Deck 10: Selecting Instructional Strategies for Teaching All Learners

Question 1

Most students will need a lot of direction while a few may excel when they are in a setting where they can explore problem solving tasks through independent learning. However, very few students need a combination of both learning environments.

Answer 1

False

Question 2

Once the learner has some idea of the skill or concept being taught, teachers can help students move ahead by providing all of the following, EXCEPT:

A)discrimination exercises that compare and contrast attributes in the skill area recently acquired.
B)practice pairing non-examples with previous examples to strengthen meaning and memory.
C)multiple practice activities coupled with immediate and specific feedback.
D)negative consequences for errors along with immediate feedback.

Answer 2

D

Question 3

The acquisition stage of learning could be compared to a child's first attempt to ever ride a bicycle.

Answer 3

True

Question 4

Assessment linked to learning goals allows the teacher to continually prime student's background knowledge as well as when it's time to move forward or if a skill/concept needs revisiting. ​

Question 5

Judicious review of learning should be done in a variety of formats to increase understanding and to keep review motivational.

Question 6

Shaping is a learning technique that makes use of visual, language, and/or context cues and prompts to support student learning. ​

Question 7

UDL research suggests that while a few students can independently discover and solve problems, the majority of learners will never obtain the highest stages of learning.

Question 8

Some current research supports Piaget's suggestion that diverse learners may need to progress sequentially from the ___________________________ stages of learning. ​

A)conceptual to the pictorial to the concrete
B)concrete to the pictorial to the abstract
C)abstract to the visual to the pictorial
D)conceptual to the verbal to the abstract

Question 9

To help students generalize what they have learned, teachers should do all of the following, EXCEPT:

A)give students a clear rationale for the skill they are learning.
B)provide activities that use the skill on a variety of occasions and in different settings.
C)hope students will know when and where to use the skill outside of school settings.
D)enroll parents and/or other significant adults in the students life to assist in the generalization of the skill to settings outside school.

Question 10

In the proficiency stage of learning students benefit from all of the following, EXCEPT:

A)differential reinforcement.
B)modeling and goal setting.
C)positive reinforcement.
D)self-management strategies.

Question 11

In order to improve the acquisition of new knowledge, prior learning needs to be either bypassed or primed. ​

Question 12

Using the word "HOMES" to help remember the names of the Great Lakes (Huron, Ontario, Michigan, Erie, and Superior)is an example of a keyword mnemonic.

Question 13

Research suggests that students with learning challenges at all levels benefit from direct instruction, whereas their peers without disabilities rarely find direct instruction beneficial.

Question 14

Once students have passed through the acquisition stage of learning, teachers work on increasing the learner's speed and accuracy; in other words, their:

A)pass rate.
B)proficiency.
C)comprehension.
D)understanding.

Question 15

The five learning stages in sequential order are: ​

A)acquisition, maintenance, proficiency, generalization, and application.
B)acquisition, proficiency, maintenance, generalization, and application.
C)acquisition, proficiency, maintenance, application, and generalization.
D)acquisition, proficiency, generalization, maintenance, and application.

Question 16

Generalization is also referred to as ____________ of learning. ​

A)reassignment
B)relocation
C)transfer
D)simplification

Question 17

According to the "chunking principle," typical learners can retain from five to nine separate units of information, though as the material becomes more complex, the number of units presented at a time need to be reduced.

Question 18

Assessment scores tend to range from __________ in the acquisition state of learning. ​

A)0-20%
B)0-40%
C)0-60%
D)0-100%

Question 19

Diverse learners may find the _____________ stage of learning difficult because in addition to practice, this stage requires memory. ​

A)acquisition
B)proficiency
C)maintenance
D)generalization

Question 20

In the generalization stage of learning, skills the student has learned in one situation are:

A)constantly practice over and over again.
B)maintained through memory training exercises.
C)more fluent as speed and accuracy begin to increase.
D)applied to different ones.

Question 21

In order to help his students better prepare for class, Mr. Jackson taught them to use PREP (e.g., P [prepare material], R [review what you know], E [establish a positive mind set], and P [pinpoint goals]), a ___________ learning strategy.

A)think aloud
B)content enhancement
C)mnemonic
D)questioning

Question 22

In a ClassAct Portal the goal is to: ​

A)assist teachers in maintaining control over the scope and depth of student projects.
B)encourage students to become immersed in a topic that can be linked to goals and objectives.
C)limit the focus of student projects to one academic discipline area only.
D)teach students to conduct research using only low tech research methods.

Question 23

In _______________ learning, isolated topics are incorporated into the real world and connected. ​

A)strategic
B)authentic
C)classroom
D)factual

Question 24

To ensure that students learn them thoroughly and generalize their use, it is generally best to teach ____________ learning strategies at a time. ​

A)as many as possible
B)only a few
C)at least eight
D)several

Question 25

Content enhancements serve all of the following purposes, EXCEPT:

A)helping students understand major concepts, ideas, and vocabulary.
B)helping students comprehend content by watering down material.
C)helping students with knowledge acquisition, organization, and retrieval.
D)helping students understand major vocabulary.

Question 26

Anchored instruction contains all the following elements, EXCEPT: ​

A)real life problem-solving situations from a shared perspective.
B)other subject areas can be incorporated around the "anchor."
C)teacher serves as investigator.
D)an authentic learning approach that applies UDL principles around "big ideas."

Question 27

_________ strategies are clear, concise, explicit steps used to present and learn content. ​

A)Concurrent
B)Concomitant
C)Conspicuous
D)Continuous

Question 28

Flow lists: ​

A)incorporate Socratic questioning into instruction.
B)are a web-based software to help students create mnemonics.
C)help students increase their language comprehension and learn vocabulary.
D)present the learner with a range of authentic learning activities.

Question 29

__________________ teaches by demonstrating a skill, and is probably the most natural of all the teaching techniques. ​

A)Modeling
B)Shaping
C)Forward and backward chaining
D)Mnemonics

Question 30

The fifth or highest stage of learning is called: ​

A)adoption.
B)application.
C)alteration.
D)adjustment.

Question 31

All the following techniques help to prime prior knowledge, EXCEPT:

A)brainstorming.
B)questioning.
C)memorizing.
D)creating semantic webs.

Question 32

Before a teacher can activate a learner's prior knowledge, they should do all of the following, EXCEPT:

A)assess the learner's background knowledge.
B)assess whether the learner's family structure and socioeconomic status have provided appropriate background knowledge and skills.
C)determine the learner's skill levels.
D)decide what background information or skills to teach or bypass if academic, social, or physical "roadblocks" are present.

Question 33

In the highest stage or level of learning, students do all of the following, EXCEPT:

A)make decisions.
B)analyze information.
C)recite information.
D)estimate.

Question 34

Which of the following is NOT a benefit of anchored instruction? ​

A)Pacing of instruction remains a constant
B)Grouping options
C)Opportunities for individualized work
D)Increased student motivation

Question 35

By centering instruction around big ideas, teachers can: ​

A)provide a vehicle for all learners to access the menu of objectives at all stages of learning.
B)ensure problem-solving is at the core of each lesson.
C)ensure thinking skills are purposely taught and designed.
D)All of the choices are correct.

Question 36

Which of the following is the first step in curricular planning? ​

A)Begin by selecting a textbook, your main resource for planning your unit of study
B)Begin with the big ideas
C)Begin with the details
D)Begin with the details and build up to the big ideas

Question 37

WebQuests are conceptually analogous to: ​

A)paper and pencil quizzes.
B)downloading music from the web.
C)scavenger hunts.
D)written book reports.

Question 38

An example of a big idea in the study of history might be: ​

A)continuity and change.
B)the names of the first five presidents.
C)the dates of the world wars.
D)listing the three branches of government.

Question 39

A match-to-sample intervention is useful for students who are at: ​

A)advanced levels of skill acquisition.
B)early levels of skill acquisition.
C)early levels of skill adaptation.
D)advanced levels of skill application.

Question 40

Content enhancements include all the following tools, EXCEPT:

A)graphic organizers.
B)semantic maps.
C)guided notes.
D)curriculum-based assessments.

Question 41

Define a learning strategy approach and give two examples. ​

Question 42

What are the challenges some students face in the maintenance stage of learning? ​

Question 43

In order to help learners with language and related processing challenges: ​

A)pair verbal with visual directions.
B)give extra wait time for processing a response.
C)use techniques like Think-Pair-Share.
D)All of the choices are correct.

Question 44

Explain how authentic learning helps students become more engaged in the learning process. ​

Question 45

An instructional procedure that has been found to be effective with students who need a greater challenge is:

A)reciprocal teaching.
B)curriculum compacting.
C)chunking.
D)shaping.

Question 46

Give examples of how a teacher could help a student generalize social and academic skills learned at school into their life outside of school. Provide two examples for each skill area. ​

Question 47

Compare the high tech and low tech version of response cards used in judicious review. ​

Question 48

When introducing subtraction, the teacher began by demonstrating the concept with a pile of pennies. She then allowed students to practice with pennies. After students mastered the subtraction concepts using pennies, the teacher moved on to using tally marks as representations. This and other types of "hands on" activities generally work well when teaching students with: ​

A)speech and language impairments.
B)cognitive disabilities.
C)visual impairments.
D)ADHD.

Question 49

What can teachers to do help activate their students' prior knowledge? ​

Question 50

How does understanding the learning stages of students help in designing and implementing effective instruction? ​

Question 51

The chapter begins with an analogy of how your classroom is, in many ways, like a gym or health club. Summarize the key points you have read in the chapter by describing the ways in which the instructional strategies/interventions you use with your students are analogous to the people described in the opening gym scenario. ​

Question 52

All of the following statements about direct instruction are true, EXCEPT: ​

A)it is a mediated scaffolding technique.
B)it is typically used to teach at the acquisition level of learning.
C)when the first letters of the term are capitalized (e.g., Direct Instruction, DI), it refers to a specific, research-based, teaching approach.
D)it is most effective in teaching less structured areas such as reading comprehension and literature analysis.

Question 53

Students who may need greater challenges and demonstrate a high degree of interest in a subject could benefit from all of the following, EXCEPT:

A)acceleration.
B)mentorships.
C)working in groups with grade-level peers.
D)internships.

Question 54

__________ is a behavioral technique used to take a close approximation of a desired skill and move it to skill mastery using positive reinforcement.

A)Chaining
B)Task analysis
C)Shaping
D)Prompting

Question 55

Ensuring that students a)experience a high rate of success, b)have some control over learning new skills, c)feel comfortable and safe in the classroom, and d)are not overly pressured in terms of time are strategies that are particularly helpful for students who have challenges in the _________ learning domains.

A)study skills/organization/test taking
B)social/emotional/motivational
C)physical/motor/sensory
D)speech/language

Question 56

Discuss the similarities and differences among the major interventions listed in the chapter. ​

Question 57

If a student asks herself/himself "Am I focusing on my work?" at predetermined time intervals then records the response on a card and charts their progress, they are using a:

A)task analysis.
B)self-monitoring strategy.
C)modeling technique.
D)anchored instruction.

Question 58

How can you help a student for whom organization, study, and test-taking skills pose a challenge? ​

Question 59

If a student is struggling to learn a particular skill and the teacher breaks the skill down into sequential steps to determine what parts the student knows and/or where the student needs more instruction or practice, the teacher is using which of the following techniques? ​

A)Task analysis
B)Self-monitoring strategy
C)Modeling technique
D)Anchored instruction

Question 60

An intervention that fosters judicious review is referred to as __________ repetitions, wherein a learner is frequently asked to recall a learning experience or academic information on different days. ​

A)spaced
B)modeled
C)shaped
D)prompted