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| 1 | |
In Mrs. Burns' sixth grade class, two gifted students are engaged in an online tutorial created by the Exploratorium Museum. In a different corner of the room, an English language learner works on language and reading skills using a computer program. The remaining students prepare letters to write to their international pen pals via e-mail. In this scenario, Mrs. Burns effectively uses technology to accommodate __________. |
| | A) | areas of exceptionality in students' learning |
| | B) | students' behavioral and emotional problems |
| | C) | gender and ethnic differences |
| | D) | community volunteers |
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| 2 | |
Which of the following is NOT an attribute of a differentiated classroom? |
| | A) | Assessment is ongoing and diagnostic. |
| | B) | Multi-option assignments are frequently used. |
| | C) | Focus on multiple forms of intelligence is evident. |
| | D) | The teacher provides whole-class standards for grading. |
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| 3 | |
Taking field trips is an effective way to teach toward students' multiple intelligences. Each year, Mrs. Townshend schedules trips to hands-on science museums, art museums, and performing arts experiences such as a ballet or play. Which of the following intelligences can be developed through such field trips? |
| | A) | Logical-mathematical |
| | B) | Bodily-kinesthetic |
| | C) | Spatial |
| | D) | All of the above. |
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| 4 | |
One of the primary practices for differentiating instruction is the use of flexible grouping. This practice can be highly motivating for students, because they are given work that is appropriately challenging and generally enables them to experience success. Which of the following describes a key attribute of flexible grouping? |
| | A) | Students are placed in special classes based on an assessment of their abilities to learn. |
| | B) | Students are placed in small groups for a limited amount of time and are continuously assessed for movement into new groups. |
| | C) | Students are placed in small groups for specific subjects within the same classroom for the entire school year. |
| | D) | Students are placed in homogeneous groups and are taught the same curriculum in the same way. |
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| 5 | |
A growing number of students in regular classrooms are from families whose first language is not English. In many cases, traditional forms of instruction, such as lecture, do not adequately meet the needs of English language learners. Which of the following strategies is an appropriate application of Howard Gardner's multiple intelligences theory for teaching these students? |
| | A) | Include features that develop as many intelligences as possible in all lessons. |
| | B) | Play multicultural music in the background while working on academic subjects. |
| | C) | Read multicultural literature to students and have them read aloud with partners or in small groups. |
| | D) | Have students keep journals but do not allow them to include words from their native languages within their writing. |
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| 6 | |
Cooperative learning is a highly effective strategy for teaching English language learners (ELLs). Mrs. Wilmer, a third grade teacher, finds that ELLs thrive in heterogeneous cooperative learning groups because of the significant amount of time they spend __________. |
| | A) | off task |
| | B) | in reflective, independent thought |
| | C) | engaged in oral interaction and problem solving |
| | D) | speaking in their native languages |
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| 7 | |
Mrs. Gonzales teaches tenth grade history. Several of her students are exceptionally gifted high-achievers. In order to offer them appropriately challenging work, Mrs. Gonzales assigns them an oral history project. Their task, agreed upon in a learning contract, is to interview elders in the community and report on how life has changed over the years. To meet the needs of these gifted students, Mrs. Gonzales is implementing __________. |
| | A) | independent study |
| | B) | tiered activities |
| | C) | ability grouping |
| | D) | cooperative learning |
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| 8 | |
The differentiated classroom generates multiple assignments, multiple products, and often varying completion dates. Teachers must be able to implement several management tasks in order to maintain momentum and student accountability. Which of the following is NOT an example of an effective management strategy in a differentiated classroom? |
| | A) | Mr. Brown displays charts and time lines that specify tasks and deadlines associated with each assignment. |
| | B) | Ms. Williams stores all materials and equipment for differentiated projects in a box in the classroom closet. |
| | C) | Mrs. Ali daily monitors work in progress through the use of task cards. |
| | D) | Ms. Tarnahan trains students and parent volunteers to use a special filing system for storing records during the project. |
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| 9 | |
Which of the following best describes the functions of assessment in a differentiated classroom? |
| | A) | Provide diagnostic information about student readiness |
| | B) | Provide information about how to modify content |
| | C) | Provide information about how to choose particular instructional models and strategies |
| | D) | All of the above. |
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| 10 | |
Mrs. Lincoln is developing an alternative grading system for her classroom in addition to the traditional A, B, etc. grading system. She frequently implements differentiated instruction projects and feels that norm-referenced tests do not fairly assess student achievement. Mrs. Lincoln's new grading system alternatively emphasizes __________. |
| | A) | individual growth |
| | B) | relative standing in the class |
| | C) | national norms |
| | D) | grading on the curve |
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