Test 2

Which of the following would a teacher implement if the teacher wanted to provide the best way to differentiate instruction in terms of product?

( B A tic-tac-toe choice board) a.A cooperative learning project b.A tic-tac-toe choice board c.A tiered lesson d.A broject-based learning activity

Jacqui is an intelligent and well-behaved fourth grader who is reading four grade levels below her grade level. Mr. Atom, Jacqui's teacher, wants to include her with the rest of the class for a science lab, but he is unsure how to accommodate Jacqui due to the reading disability she is experiencing. Which of the following suggests an inappropriate accommodation for Jacqui?

(A) a.Allow Jacqui to complete science labs from a first grade science textbook. b.Provide Jacqui with audio recordings of the lab and related textbook chapters. c.Pair Jacqui with a lab partner who can help with reading, but hold Jacqui accountable for completing the labs and writing up her results. d. Allow Jacqui to have her science lab read orally.

Which of the following students would generally not receive a personalized education plan?

(B A student who is culturally diverse) a.A student who is learning to speak English b.A student who is culturally diverse c.A student who has a broken arm d.A student being served in the Academically Gifted program

The use of evidence-based interventions in the implementation of research-based curricula to meet the varied educational needs or preferences of students in classrooms is known as _____.

(B Response to Intervention) Select one: a.Embedded Learning Approach b.Response to Intervention c.Differentiated Instruction d.Universal Design for Learning

Universal design for learning promotes flexibility in representing content, presenting content, and which of the following?

(C Demonstrating content mastery) a.Performing grading tasks b.Providing accommodations c.Demonstrating content mastery d.Carrying out assessment

Which two categories constitute about two-thirds of all the students in your future elementary classroom who will be classified as experiencing a disability?

(C Learning disabilities and speech/language impairments) a.Learning disabilities and autism b.Other health impaired and emotional disturbance c.Learning disabilities and speech/language impairments d.Autism and attention deficit disorder

The three areas that a teacher can differentiate are curricular content, instructional process, and which of the following?

(C Product requirements and assessments) a.Problem-solving steps and strategies b.Advanced organizers and curriculum maps c.Product requirements and assessment d.Homework length and difficulty

Using more than one methodology, providing a variety of formats of materials, expanding assessment options, and clearly defining the learning goal are elements of which of the following?

(D Universal Design for Learning) a.Embedded Learning Approach b. Response to Intervention c.Differentiated Instruction d.Universal Design for Learning

Ms. Alvarez has the following learning goal for her students: The students will access a novel about a child's experience during the Holocaust through their preferred medium and will complete a project to summarize what happens to the main character. The students in Ms. Alvarez's class will be allowed to choose one of the following methods to demonstrate their knowledge: · Create a PowerPoint · Create a poster · Write a paper · Design a model illustrating a pivotal scene · Deliver an oral presentation Help Ms. Alvarez by analyzing the following rubric that she has created to grade her students' projects and suggesting improvements. Use the principles for developing a rubric that we discussed in class and that are in your course notes.

1. refrain from using the word "poor" as a rating 2. Instead of providing ratings from outstanding to poor, left to right, provide ratings the other way around 3. both logical and interesting are included under the concept of Organization, so make a separate row for both of these if you want to assess them both - and it may be best to take out the rating of interesting all together because this is very subjective 4. under the concept of Organization, consider using terms that are more positive than illogical and boring 5. under the concept of Level of Detail it will be difficult to grade the difference between very detailed, some detail, and little detail so these need to be defined more clearly 6. under the concept of Facts about the Holocaust, the numbers do not align to account for a student providing 6 or 4 facts 7. there should be an assessment of whether the facts about the Holocaust that are presented are accurate 8. always provide a grading system for a rubric

Next week, Mr. Schlotzsky, a fourth grade teacher, will begin teaching a chapter of the textbook on the coastal region of North Carolina history. As methods for teaching the chapter Mr. Schlotzsky will lecture, write notes on the chalkboard for students to copy, and give his students handouts to complete using the information from the lectures. To assess their knowledge, Mr. Schlotzsky will ask his students to research coastal North Carolina in greater depth using articles he provides, and to give a three-to-five-minute oral presentation. Help Mr. Schlotzsky improve his teaching of the chapter by evaluating the traditional methods he plans to use, and explaining to him how each of his methods present potential barriers for students. A chart is included below to provide a visual of the information in this item, to assist those with different learning sytles. This item counts for a total of 10 points (2 points for each correct explanation of a barrier).

A variety of responses are possible, and following are examples: Lecture: Requires students to be able to hear, identify key points, process oral information Copy notes from chalkboard: Requires students to be able to see, have the proper skills to move their eyes back and forth from the chalkboard to their paper, be physically or cognitively able to take notes Give students handouts to complete: Requires students to see, decode and comprehend written text, process visual information, remember the information from the lecture, use just one learning style Give students articles to research: Requires students to see, process visual information, access the article information using only a written format Students give an oral report: Requires students to speak, use a single format to show their knowledge

The following is a portion of a social studies unit written by a 6th grade teacher, Mrs. Greene. While teaching the lessons for days 3 and 4, Mrs. Greene notices that some students are having difficulty with the lesson content and decides she may need to differentiate the lessons to help them. For both Day 3 and Day 3 and Day 4, describe one way Mrs. Greene could differentiate the lesson by content, process, and product (so, you are providing three different differentiations for each day). Please be sure to clearly label for which day you are providing an answer, as well as labeling content differentiation, process differentiation, and product differentiation for each day as appropriate. This item is worth 6 total points (1 point is awarded for each correct differentiation provided).

A variety of responses are possible, and following are some examples: Content: Tiering content Using texts or novels at more than one reading level Presenting information through both whole-to-part and part-to-whole approaches Using a variety of reading-buddy arrangements to support and challenge students working with text materials Re-teaching students who need another demonstration, or exempting students who already demonstrate mastery from reading a chapter or from sitting through a re-teaching session Using texts, computer programs, tape recorders, and videos as a way of conveying key concepts to varied learners Process: Providing varied options at differing levels of difficulty or based on differing student interests Differing the amounts of teacher and student support for a task Giving students choices about how they express what they learn during a research exercise Products: Allow students to help design products around essential learning goals Encourage students to express what they have learned in varied ways Allow for varied working arrangements (for example, working alone or as part of a team to complete the product) Provide or encourage use of varied types of resources in preparing products Provide product assignments at varying degrees of difficulty to match student readiness Use a wide variety of kinds of assessments Work with students to develop rubrics of quality that allow for demonstration of both whole-class and individual goals

Curricula that are created using UDL are designed from the outset to meet the needs of the average learner, and can then be changed to meet learner needs as necessary.

False Curricula that are created using UDL are designed from the outset to meet the needs of all learners. This makes costly, time-consuming, and after-the-fact changes unnecessary.

The Absent Curriculum can be defined as unintended practices and procedures resulting from decisions made when implementing the explicit curriculum.

False The Hidden Curriculum can be defined as unintended practices and procedures resulting from decisions made when implementing the explicit curriculum. The Absent Curriculum can be defined as curricular aspects excluded (either intentionally or unintentionally) from classroom instruction that are appropriate to the Explicit Curriculum.

The Teacher-Dependent Dimension of differentiation includes differentiation according to readiness, interest, and learning profile.

False The Student-Dependent Dimension of differentiation includes differentiation according to readiness, interest, and learning profile. The Teacher-Dependent Dimension includes differentiation according to content, process, and products.

There are many reasons for a teacher to differentiate in the elementary classroom. We explored a number of these reasons during class. List five of these reasons.

Possible answers (with variations on the language accepted) are as follows: Learners bring a variety of skills, attitudes, cultural values, and expectations to the classroom A variety of instructional interventions may exist to help different students acquire the same content and skills Greater flexibility in classroom management facilitates effective teaching and learning by addressing more needs simultaneously Differentiated classrooms give students a range of acceptable alternatives for addressing tasks and completing assignments Learners bring different preferred or expected learning styles to the classroom Implementation of acceptable variations in the teaching and learning environment has the best chance to reach all students

The following is again a portion of a social studies unit written by the 6th grade teacher, Mrs. Greene. Again, while teaching the lessons for days 3 and 4, Mrs. Greene notices that some students are having difficulty with the lesson content and decides she may need to differentiate the lessons to help them. For both Day 3 and Day 4 of the unit, describe one way Mrs. Greene could differentiate the lesson by readiness, interest, and learning profile (so, you are providing three different differentiations for each day). Please be sure to clearly label for which day you are providing an answer, as well as labeling readiness differentiation, interest differentiation, and learning profile differentiation for each day as appropriate. This item is worth 6 total points (1 point is awarded for each correct differentiation provided).

Readiness: adjust the degree of difficulty of a task to provide an appropriate level of challenge add or remove teacher or peer coaching, use 'hands-on' tasks, presence or absence of models for a task (scaffolding) make the task more or less familiar based on the proficiency of the learners' experiences or skills for the task vary direct instruction by small group need use text sets (collections of texts on same topic/concept, different levels of difficulty) use tiered assignments provide reading support for difficult texts provide graphic organizers to support note-taking add student-specific goals to checklists for success Interest: § use adults or peers with prior knowledge to serve as mentors in an area of shared interest § provide a variety of avenues for student exploration of a topic or expression of learning § provide broad access to a wide range of materials and technologies § offer a choice of tasks and products, including student-designed options § encourage investigation or application of key concepts and principles in student interest areas § connect content with students' cultures, experiences, and talents § use interest centers, interest groups, specialty groups or expert groups § use jigsaw groups § offer choice in topics for reading materials § offer sub-topic choices within an area of study/topic Learning Profile: § create a learning environment with flexible spaces and learning options § present information through auditory, visual and kinesthetic modes § encourage students to explore information and ideas through auditory, visual and kinesthetic modes § allow students to work alone or with peers § ensure a choice of competitive, cooperative and independent learning experiences § balance varied perspectives on an issue or topic § provide authentic learning opportunities in various intelligence or talent areas § show part-to-whole and whole-to-part relationships § create assessments that respond to different learning modes

Mrs. Hunter, a sixth-grade teacher, is teaching a chapter on cell division. She has begun to implement UDL in her classroom and creates her weekly lesson plan to include the following. Teacher: Pre-teaches vocabulary (whole group) Lectures on the process involved in cell division (whole group) Shows ten illustrations of different types of cells reproducing using a PowerPoint presentation (whole group) Gives end-of-chapter test (options: paper-and-pencil version, computerized version) Students: Stain onion cells and view under microscope (small-group activity) Use pipe cleaners to model the stages of cell division (partner activity) Create an illustrated booklet or presentation of the three stages of cell division (partner activity)—students can choose to complete the project by illustrating by hand, designing on the computer, or creating a PowerPoint presentation; students will be evaluated on the quality of their product Describe one way that Mrs. Hunter addresses the needs of visual, auditory, tactile, and kinesthetic learners in her class (so you are providing 4 answers total for this portion of your response - 1 for each of the types of learners). Additionally, one of the students in Mrs. Hunter's class has muscular dystrophy and as a result has difficulty with fine motor skills. Given Mrs. Hunter's lesson plan, explain your thoughs regarding how you think this student will fare with being able to access the content and effectively demonstrate their knowledge.

The correct response is as follows (with variations on the wording acceptable): Visual learners: PowerPoint presentation of different cells; viewing of onion cells through microscope; paper and pencil or computer versions of end-of-chapter test; presentation, which allows visual options Auditory learners: Lectures; computerized option of test, which might include a text to speech converter. Tactile learners: Hands-on activity involving the staining of onion cells; creation of pipe cleaner model; presentation, which allows tactile options. Kinesthetic learners: Not addressed in the lesson plan. Student with muscular dystrophy: The student should be able to access most of the content. However, they may have some difficulty with the hands-on activities. Although not able to fully participate in these activities, they may still benefit from observing the activity and the discussion that occurs in the small-group or partner setting. To demonstrate their knowledge, they may take the computerized version of the test and design their project on the computer.

Name and briefly describe the personalized education plan that would be designed for each of the following students: A student who has a broken hand A student who is deaf A student who scores well above average on an IQ test and their End-of-Grade test

The correct responses are a 504 Plan, an IEP, and a AIG plan. A 504 plan is for students who may be experiencing a physical or mental condition that substantially limits a "major life activity" but they do not qualify for services under IDEA (do not qualify for an IEP).An IEP is for students who are experiencing a disability in one of the defined categories based on specific assessment results which allow them to qualify for this federal provission of accommodations and/or modifications.An AIG Plan is for students who require enrichment, extension, and/or acceleration to learn the concepts and skills being taught based on specific assessment results.

Name and briefly define the elements of the three different types of curricula in the differentiated classroom.

The three types of curricula and defining elements of each (with variations on the language accepted) are as follows: Explicit Curriculum - Formal/stated mandated curricula that contain explicit steps and procedures to follow for proper implementation; stated and intended outcomes Steps for implementation Suggested supplemental activities or tasks A proper sequence for presenting material The amount of time to spend on particular topics Procedures for evaluation Suggested groupings (e.g., pairs, cooperative groups) Hidden Curriculum - Practices and procedures resulting from decisions made when implementing the explicit curriculum; unintended outcomes that occur as the explicit curriculum is implemented Use of cooperative learning groups Deviations from the explicit curriculum to take advantage of a teachable moment Actual learning that occurs as the explicit curriculum is implemented Absent Curriculum - Curricular aspects excluded (either intentionally or unintentionally) from classroom instruction that are appropriate to the explicit curriculum Evidence-based interventions excluded from teaching and learning (e.g., direct instruction) Extra time to complete assigned tasks/activities (e.g., increased wait time) Cultural examples (that are excluded) that, if used, may put mandated content into a relevant context Self-management procedures that learners are not allowed to employ (e.g., self-monitoring)

A curriculum that is contextually relevant to all students, including culturally and linguistically diverse learners, is known as a culturally responsive curriculum.

True

Advance organizers presented before a learning experience are one way to design the curriculum universally.

True