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Techniques for Differentiating Instruction 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!

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Question 1 1. Which is an example of using tiered instruction by product?

Question 2 2. Which answer below is the BEST example of using the LFM in an elementary science classroom?

Question 3 3. How can teachers tier instruction according to resources?

Question 4 4. A key feature of the menu strategy is _____.

Question 5 5. Activities which revolve around critical-thinking are at what layer?

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Question 6 6. Tic-tac-toe boards do NOT use which of the following differentiation strategies?

Question 7 7. Which is TRUE about tiered learning?

Question 8 8. How can we define layered curriculum?

Question 9 9. Jamison likes to use the Socratic Method approach with his students. Which of the following formats would you most expect Jamison to use?

Question 10 10. Layered curriculum relies on which methodology to provide multiple activities for different levels of cognitive ability?

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Question 11 11. A task involving primarily factual knowledge would operate at what layer?

Question 12 12. Activities which require students to apply knowledge, hypothesize, or solve problems utilizing factual information operate at which layer?

Question 13 13. Which of the following is NOT one of the things that Socrates attempted to do with his students and audiences?

Question 14 14. How should a teacher plan the main dishes for an instructional menu?

Question 15 15. How could an activity be tailored to support visual and/or auditory learners?

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Question 16 16. Which of the following examples illustrates the cubing strategy?

Question 17 17. Shirley wants to incorporate the cubing strategy in her language arts class. Which of the following is NOT an effective use of cubing for her class?

Question 18 18. Which is true of using a tic-tac-toe board?

Question 19 19. What is tiered instruction?

Question 20 20. All of the activities in an instructional menu should be aligned with _____.

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Question 21 21. Which of the following is true of the cubing instructional method?

Question 22 22. What are the benefits of using the menu strategy of differentiation?

Question 23 23. The learning-focused model focuses on _____.

Question 24 24. Formative assessments are given _____.

Question 25 25. Samantha is using Bloom's Taxonomy to create different tiers of instruction for her Biology class. She created an assignment where students need to read a textbook section that describes the structure and function of cell's organelles. Then, the students will create a chart where they summarize the main structural characteristics and the function of each organelle. This is a _____ level assignment.

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Question 26 26. Which is the highest level of understanding?

Question 27 27. The Socratic method is primarily aimed at which of the following goals?

Question 28 28. Which activity would be used for the application level?

Question 29 29. Janet is taking part in a seminar which is run by a facilitator who uses the Socratic method. Considering what you know of this method, which of the following would you expect Janet to feel as she participates in seminar discussion in order to learn key concepts?

Question 30 30. Essential questions help _____.

Techniques for Differentiating Instruction 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!

Education 104: Differentiated Instruction  /  Social Science Courses
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