Unit 4 Module Quizzes

Question 1

Which factor fosters engagement when designing instruction for students?

a. Adhering to standardized curriculum guidelines for requirements
b. Allowing students to choose assessment methods used for evaluation
c. Designing classroom management techniques that students prefer
d. Considering student preferences and interests when developing lessons

Answer 1

d. Considering student preferences and interests when developing lessons

Tailoring instruction based on student preferences and interests fosters engagement and promotes meaningful learning experiences for exceptional students.

Question 2

Which differentiation strategy includes adapting task levels of difficulty to meet the individual learning needs of students?

a. Universal design for learning (UDL)
b. Whole-class instruction
c. Flexible grouping
d. Tiered assignments

Answer 2

d. Tiered assignments

Tiered assignments involve tasks of varying levels of complexity to accommodate diverse student abilities, ensuring all learners are suitably challenged.

Question 3

Which differentiation strategy includes altering the way information is presented to accommodate diverse learning styles?

a. Explicit instruction
b. Multi-tiered systems of support (MTSS)
c. Project-based learning
d. Instruction through multimedia

Answer 3

d. Instruction through multimedia

Differentiating instruction by using multimedia would present the information in a variety of modalities such as visual, auditory, and kinesthetic, catering to different learning styles and preferences.

Question 4

A science teacher offers students several options for demonstrating their understanding with an upcoming science project, including creating a presentation, conducting a hands-on experiment, or writing a research paper.

Which approach is the teacher using?

a. Scientific inquiry
b. Project-based
c. Problem-based
d. Universal design

Answer 4

d. Universal design

Universal design for learning principles recommend using a variety of ways for students to demonstrate their understanding of concepts, promoting student choice and engagement.

Question 5

A teacher has students who struggle to stay focused during whole-class instruction and also struggle to complete assignments. To address this, the teacher decides to use a model where students rotate through different stations, with each station focusing on a different aspect of the lesson.

Which differentiation strategy is the teacher using?

a. Explicit instruction
b. Multiple representations
c. Learning centers
d. Flexible grouping

Answer 5

c. Learning centers

The teacher is using learning centers, which involve setting up stations or areas in the classroom where students can engage in various activities related to the lesson, promoting active learning and individualized instruction.

Question 6

A math teacher notices that some students in the class grasp new concepts quickly, while others require extra support to understand the material. The teacher decides to assign different groups specific sets of problems adapted to their level.

Which differentiation strategy is the teacher using?

a. Tiered assignments
b. Multi-tiered systems of support (MTSS)
c. Explicit instruction
d. Learning centers

Answer 6

a. Tiered assignments

The teacher is using tiered assignments, which involve providing tasks of varying levels of complexity to meet the various needs of students with different readiness levels.

Question 7

Which aspect of universal design for learning (UDL) emphasizes providing options for how students can demonstrate their understanding of content?

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

Answer 7

c. Multiple means of action and expression

Multiple means of action and expression involves students learning in various forms to show mastery.

Question 8

Which statement describes universal design for learning (UDL) guidelines for supporting a student who has visual impairments?

a. Assigning reading materials without modifications
b. Using broad terms when giving directions
c. Including blocks of capital letters and underlined text
d. Incorporating audio descriptions with written text

Answer 8

d. Incorporating audio descriptions with written text

Incorporating audio descriptions along with written text ensures access to information for students with visual impairments.

Question 9

Which strategy for supporting a student with dyslexia aligns with the universal design for learning principle of representation?

a. Ensuring opportunities for read-aloud activities
b. Presenting information through auditory means only
c. Ensuring opportunities to copy information from the board
d. Providing digital texts with adjustable font sizes and dyslexia-friendly fonts

Answer 9

d. Providing digital texts with adjustable font sizes and dyslexia-friendly fonts

Digital texts with adjustable font sizes and dyslexia-friendly fonts facilitate access to content for students with dyslexia and aligns with universal design.

Question 10

In a fourth-grade classroom, a teacher is planning a unit on ecosystems. To meet the needs of students in the class who have very different learning styles, the teacher uses different presentation styles and methods based on student need.

Which aspect of differentiation does this describe?

a. Product differentiation
b. Assessment differentiation
c. Content differentiation
d. Process differentiation

Answer 10

d. Process differentiation

Question 11

Which characteristic of explicit instruction includes breaking down tasks into manageable steps and gradually reducing support as students master content?

a. Scaffolded instruction
b. Experiential learning
c. Inquiry-based learning
d. Discovery learning

Answer 11

a. Scaffolded instruction

Scaffolding involves gradually removing support until a student becomes competent with a topic.

Question 12

How can implementing explicit instruction be effective in a classroom with diverse students?

a. It provides a foundation for creativity and critical thinking skills.
b. It encourages reliance on teacher direction.
c. It helps students work independently without support.
d. It promotes a one-size-fits-all approach to learning.

Answer 12

a. It provides a foundation for creativity and critical thinking skills.

Explicit instruction emphasizes clear, structured teaching methods to ensure students grasp foundational concepts before fostering higher-order thinking skills like creativity and critical thinking.

Question 13

Which unexpected challenge might teachers face when implementing explicit instruction?

a. Limited opportunities for student engagement and interaction
b. Inflexibility in adapting instruction to individual learning needs
c. Reliance solely on rote memorization techniques
d. Difficulty in providing clear, step-by-step instructions

Answer 13

b. Inflexibility in adapting instruction to individual learning needs

Implementing explicit instruction effectively for students with learning disabilities requires flexibility and the ability to adapt instruction to meet individual learning needs.

Question 14

What is the role of student feedback in explicit instruction?

a. Feedback is unnecessary because explicit instruction relies on teacher direction.
b. Feedback should be timely and specific to guide student learning.
c. Feedback should basically focus on praising correct responses.
d. Feedback should encourage students to just reflect on their thinking processes.

Answer 14

b. Feedback should be timely and specific to guide student learning.

Timely and specific feedback is essential in explicit instruction to help students understand their mistakes and make necessary adjustments.

Question 15

Which statement is a common misconception about gifted and talented students?

a. They can be gifted and have a learning disability.
b. They may struggle with advanced social skills.
c. They may not excel in all academic subjects.
d. They do not face academic challenges or require additional support.

Answer 15

d. They do not face academic challenges or require additional support.

Gifted and talented students may face academic challenges and benefit from additional support and accommodations to reach their full potential. Believing they do not face challenges is a misconception.

Question 16

Which strategy is likely to enhance the learning experience for gifted and talented students?

a. Assigning additional homework to challenge their abilities further
b. Providing advanced materials and resources that align with their current grade level
c. Maintaining a consistent pace of instruction to ensure all students are engaged equally
d. Incorporating opportunities for independent inquiry and exploration

Answer 16

d. Incorporating opportunities for independent inquiry and exploration

Gifted and talented students often benefit from opportunities for independent inquiry and exploration to delve deeper into topics of interest.

Question 16

Which strategy is recommended for challenging gifted students?

a. Maintaining access to resources and materials at grade level and not beyond it
b. Allowing them to work exclusively on independent projects
c. Encouraging them to explore complex and open-ended problems
d. Providing them with repetitive tasks to ensure mastery

Answer 16

c. Encouraging them to explore complex and open-ended problems

Encouraging gifted students to explore complex and open-ended problems challenges their thinking and fosters creativity and innovation.

Question 17

Which strategy is appropriate for compacting instruction while teaching gifted and talented students?

a. Skipping introductory activities and proceeding to main content
b. Providing additional practice worksheets on the same topic
c. Assigning remedial tasks to reinforce basic concepts
d. Offering enrichment activities that delve deeper into the content

Answer 17

d. Offering enrichment activities that delve deeper into the content

Offering enrichment activities allows gifted students to explore concepts in greater depth, catering to their advanced abilities.

Question 18

Which statement describes systematic instruction?

a. Allowing students to explore topics freely without guidance
b. Providing sporadic and random instruction based on teacher intuition
c. Following a predetermined sequence of steps to teach skills and concepts
d. Teaching content based on personal preferences and interests

Answer 18

c. Following a predetermined sequence of steps to teach skills and concepts

Systematic instruction entails following a predetermined sequence of steps to teach skills and concepts systematically, ensuring comprehensive coverage and mastery.

Question 19

What is an example of implementing systematic instruction?

a. Breaking down complex skills into smaller steps
b. Allowing students to choose their learning objectives
c. Using a variety of unrelated teaching methods
d. Providing occasional feedback

Answer 19

a. Breaking down complex skills into smaller steps

Breaking down complex skills into smaller, manageable steps is an example of systematic instruction, facilitating incremental learning and mastery.

Question 20

Which factor should be considered when assessing exceptional students?

a. Apply standardized assessment protocols without modifications.
b. Adapt assessment accommodations based on student needs.
c. Maintain consistency in assessment procedures.
d. Focus on academic content coverage.

Answer 20

b. Adapt assessment accommodations based on student needs.

Adapting assessment accommodations based on individual student needs is essential for ensuring that assessment activities are aligned with the various learning needs of exceptional students, promoting fair and accurate assessment outcomes.

Question 21

What should be prioritized when selecting assessment tools for exceptional students?

a. Exclusion of technology-based assessment options
b. Use of traditional paper-and-pencil assessments
c. Complexity of the assessment tasks
d. Alignment with individualized education plans or 504 plans

Answer 21

d. Alignment with individualized education plans or 504 plans

Prioritizing alignment with individualized education plans (IEPs) or 504 plans ensures that assessment tools are tailored to meet the specific needs and accommodations outlined for exceptional students, promoting equitable assessment practices.

Question 22

Which formative assessment strategy is effective for monitoring the progress of students with autism spectrum disorder (ASD)?

a. Incorporating visual supports and schedules in assessment activities
b. Providing assessments with unpredictable changes in routine
c. Discussing multiple instructions once when giving assessments
d. Asking students to give you eye contact and repeat directions

Answer 22

a. Incorporating visual supports and schedules in assessment activities

Incorporating visual supports and schedules in assessment activities provides structure and clarity for students with ASD, facilitating their understanding and progress monitoring.

Question 23

How can assessment data be used to make instructional decisions for a student with dyslexia?

a. Standardized test results can be used to focus instruction.
b. Reading fluency and comprehension results can be analyzed.
c. Teacher observations can be made during instructional time.
d. Assessment data can be disregarded in favor of a standardized reading curriculum.

Answer 23

b. Reading fluency and comprehension results can be analyzed.

Analyzing reading fluency and comprehension assessment results allows educators to tailor interventions, such as phonics instruction or multisensory approaches, to meet the individual needs of students with dyslexia.

Question 24

A teacher assessed the language proficiency of an English language learner (ELL) and learned that the student struggles with vocabulary acquisition and comprehension. How should the teacher use these results to make instructional decisions? a. Excuse the student from assignments that involve vocabulary acquisition and comprehension. b. Assume all ELLs have the same language needs and create planned interventions for all. c. Avoid providing feedback for all reading comprehension assignments to support self-esteem. d. Analyze the data to determine strategies such as language scaffolds or peer tutoring.

Answer 24

d. Analyze the data to determine strategies such as language scaffolds or peer tutoring. Analyzing the language proficiency assessment data allows educators to differentiate instruction, such as providing language scaffolds or peer tutoring, to support the language development of the ELL specifically targeting vocabulary acquisition and comprehension.

Question 25

A student with dyslexia has been practicing and improving their reading fluency and decoding skills. During a reading assessment, the teacher notes significant progress in their accuracy but continued struggles with reading fluency. How should the teacher provide constructive feedback to promote further improvement? a. Praise the student for their improvement and de-emphasize the fluency issues. b. Focus on the fluency struggles and de-emphasize the accuracy improvement. c. Avoid feedback altogether to prevent discouraging the student. d. Praise the improvement and offer constructive suggestions for improving fluency.

Answer 25

d. Praise the improvement and offer constructive suggestions for improving fluency. Providing specific praise for the accuracy improvement while also offering constructive suggestions for improving fluency encourages the student's efforts and provides actionable steps for growth.

Question 26

A student with autism spectrum disorder (ASD) has been practicing their social skills, specifically initiating and maintaining peer interactions. The teacher notices the student making efforts to engage with peers during a group activity, but the student is struggling with turn-taking and sharing. How should the teacher provide constructive feedback to promote improvement? a. The teacher should provide general praise and not address the turn-taking and sharing issues. b. The teacher should correct the student on taking turns and sharing. c. The teacher should ignore the student's efforts to engage with peers to avoid causing stress. d. The teacher should praise the student's efforts to engage with peers and offer gentle reminders to improve turn-taking and sharing.

Answer 26

d. The teacher should praise the student's efforts to engage with peers and offer gentle reminders to improve turn-taking and sharing. Acknowledging the student's efforts while providing specific praise and gentle reminders for areas of improvement supports their social development and encourages continued progress.

Question 27

A student who is an English learner (EL) has improved their vocabulary and comprehension skills. After a language assessment, the teacher notices significant growth in their vocabulary, but the student still struggles with comprehension. How should the teacher provide feedback to help this student? a. Praise the student for their improved vocabulary. b. Provide assignments that focus on vocabulary only since that is an area of strength for the student. c. Provide praise for their growth and targeted support for improving comprehension. d. Focus on the student's comprehension struggles and delay praise on their growth.

Answer 27

c. Provide praise for their growth and targeted support for improving comprehension. Acknowledging the student's progress while also providing praise and targeted support for areas of struggle encourages their efforts and provides actionable steps for improvement.

Question 28

A teacher wants to assess a gifted student's mathematical abilities. Although the student excels in arithmetic operations, the teacher notices that the student struggles with complex problem-solving tasks, especially those requiring critical thinking and application of mathematical concepts. How should the teacher develop the assessment to determine the student's strengths and areas for growth? a. Provide one essay question requiring the student to explain problem-solving and critical thinking strategies. b. Create a test on basic arithmetic to confirm the student's proficiency. c. Include basic operations with complex problem-solving items. d. Develop problem-solving items, since that is the area of struggle.

Answer 28

c. Include basic operations with complex problem-solving items. Incorporating a variety of mathematical tasks allows for a more holistic evaluation, capturing both the student's strengths in arithmetic operations and their areas for growth in complex problem-solving.

Question 28

A teacher wishes to assess a gifted student's problem-solving abilities in science. The student demonstrates strong analytical skills and scientific knowledge, but they struggle with experimental design and application of scientific principles. How should the teacher create an assessment to effectively evaluate the student's strengths and areas for growth? a. The teacher should administer multiple-choice tests to confirm the student's scientific knowledge. b. The teacher should develop an assessment that focuses on the student's struggles with experimental design. c. The teacher should create challenging theoretical questions to test the upper limits of the student’s abilities. d. The teacher should use theoretical questions and hands-on experiments to assess comprehensively.

Answer 28

d. The teacher should use theoretical questions and hands-on experiments to assess comprehensively. Incorporating both theoretical questions and hands-on experiments allows for a more holistic assessment, which would capture the student's strengths in analytical skills and scientific knowledge, as well as their areas for growth in experimental design and application.

Question 29

For the next few cards, use the following background info.

Answer 29

You are a classroom teacher planning a lesson for a diverse, inclusive class. Your class includes two students who are gifted and talented and who have already mastered much of the grade-level curriculum. One student has a reading disability, one student has a behavior disorder, one student has an autism spectrum disorder, and one student has an intellectual disability. You also have 16 other students who do not have IEPs or 504 plans but are working at varying levels of skill and mastery. In planning your lesson, you are trying to meet the needs of all 22 of your students while still accomplishing your curriculum goals.

Question 30

What is a whole-class strategy or instructional approach that ensures your students clearly understand the steps to complete a skill and then can apply that learning in practicing a skill? a. Acceleration b. Differentiation c. Explicit instruction d. Compacting

Answer 30

c. Explicit instruction Explicit instruction is a whole-class approach that focuses on systematically modeling and steps to complete a skill and includes multiple opportunities for students to practice the skill and receive teacher feedback.

Question 31

True or False In planning your lesson, you will need to apply either universal design for learning (UDL) or differentiated instruction; you should not use both in the same lesson.

Answer 31

False UDL and differentiated instruction are compatible and are effective ways to meet the needs of varied learners within one class. When using UDL, classroom instruction and the environment are evaluated prior to the lesson and in the beginning of the lesson. With differentiated instruction, teachers evaluate student progress and make instructional adjustments throughout the lesson.

Question 32

True or False Students with disabilities should be provided alternative assessments in order to receive accommodations in your lesson.

Answer 32

False Accommodations allow students with disabilities to access the same assessment that students without disabilities complete. Alternative assessments are offered to those students whose disabilities are significant or who are gifted and are completing different curriculum and activities. An accommodation, for example, might entail providing extra time or large print on the same assessment other students complete, while an alternative assessment would involve entirely different questions and content.

Question 33

You are a classroom teacher seeking to ensure your students stay on task and engaged, and you need to design a classroom assessment after teaching an important concept. ______ is one way to design classroom assessments that ensure each student is engaged and challenged. a. Formal assessment b. Universal design for learning (UDL) c. Task analysis d. Systematic Instruction

Answer 33

b. Universal design for learning (UDL) UDL can be applied to design assessments that are appropriate for each individual learner in your class.

Question 34

Your students who are gifted and talented are working on an accelerated curriculum. Which of the following activities is most appropriate for these students? a. Complete the lesson for the day and then complete an enrichment activity. b. Continue working on an advanced project aligned with higher grade-level standards, but participate in opening and closing circles to share what they have learned. c. Designing their own assessment based on the same material others are learning. d. After taking a pre-assessment, skip to the content they got wrong and review that on their own.

Answer 34

b. Continue working on an advanced project aligned with higher grade-level standards, but participate in opening and closing circles to share what they have learned. Students are accelerated to the next grade level but still maintain a social and conceptual connection to their class by sharing and debriefing with the group.

Question 35

At the end of the lesson, you collect an exit ticket and notice that only 40 percent of your students have met the objective. What is an appropriate way to begin the next day's lesson? a. Reassess the class in case they needed time to process and reflect. b. Begin with a brief reteaching of the content in question, and then allow students time for individual practice in areas where they most need it. c. Eliminate the content in question from your unit assessment so students can still be successful. d. Continue on to the next objective and mark grades of 0 for those students who are not successful.

Answer 35

b. Begin with a brief reteaching of the content in question, and then allow students time for individual practice in areas where they most need it. Reteaching is appropriate, and individualized practice allows students to work on the skills most needed or to move ahead if appropriate.

Question 36

Match each statement to the instructional approach to which it is most closely aligned. You model a new skill for your class, and then let them practice (first with partners and then on their own) while you provide feedback. a. Universal design for learning (UDL) b. Explicit instruction c. progress monitoring

Answer 36

b. Explicit instruction This sequence incorporates the "I do, we do, you do" approach that is typical of explicit instruction.

Question 37

Match each statement to the instructional approach to which it is most closely aligned. You allow your students to choose whether to complete a worksheet or a video journal, and you offer them a word bank and vocabulary chart if they need support. a. Universal design for learning (UDL) b. Explicit instruction c. progress monitoring

Answer 37

a. Universal design for learning (UDL) The use of student choice builds engagement and offers multiple avenues for action and expression; you have incorporated supports as needed and allowed students to choose what to use.

Question 38

Match each statement to the instructional approach to which it is most closely aligned. As students complete an online review activity, you collect their scores and review them to determine whether students need more support or reteaching. a. Universal design for learning (UDL) b. Explicit instruction c. progress monitoring

Answer 38

c. progress monitoring Progress monitoring involves reviewing data to determine what type and intensity of support is needed.

Question 39

Concepts such as explicit instruction, systematic instruction, and progress monitoring are often closely linked, as all are important elements of instruction for students with disabilities. However, it is important to distinguish between the essential elements of each of these approaches. Indicate whether each statement is most closely aligned with explicit instruction, systematic instruction, or progress monitoring. In teaching about story plots, Ms. Phan models how to complete a graphic organizer using a short story she reads aloud. Then she asks students to complete the same graphic organizer with a partner for another short story they read together.

Answer 39

Explicit Instruction Explicit instruction requires a clear presentation of the target skill and opportunities for practice.

Question 40

Concepts such as explicit instruction, systematic instruction, and progress monitoring are often closely linked, as all are important elements of instruction for students with disabilities. However, it is important to distinguish between the essential elements of each of these approaches. Indicate whether each statement is most closely aligned with explicit instruction, systematic instruction, or progress monitoring. Some of Mr. Kim's students are receiving targeted supports and instruction in a reading intervention group. Each week, they complete a short reading fluency assessment to assess their mastery of the concepts taught in their intervention class. Mr. Kim uses the data to plan for next week's instruction and determine whether students need continued intervention.

Answer 40

Progress Monitoring The use of ongoing assessment and decision-making based on assessment is characteristic of progress monitoring.

Question 41

Concepts such as explicit instruction, systematic instruction, and progress monitoring are often closely linked, as all are important elements of instruction for students with disabilities. However, it is important to distinguish between the essential elements of each of these approaches. Indicate whether each statement is most closely aligned with explicit instruction, systematic instruction, or progress monitoring. Ms. Turay is teaching an inclusive math class, including students with and without disabilities. She reminds students of the goal at the beginning of the lesson, reviews the goal at each point of transition, and plans a logical sequence of activities that align to the overall lesson and unit goals. Throughout the lesson, she explains to her students how each activity relates to their overall goal.

Answer 41

Systematic Instruction Systematic instruction should follow a logical sequence to help students meet the goal.

Question 42

Concepts such as explicit instruction, systematic instruction, and progress monitoring are often closely linked, as all are important elements of instruction for students with disabilities. However, it is important to distinguish between the essential elements of each of these approaches. Indicate whether each statement is most closely aligned with explicit instruction, systematic instruction, or progress monitoring. After students do a problem together as a class in Ms. Garcia's class, they work in small groups to complete the problem and present their work. They do a final problem on their own as an exit ticket.

Answer 42

Explicit Instruction his sequence is characteristic of the "I do, we do, you do" pattern used in explicit instruction.

Question 43

True or False Task analysis is an important element of systematic instruction and can help teachers sequence instruction.

Answer 43

True Task analysis helps teachers determine the components of a task in order to identify the most productive way to teach and reinforce them.

Question 44

You are a teacher and notice that, during guided practice of a three-step process, one of your students is completing the second step incorrectly. What is appropriate feedback to provide the student? a. "That's wrong; try again." b. "You're really smart; I know you can do better." c. "You began this correctly, but take another look at what you did next." d. "Great job! I like your effort!"

Answer 44

c. "You began this correctly, but take another look at what you did next." This feedback reassures the student that the first step is correct, directs the student to the second step, and requires the student to identify the error himself or herself.