Grouping Students in the Classroom Chapter Exam

Exam Instructions:

Choose your answers to the questions and click 'Next' to see the next set of questions. You can skip questions if you would like and come back to them later with the yellow "Go To First Skipped Question" button. When you have completed the practice exam, a green submit button will appear. Click it to see your results. Good luck!

Page 1

Question 1 1. What types of learners can benefit from individualized instruction?

Question 2 2. Individualized education programs (IEPs) are generally meant for which group of students?

Question 3 3. To begin building a lesson using individualized instruction, what should a teacher do first?

Question 4 4. Which of the following correctly describes individualized instruction?

Question 5 5. Which is an aspect of an individualized learning goal?

Page 2

Question 6 6. When teaching students with disabilities, what is inclusion?

Question 7 7. Aside from an IEP, where is the best place to learn valuable information about students with disabilities and techniques or strategies for teaching them?

Question 8 8. Where is the first place you should look if you want to learn more about a student's disability and the services they receive?

Question 9 9. What kind of expectations should you set for students with disabilities in the general education classroom?

Question 10 10. Which of the following is a part of universal design?

Page 3

Question 11 11. How should you use different grouping methods through a class period or throughout the day?

Question 12 12. You are about to teach a new reading comprehension skill that students have never utilized. How would you approach introducing this skill?

Question 13 13. What type of instruction is being provided when all students are focused on one specific thing?

Question 14 14. What teaching strategy should be employed to work closely with fewer students on a skill or concept?

Question 15 15. How many different kinds of small-group instruction should be happening at the same time?

Page 4

Question 16 16. How are heterogeneous groups determined when it comes to student learning?

Question 17 17. Which is an example of homogeneous grouping when it comes to student learning?

Question 18 18. Why do teachers form skill-based groups?

Question 19 19. How do teachers determine skill-based groupings?

Question 20 20. Which grouping changes frequently depending on specific student needs?

Page 5

Question 21 21. What is mixed-ability grouping?

Question 22 22. What is a disadvantage of mixed-ability grouping?

Question 23 23. How does mixed-ability grouping help teach tolerance to your students?

Question 24 24. How does mixed-ability grouping benefit your lower-level students?

Question 25 25. What is an advantage of mixed-ability grouping?

Grouping Students in the Classroom Chapter Exam Instructions

Choose your answers to the questions and click 'Next' to see the next set of questions. You can skip questions if you would like and come back to them later with the yellow "Go To First Skipped Question" button. When you have completed the practice exam, a green submit button will appear. Click it to see your results. Good luck!

WEST-W Early Childhood Special Education (071): Study Guide & Practice  /  Social Science Courses
Support