in which you review spelling of core vocabulary words. b. Eliminate penalties for spelling or mechanical errors. c. Ask the special educator to design a differentiated assessment for those students. d. Provide targeted support to those students, including dictionaries and review of phonics rules.

Answer 95

d. Provide targeted support to those students, including dictionaries and review of phonics rules. Targeted, differentiated support will ensure these students have necessary accommodations and reteaching to meet the grade-level standard.

Question 96

True or False Assessment data allow teachers to target instruction at the level where the student is most comfortable working.

Answer 96

False Assessment data should be used to ensure instruction is within the student’s zone of proximal development, or at a level just beyond where the student currently is. Effective instruction will ask students to push themselves and grow, and assessment data help identify the most efficient way to do that.

Question 97

Assessment data can be used to help teachers and students ______. a. review content b. set meaningful goals c. preview upcoming work

Answer 97

b. set meaningful goals Assessment data can identify where students are now, and therefore it is a helpful way to determine where they should be in the future.

Question 98

True or False In addition to collecting classroom assessment data, teachers should ask students for feedback about their learning.

Answer 98

True Student reflections, feedback, and observation can be valuable additional sources of data, collected through informal assessment processes.

Question 99

True or False The nature of effective feedback may vary depending on the type of activity or assessment the student has completed.

Answer 99

True For example, feedback should be different for formal assessments, informal reading assessments, and class discussions.

Question 100

Which of the following is true about written feedback? a. Written feedback should include specific comments and a general discussion of error patterns. b. Marking errors will help the student more than written comments. c. Written feedback is helpful for only some students. d. Written feedback need not be timely, because the student can refer to the paper if needed.

Answer 100

a. Written feedback should include specific comments and a general discussion of error patterns. Written feedback should address any specific errors and general patterns of student performance.

Question 101

You are writing comments on students’ written assessments. What is the most effective comment to leave on the paper of a student who has failed the assessment because they did not perform a critical step? a. “Good try! See me after class and we can discuss.” b. “I like your effort and how hard you tried during the test—don’t be discouraged!” c. “Good try. Remember to review all the steps of the process next time.” d. “Remember the third step of the process—performing this step correctly would make each of your answers correct.”

Answer 101

d. “Remember the third step of the process—performing this step correctly would make each of your answers correct.” This feedback is specific about what the student did erroneously and what the importance of the step was.

Question 102

Effective feedback should be ____. a. timely, constructive, and linked to goals b. timely and interesting to maintain student interest c. timely, positive, and friendly d. constructive and linked to past achievements.

Answer 102

a. timely, constructive, and linked to goals Effective feedback is prompt and helps the student identify improvements to advance toward the learning target

Question 103

You are working with a student who has made a mistake in completing a problem. What is an effective way to give the student feedback? a. “If you make that mistake again, I am keeping you in for recess.” b. “Think about your work and I’ll be back in 10 minutes.” c. “I can see you are working hard. Look again at your steps in #3. Did you do everything correctly?” d. “You tried hard! Keep it up and check everything when you are done!”

Answer 103

c. “I can see you are working hard. Look again at your steps in #3. Did you do everything correctly?” This is respectful, immediate, and tied to the learning target.

Question 104

You notice a group struggling to complete a guided practice activity and approach to give them feedback. The first thing you say is, “I can tell you are working hard and making progress.” What aspect of effective feedback does this illustrate? a. Goal-oriented b. Indirect c. Constructive d. Respectful and positive

Answer 104

d. Respectful and positive You show respect for students and explicitly value their effort, setting the stage for more specific constructive critique of their work.

Question 105

True or False Feedback should adhere to similar characteristics whether it is verbal or written.

Answer 105

True Verbal or written feedback may have some different features, but both types of feedback should be timely, respectful, constructive, and goal-oriented.

Question 106

You are delivering a lesson using explicit instruction. During the guided practice phase of the lesson, you notice one of your students has not begun the activity. How might you approach the student and begin the conversation? a. “Great job—get started now.” b. “You’re just sitting there? What’s the matter?” c. “Get to work, please.” d. “I notice you haven’t begun. Is everything okay?”

Answer 106

d. “I notice you haven’t begun. Is everything okay?” This question addresses a specific concern and gives the student room to ask for help.

Question 107

Which of the following is true of performance-based assessment? a. It is less interactive than other forms of assessment. b. It focuses on real-world applications or tasks rather than assessing knowledge of abstracts. c. It is more challenging than traditional assessment. d. It must be completed in one sitting rather than being spread out over multiple sessions.

Answer 107

b. It focuses on real-world applications or tasks rather than assessing knowledge of abstracts. Performance-based assessment asks students to complete a task that is often linked to real-world applications (students may make, do, or analyze something).

Question 108

Gifted students may benefit from alternative assessment, because it is better aligned to _______ learning opportunities. a. difficult b. compacted c. project-based d. interactive

Answer 108

c. project-based Alternative assessment is a particularly appropriate way to assess authentic, project-based learning.

Question 109

True or False Alternative assessment is appropriate for measuring lesson or unit learning but is not appropriate for universal screening of gifted students.

Answer 109

False While typical curriculum-based measures should always be considered, and may be used as baseline data, students with gifts and talents, particularly those who are twice exceptional, can also be assessed with alternative instruments for purposes of determining whether intervention or enrichment is needed.

Question 110

You are a teacher designing a middle-of-unit classroom assessment, and you hope to use the data to determine whether your gifted learners have understood all of the material and whether they need enrichment. Which of the following would be an appropriate alternative to the mid-unit quiz? a. Video journal in which students can pick one idea and discuss it in depth b. Self-assessment in which students write about their favorite part of the unit c. Short quiz with a longer analytical prompt requiring a creative response d. Rating scale measuring your observations of students’ contributions during class discussion

Answer 110

c. Short quiz with a longer analytical prompt requiring a creative response This will allow you to determine whether students have understood the entire content presented thus far and whether students have more advanced understanding and are prepared for more enrichment.

Question 111

You have a student who is gifted and has strong memorization skills. Your student has already memorized all of the vocabulary for the entire year in your class, even though it is only October. What would be the best alternative vocabulary assessment for your student if your goal is to build her analytical and technological skills? a. Complete vocabulary quizzes for the next grade up. b. Use graphic design software to create a graphic illustrating conceptual similarities and differences among a set of vocabulary words. c. Use word processing software to write a short paragraph featuring each vocabulary word. d. Use a video camera to act out different ideas related to each vocabulary word.

Answer 111

b. Use graphic design software to create a graphic illustrating conceptual similarities and differences among a set of vocabulary words. This assessment has rigor, engages the student in critical thinking, and builds a new set of technology skills.