WGU D169 - Questions

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Unit 4 : Differentiating Instruction in ...

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70 terms tam Which resource is provided by Section 504?ection 504 guarantees students equal access and participation, and accommodations are often part of providing such access.What is one type of English language instruction program or model for ELs?Pullout instruction is a type of program model in which an English language teacher works with ELs in small groups to provide English language instruction, pulling them out of their regular classroom to do so.Fatima is an EL student in your general education classroom who is having difficulty with reading, math, and social interaction. She has been in pullout English language instruction classes in your school for two years and has not made significant progress in that time. Your team has tried interventions and support provided in both English and Fatima's native language of Farsi, and the team is now considering whether to recommend that Fatima be evaluated to see whether she has an educational disability. If Fatima is found to have an educational disability, which law(s) would apply?Fatima will continue to be eligible for EL services under Title III, and she will also be protected under IDEA and eligible for special education services.As an EL, which accommodation should Fatima receive, whether she is found to have an educational disability or not?ELs are not initially required to take all the state proficiency tests that native speakers of English are required to take, and their scores may not count in the same way that the scores of native English speakers count.Which right would be guaranteed to Fatima under federal law if she is found to have a disability?FAPE is one of the foundational pillars of IDEA and applies to all students eligible for special education services.

You are the teacher for a student with a disability who receives services under IDEA and starts a fight after repeated other behavior violations. The school is considering expulsion, which would result in removal of the student to an alternative school. Why does IDEA require the school to hold a manifestation determination hearing first?It is unfair to punish a student with a disability for behavior that may be caused by the disability, and a hearing will determine whether this is the case. Expulsion is not appropriate if the behavior in question is a manifestation of the student's disability; this would amount to punishing the student for his or her disability.Does having a medical diagnoses automatically qualify for special education services under one of the 13 categories of disability listed in IDEA?No. Having a medical diagnosis is different than having an educational disability.Students who qualify for special education services under one of the categories of disability listed in IDEA may or may not have a medical diagnosis. However, all students who experience an educational disability struggle to access the general curriculum without appropriate supports and services.PBIS is an example of which type of school-wide support framework?It is an example of MTSS (multitiered systems of supports).What is the most common educational disability under IDEA and is characterized by difficulty reading, writing, listening, speaking, and reasoning?Specific learning disability (SLD) is the most common disability type under IDEA and includes dyslexia, dysgraphia, dyscalculia, auditory processing disorder, and nonverbal learning disability. This disability impacts a student's ability to effectively read, write, speak, reason, or do math.What are effective strategies to prepare and support students through transitions?Visual reminders can support students in organizing their own expectations about what they are doing now and what is to happen next. A behavior chart helps student determine what behaviors are appropriate and encourages them to display appropriate behavior. Coaching on what behaviors are considered appropriate supports students in displaying those behaviors more frequently.Flexible instruction and mixed-ability grouping are foundations of which type of instruction?Differentiated instruction supports students of all abilities by personalizing learning through flexible instruction.Which type of co-teaching model divides a classroom into two groups to provide instructional content simultaneously?Parallel teaching divides a classroom into two groups where both instructors teach the content simultaneously.A general education teacher and an EL teacher are co- teaching an English language arts class in a diverse urban classroom. This particular class is taught in English. During this lesson on note taking, the general educator provides the lecture while the EL teacher walks the room answering questions and modeling when needed. Which model of co-teaching are these two teachers using?In the one teach, one assist model, one teacher provides whole group instruction while the other circulates the room answering questions and modeling as needed.Two general educators teach an interdisciplinary class combining history and art. The art teacher is teaching the general lecture on this particular day while the history teacher collects data on her counterpart's lecture clarity and student behavior. Which model of co-teaching are these two teachers using?The one teach, one observe co-teaching model strives to obtain data and feedback for the co-teachers about the effectiveness of their lesson in general, as well as the response students have to the instruction in terms of understanding and behaviors.

A general educator and special educator are co-teaching in a first-grade classroom. Each morning, they begin the day by breaking the students into small groups of mixed ability. The teachers each sit at different tables, while other spaces are created for independent work. Students rotate around the room to each location with their small group. Each teacher focuses on a review concept from the previous day. Which model of co-teaching are these two teachers using?Station teaching allows co-teachers to divide students into smaller groups and provide more targeted instruction or review of concepts while they rotate from station to station.Are the majority of English learners in the United States are immigrants.No. Approximately 85 percent of prekindergarten to fifth-grade EL students and 62 percent of sixth- to twelfth-grade EL students are born in the United States (Zong and Batalova, 2015).Whar are appropriate measures used to test for giftedness?Achievement tests determine knowledge the student holds and where they stand in relation to their peers. These tests can be academic or standard and allow students to show how advanced their knowledge is, as there should be no ceiling.Ability tests, such as those testing intelligence and cognitive abilities, are often used to test intellectual ability. These tests do not speak to specific behavior but are able to identify intellectually gifted students.Behavior observations from parents and teachers are critical to determining whether other characteristics of students who are gifted and talented are present. Achievement and ability tests are geared more to intellect, while behavior observations provide data on characteristics related to emotions, creativity, leadership skills, and more.What are common characteristics of gifted and talented students?Above average leadership capabilities are a common characteristic among students who are gifted and talented. High levels of language development and verbal abilities are common characteristics among students who are gifted and talented. Heightened sense of self-awareness is a common affective characteristic among students who are gifted and talented.Why is explicit instruction particularly useful for students with learning disabilities?Explicit instruction makes content clear and allows students to continue working on a skill with teacher guidance.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?Models, examples, and non-examples. This element of explicit instruction can assist the student in understanding what a strong paragraph should look like.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?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.Contrary to some stereotypes, explicit instruction does allow for differentiation by teachers to meet different students' needs. How can a teacher can provide meaningful content differentiation within an explicit instruction lesson?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.

What are the steps for compacting curriculum?Pre-assess to see what students already know.Match assessment results with curriculum to determine what to eliminate.Select appropriate substitute actives to provide students enrichment.Formatively assess to ensure students remain challenged, engaged, and learning.How does acceleration differ from compacting? 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.Which three characteristics are core components of systematic instruction?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.What features of explicit instruction and systematic instruction overlap?Both explicit instruction and systematic instruction are goal-oriented, and both entail providing students with needed scaffolds and supports to meet the learning goal.What is the primary value of differentiated assessment? Differentiated assessment allows more accurate measurement of what students know, although it can also provide valuable information about learning profiles and preferences.Is alternative assessment appropriate for measuring lesson or unit learning but not appropriate for universal screening of gifted students?No. 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.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?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.In planning your lesson, you will need to apply either universal design for learning (UDL) or differentiated instruction; can you use both in the same lesson?Yes. 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.Should students with disabilities be provided alternative assessments in order to receive accommodations in your lesson?No. 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.How can you design classroom assessments that ensure each student is engaged and challenged?UDL can be applied to design assessments that are appropriate for each individual learner in your class.