Deck 8: Designing Learning That Works for All Students

Question 1

If we spent more school time taking out and "fixing" certain students and then trying to "catch them up" to their peers later, all students would succeed. ​

Answer 1

False

Question 2

Planning for the social/affective learning environment is not as important as planning for students' academic and physical design needs. ​

Answer 2

False

Question 3

Content standards: ​

A)dictate what will be measured.
B)dictate the level of mastery a student is expected to achieve.
C)help teachers define what knowledge and skills need to be taught in a subject.
D)dictate what will be tested.

Answer 3

C

Question 4

In history class, students were studying the causes of the American Revolution and its effect on Great Britain, while investigating causal relationships in their math and science class. Their teachers had worked collaboratively in the _______________ integration of the cause and effect learning goal. ​

A)strategic
B)infusion
C)social
D)embedded

Question 5

After goals have been identified, ___________________ are developed to frame units and lessons as well as to reflect the big ideas which are the same for all learners. ​

A)differentiated questions
B)basic outcomes
C)essential questions
D)essential outcomes

Question 6

When determining academic goals for their class, teachers should consider all of the following, EXCEPT:

A)goals provided by state departments of education/instruction.
B)the school's budget for particular curricular area.
C)standards from national discipline specific and professional organizations that must be addressed.
D)student assessment information from previous years, such as IEPs.

Question 7

Just like a driver identifies the destination before planning the routes, creating clear goals based on the standards is an important first step for the classroom teacher.

Question 8

Assessment must continually be directly linked to learning goals to measure learning progress. ​

Question 9

Learners need to see the connection between what they have learned in a previous lesson or unit to what they are now learning.

Question 10

Teachers should avoid the confusion of connecting learning goals to "big ideas." ​

Question 11

When students are aware of the connection between what they have learned and what they are about to learn, teachers can better prepare students who need: ​

A)extra cumulative review.
B)pre-teaching.
C)adaptations.
D)All of the choices are correct.

Question 12

When creating an accessible curriculum for diverse learners, researchers at CAST recommend considering the following four components, based on UDL principles, from the start. ​

A)When creating an accessible curriculum for diverse learners, researchers at CAST recommend considering the following four components, based on UDL principles, from the start: ​ Goals, preferences, methods, and assessment
B)Goals, materials/resources, outcomes, and assessment
C)Goals, materials/resources, methods, and assessment
D)Goals, interests, methods, and assessment

Question 13

When teachers think about the ways in which they can provide extra support or create more challenging instruction for their students, they need to consider all of the following, EXCEPT:

A)student's family structure and home life.
B)specific student strengths and needs.
C)what textbook will be used.
D)what kinds of activities best lend themselves to UDL principles.

Question 14

In this age of standards-driven reform, legislation such as NCLB and IDEA 2004 mean that teachers must consider both content and achievement standards in their curriculum planning. ​

Question 15

Once the big ideas inherent in the standards have been identified and incorporated into major academic goals for the year, teachers can increase access to the general education curriculum by: ​

A)using verbs to write objectives that allow for flexibility in terms of representation, engagement, and expression.
B)writing objectives that are vague so that all students can accomplish them.
C)not writing objectives in order to increase student motivation and self-esteem.
D)using nouns to write objectives that allow for the creation of solid benchmarks.

Question 16

Achievement standards help teachers define what knowledge and skills need to be taught in order for students to be successful on standardized achievement tests. ​

Question 17

The "essential questions" of a unit or lesson are differentiated based on the needs of various learners in the classroom. ​

Question 18

Students need to feel free to take learning risks without fear of failure and ridicule. ​

Question 19

When planning instruction, attention to individualized student needs should be addressed by: ​

A)presenting only a small part of the lesson or unit to the student with special needs.
B)revising the unit or lesson plan to adjust for individualized learner needs.
C)developing an alternative activity unrelated the whole-class lesson.
D)integrating individual needs into big ideas developed for the whole class.

Question 20

Mapping out keywords and concepts in standards across the K-12 grade levels: ​

A)gives teachers something useful to do.
B)helps teachers see what keywords and concepts they should have been teaching.
C)gives teachers an overall sense of where the students are going and where they have been.
D)gives students an overall idea of what their teachers do when they're not in the classroom teaching.

Question 21

Ensuring that electrical cords are tucked away and rugs are secured to avoid tripping are examples that best illustrate which of the following ACCESS strategies? ​

A)Applicability
B)Clarity
C)Safety
D)Expression

Question 22

The advantages of using digital and media tools in addition to textbooks include all of the following, EXCEPT:

A)a single CD or digitized video can address all learning goals and objectives.
B)these tools provide greater opportunities for flexibility in presentation.
C)these tools provide greater opportunities for flexibility in engagement and learner expression.
D)efforts to provide access to these tools upfront may have large payoffs.

Question 23

All of the following are elements in classroom design that are applicable to every learner, EXCEPT:

A)materials written for the age level at which the learner reads, not their chronological age should be available.
B)creative centers, study areas, and labs within the classroom in which to set up an array of materials.
C)making use of electronic resources to center instruction in the real world around the student.
D)including plants, flowers, and water, in classroom as visual/tactile assets and as a calming influence.

Question 24

Effective assessment: ​

A)helps the teacher find the appropriate instructional level for each student.
B)maximize time for teaching and learning.
C)looks at the child as a whole and involves many formal and informal methods.
D)All of the choices are correct.

Question 25

Assessment must continually be directly linked to _____________ in order to measure learning progress. ​

A)methodology
B)collaboration
C)learning goals
D)students area of need

Question 26

Since no single method works for every learner, having and using a variety of instructional tools allows teachers to: ​

A)demonstrate the extent and development of their teaching skills.
B)customize individual students options.
C)select a new tool each day to use.
D)give students choices so that they don't get bored.

Question 27

When resources are in short supply in your school or district, which of the following is the LEAST desirable plan of action? ​

A)Look for local, state, or federal grants
B)Write to local businesses and/or civic organizations to see if they would be willing to help in the purchase of resources
C)Do the best you can with the one textbook
D)Ask for help from your parent teacher organization

Question 28

Some students with behavioral needs may need an ________ reward system to remain engaged. ​

A)intrinsic
B)exceptional
C)extraordinary
D)extrinsic

Question 29

Providing students with physical models of notebooks, completed projects, and other products can: ​

A)lead to cheating as students are likely to copy the model.
B)save the teacher time because the project will not need to be explained to the class.
C)lessen creativity and sense of inquiry as students no longer have to think for themselves.
D)be very helpful because students can see what a successful product looks like.

Question 30

Both process and product can be considered in assessment, but when the focus is on process it is a good idea to use ________________ to collect data. ​

A)a paraprofessional
B)a checklist or rubric
C)a graphic organizer
D)another teacher

Question 31

Which of the following seating arrangements provide a calming, inviting, and stress reducing environment that often works best for diverse learners? ​

A)Rectangular arrangements
B)Clusters of small square desks
C)Rounded corners and circular arrangements
D)Parallel rows of desks

Question 32

By targeting content standards that are linked to ____________ standards, students will likely show growth in school as they move to the next level of learning that is required.

A)school
B)achievement
C)local district
D)instructional

Question 33

Traditionally, assessments __________ accessible to all students in the general education curriculum. ​

A)were
B)have not been
C)have usually been
D)have always been

Question 34

Once goals have been defined and materials and resources considered, the next curricular component of UDL is: ​

A)planning flexible methods.
B)reconsidering goals in light of available resources.
C)planning the big ideas.
D)deciding which textbook to use.

Question 35

Although teachers cannot always choose the ideal classroom space, they should do all of the following, EXCEPT:

A)access the space and decide what can and what cannot be changed while determining the strengths and needs of the physical setting.
B)communicate with the school improvement team about future plans for the building.
C)inform administrators and schools leaders that you are unable to teach in a room that does not meet your requirements.
D)try out seating arrangements from a student perspective and reassess and/or readjust physical arrangements as needed.

Question 36

The challenge of presenting content via multiple means so that all learners have access to the material is: ​

A)almost insurmountable.
B)to do so without compromising the learning goals.
C)linked to experience as most new teachers are digital immigrants.
D)non-existent.

Question 37

Which of the following colors in a classroom can communicate a sense of tranquility and help students stay focused? ​

A)Brown and beige
B)Blue and yellow
C)Blue and green
D)White and yellow

Question 38

All students should be able to use all equipment in a classroom, or at least understand how it is used. All the following are examples of using the clarity principle in the classroom, EXCEPT:

A)color-coding computer keys.
B)creating a theme room (e.g., a Roman basilica or a tropical forest).
C)pictorial, written, or audio instruction lists for classroom equipment or tools.
D)enlarged keyboards to help them see and hit keys more accurately.

Question 39

Making different types of seating available for students such as cushions, rubber seats, ball chairs, bean bag chairs, etc., can help to meet the needs of a variety of student learning styles and sensory demands. This example best illustrates which of the following ACCESS strategies? ​

A)Applicability
B)Capability
C)Clarity
D)Expression

Question 40

Providing models, examples and non-examples, and multiple opportunities to practice with appropriate supports is characteristic of: ​

A)activities provided in most textbooks.
B)a curricular component of universal design for learning related to methods.
C)activities student teachers typically do.
D)a passive approach to learning.

Question 41

How can the strategic integration of goals across curricular areas enhance student learning? ​

Question 42

Why is it so important to link content standards to achievement standards? ​

Question 43

Which of the following statements on the use of adaptations in supporting universally designed learning environments is NOT true? ​

A)An accommodation is a service or support that is provided to help a student fully access subject matter and instruction.
B)When students depend on adults, peers, and/or material supports more than they need, learned helplessness can occur.
C)Modifications differ from accommodations.
D)Modifications cannot take place in a general education classroom setting due to the significant changes needed to modify a curriculum.

Question 44

Create your own mnemonic letter strategy that will help you remember the basics of UDL environmental planning, then give a detailed rationale on why you selected each element of the mnemonic. ​

Question 45

All of the following elements are important in creating a social environment that is applicable or useful to all learners, EXCEPT:

A)providing a detailed list of classroom rules and procedures for classroom discipline.
B)assigning specific class or school responsibilities to all students as it gives them a sense of belonging.
C)providing role models and mentors as needed to foster equity and to help make every learner feel valued and included.
D)remembering that for some students the school and classroom environment may provide the most stable and positive part of their day.

Question 46

Another step in accessing the social side of learning includes planning for a safe environment that also considers use of classroom space, therefore teachers should bear all the following in mind, EXCEPT: ​

A)be aware that students may arrive at school hungry, tired, angry or upset so take proactive steps to avoid negative outcomes.
B)diverse learners are accustomed to living in unpredictable environments and never find changing activities or spaces difficult, so it is not necessary to provide advanced warning for transitions, schedule changes, etc.
C)students should be told what behavior is expected so they are aware of what is acceptable or unacceptable at any given time.
D)students should be strategically grouped to take advantage of individual strengths.

Question 47

How would you respond to a pre-service teacher who asked you what was the most important thing to know about planning classroom methodology? ​

Question 48

List some things that can be done to help improve the environment of a classroom in terms of expression.

Question 49

In what ways is setting up the social/affective environment for your students critical to reaching goals? ​

Question 50

Explain how goals and objectives can be written to provide greater access to the curriculum for diverse learners. ​

Question 51

When setting up the social environment in the classroom, teachers need to remember that students need to feel: ​

A)safe, valued, and self-important.
B)safe, valued, and respected.
C)safe, valued, and self-effacing.
D)safe, superior, and respected.

Question 52

If curricular planning is like a road trip, summarize what you have learned from this chapter to describe the "trip" you plan to take in planning for your diverse learners. ​

Question 53

Collaboration in planning universally designed environments: ​

A)is critical, because teachers must move away from teaching in isolation in order to meet the needs of all our learners.
B)often involves co-teaching, in which the general education teacher is responsible for planning the big ideas goals, and assessments.
C)often involves team problem-solving in which the special education teacher is responsible for identifying and finding solutions for students who have behavior difficulties.
D)should only involve professionals because parents, other family members, and guardians do not have the necessary expertise.

Question 54

All the following statements regarding the need to access social environments are true, EXCEPT:

A)socializing is difficult for many learners with disabilities, but not for those without disabilities.
B)some students need help in dealing with bullying.
C)some students have difficulty reading body language.
D)some students need help in initiating and sustaining conversations.

Question 55

To ensure that students know what appropriate behavior is, teachers should do all of the following, EXCEPT:

A)select 3-5 clearly stated rules that will generally apply to most classrooms.
B)model and rehearse rules and procedures with students, especially when first presented.
C)catch students modeling inappropriate behaviors and make an example of them verbally and visually to the whole class.
D)practice the rules/procedures in all school settings that apply to help students transfer and generalize the behaviors.

Question 56

Positive behavior interventions and supports (PBIS), a research-based preventive approach to behavior problems, incorporates all of the following elements, EXCEPT:

A)effective, systematic school-wide practices for desired behavior are identified and supported.
B)desired behaviors are demonstrated, taught, and modeled.
C)students are consistently acknowledged and punished for inappropriate behaviors.
D)behavior errors are identified, targeted, and corrected.

Question 57

Describe the major differences between accommodations and modifications. ​

Question 58

Setting goals, connecting to student interests, providing multiple ways students can use their strengths, and ensuring accessibility, along with collaboration, interactivity, and assessment with feedback helps students to develop all the following, EXCEPT:

A)competition with peers.
B)increased engagement.
C)passion for learning.
D)positive views of themselves and peers.