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| 1 | |
Individualized instruction has been emphasized since Dewey's times. However, in the 21st century, teaching is more complex because teachers _______________. |
| | A) | are more accountable for what students learn |
| | B) | have students with a wider variety of learning needs |
| | C) | have more special students placed in their regular classrooms |
| | D) | all of the above |
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| 2 | |
Ms. Herlihy teaches 25 2nd graders. Her students come from four different ethnic backgrounds and have three different languages as their first language. Two students are identified with reading disabilities and one student has autism. In order for each student to learn to his/her potential, Ms. Herlihy needs to use __________. |
| | A) | application |
| | B) | direct instruction |
| | C) | differentiation |
| | D) | primary models of instruction |
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| 3 | |
Mr. Ferguson has selected learning goals for a science unit about caterpillars for his fourth graders. To provide an environment that will facilitate the learning of all of his multicultural and multi-ability students he will need to use ______________. |
| | A) | multiple models of instruction |
| | B) | direct instruction |
| | C) | discussion |
| | D) | homogeneous grouping |
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| 4 | |
The number and variety of models and strategies teachers have at their command is called __________________________. |
| | A) | differentiation |
| | B) | repertoire |
| | C) | multiple models |
| | D) | strategy competence |
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| 5 | |
A lesson in which a teacher wants to promote problem solving and higher-level thinking would include ____________________________. |
| | A) | direct instruction and concept teaching |
| | B) | presentation and direct instruction models |
| | C) | problem-based learning and discussion |
| | D) | presentation and problem-based learning |
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| 6 | |
The important factors to consider when choosing instructional strategies are __________. |
| | A) | the goals and objectives of a lesson |
| | B) | the context and nature of the students |
| | C) | variety |
| | D) | A and B |
| | E) | all of the above |
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| 7 | |
Technology can be used to enhance learning through its inherent ___________. |
| | A) | multiple modalities |
| | B) | world wide web |
| | C) | easy access |
| | D) | language levels |
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| 8 | |
Understanding Piaget's and Vygotsky's theories of development are important for planning because teachers need to assess students' levels of development in order to decide _____________________. |
| | A) | what to teach and how |
| | B) | what students can learn |
| | C) | what students need to meet standards |
| | D) | which tests to use |
| | E) | A and B |
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| 9 | |
Intelligence can be measured __________________________. |
| | A) | in multiple ways and can change over time |
| | B) | in one way and is static |
| | C) | in one way that can change over time |
| | D) | but means little to teacher planning |
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| 10 | |
Incorporating a graphing activity into a science lesson would be an example of appealing to which intelligence? |
| | A) | verbal/linguistic |
| | B) | interpersonal/social |
| | C) | logical/mathematical |
| | D) | bodily/kinesthetic |
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| 11 | |
A social studies unit plan about the home state of the students that included verbal/ linguistic, musical/rhythmic, and logical/mathematical intelligences would include activities such as _________________________. |
| | A) | playing a popular state sport, making a relief map of the state, and charting the demographics |
| | B) | charting the demographics, learning the state song, and reading historical fiction that uses the state as a background |
| | C) | internalizing what it means to each student to be a citizen of the state, talking with others about living in the state, and acting out a scene from a historical event |
| | D) | learning the state song, reading historical fiction based in the state, and experiencing the natural wonders of the state |
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| 12 | |
A teacher can expect to need to differentiate for a classroom of students that has a range of abilities spanning _________________________. |
| | A) | 1-3 years |
| | B) | 2-4 years |
| | C) | 2-6 years |
| | D) | 3-5 years |
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| 13 | |
Ms. Al-Amendy is responsible for teaching a large amount of district-mandated curriculum. In order to cover the content in a differentiated classroom she will need to __________________________. |
| | A) | focus on essential understandings and skills |
| | B) | cover many concepts quickly |
| | C) | pick what she thinks is important |
| | D) | talk to her colleagues about what they are doing |
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| 14 | |
Effective differentiated learning occurs when it is ____________________. |
| | A) | teacher centered |
| | B) | learner centered |
| | C) | standards centered |
| | D) | district centered |
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| 15 | |
"Respectful work" refers to __________________________. |
| | A) | work that is appropriately challenging and relevant |
| | B) | work for which students have respect |
| | C) | work for which teachers have respect |
| | D) | work that is research based |
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| 16 | |
Mr. Leahugh is teaching a unit on planets to his third grade class. For effective differentiated assessment he should plan to assess __________________. |
| | A) | at the end of each planet |
| | B) | at the end of the unit |
| | C) | each week |
| | D) | daily during individual and group activities |
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| 17 | |
Ms. Saraluv has first grade students with different academic abilities, interests, and learning styles. In order to have students to learn to add single digit numbers, she may need to modify in the following way(s): |
| | A) | varying the numbers added (what). |
| | B) | using manipulatives, flashcards, and oral adding (how). |
| | C) | varying the highest number to which each student should be able to add (product). |
| | D) | B and C |
| | E) | all of the above |
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| 18 | |
Mrs. Cooper is teaching a unit on the state of Maine to her 4th grade students. For the summative unit assessment she has given students 3 choices: write an essay, present a skit, or create a travel brochure. This is an example of differentiating _________. |
| | A) | content |
| | B) | process |
| | C) | product |
| | D) | readiness |
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| 19 | |
Cooperative learning groups are effective because of __________________, which allows students of different ability levels to contribute to the lesson. |
| | A) | homogeneous grouping |
| | B) | heterogeneous grouping |
| | C) | random grouping |
| | D) | self-selected grouping |
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| 20 | |
Ms. Bailey is planning the assessments for her weather project. In order to measure each student's growth she will NOT use a _____________________ assessment. |
| | A) | performance |
| | B) | selected-response |
| | C) | criterion-referenced |
| | D) | normative |
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| 21 | |
The primary difference between ability grouping and flexible group is ____________. |
| | A) | ability grouping is based on current levels of knowledge and skill |
| | B) | flexible grouping is based on current levels of knowledge and skill |
| | C) | ability groups change often |
| | D) | flexible groups are fairly permanent |
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| 22 | |
Which is the following is NOT important in managing a multiple models, differentiated classroom? |
| | A) | multitasking |
| | B) | adjusting to different finishing rates |
| | C) | monitoring student work |
| | D) | establishing routines |
| | E) | All of the above are important. |
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| 23 | |
Mr. Olmos is going to develop a differentiated unit focused on mathematical problem solving. In order to provide tiered activities he will need to plan for _________________. |
| | A) | different levels of concrete examples and manipulatives |
| | B) | different levels of abstraction and complexity |
| | C) | different objectives |
| | D) | more homework for some students |
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| 24 | |
What does "in-context" learning mean? |
| | A) | Learning is unconnected to real needs. |
| | B) | Learning is influenced by environmental factors such as sound, light, and seating. |
| | C) | Learning occurs in real-life situations. |
| | D) | Learning occurs through preferred learning modalities. |
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| 25 | |
Mrs. Wright plans a lesson that includes one objective with three levels of complexity to meet the needs of her diverse students. This is an example of what kind of differentiation? |
| | A) | content |
| | B) | process |
| | C) | product |
| | D) | interests |
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| 26 | |
Mr. Blue always plans for extra time for some students and extension activities for those who finish quickly. This is an example of what kind of differentiation? |
| | A) | content |
| | B) | process |
| | C) | product |
| | D) | interests |
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| 27 | |
Ms. Hernandez differentiates the assessment of the learning objective by allowing Kindergarten students to either write or draw. This is an example of what kind of differentiation? |
| | A) | content |
| | B) | process |
| | C) | product |
| | D) | interests |
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