Deck 2: Knowing and Connecting With Your Students

Question 1

Which of the following is not an example of an accepted and professional way to get to know your students?

A) Consulting the school's cumulative records for your students
B) Looking up your students on social networking websites
C) Using student questionnaires to learn about their interests
D) Contacting your students' parents and families for information about your students' at-home study habits

Answer 1

Looking up your students on social networking websites

Question 2

Which of the following contextual factors for guiding planning address geographic location, community and school population, race/ethnicity, and socio-economic profile?

A) Student characteristics
B) Classroom factors
C) Community, district, and school factors
D) Instructional implications

Answer 2

Community, district, and school factors

Question 3

Which of the following contextual factors for guiding planning address factors such as age, gender, special needs, skill levels, and language?

A) Student characteristics
B) Classroom factors
C) Community, district, and school factors
D) Instructional implications

Answer 3

Student characteristics

Question 4

When comparing male and female student characteristics, females generally exhibit the following except:

A) exhibit lower self esteem
B) are more extroverted and trusting
C) are less aggressive
D) develop verbal and motor skills slower

Question 5

Categories for special education services include all the following except:

A) hearing impairment
B) intellectual disabilities
C) gifted students
D) disengaged students

Question 6

A student who cannot learn at an average rate from the instructional resources that are designated for the majority of students in the classroom can be called:

A) an English language learner
B) a disengaged student
C) a struggling learner
D) a disabled student

Question 7

Children or adolescents who are not able to acquire and/or use the skills necessary to develop their potential and become productive members of society are called:

A) students at risk
B) struggling learners
C) disabled students
D) students in poverty

Question 8

When working with students in poverty, you should do all the following except:

A) arrange for independent work and tasks
B) capitalize on their interests
C) be sure expectations are realistic
D) give clear and specific directions

Question 9

The rates of student disengagement are higher among all the following except:

A) youths from lower socioecononmic status households
B) youths from ethnic groups other than white or Asian
C) male students
D) youths from suburban districts

Question 10

A classroom where students learn to be proud of themselves, to respect human differences, and to speak up for what is right can be described as:

A) a standards-based classroom.
B) an anti-bias classroom.
C) a charter school.
D) a least restrictive environment.

Question 11

Learning activity packets, task cards, and learning contracts are some examples of:

A) differentiated materials.
B) learning goals.
C) reflective teaching practice.
D) unfair advantages which not all students have access to.

Question 12

The curriculum can be differentiated in all the following ways except the:

A) content.
B) process.
C) professional standards.
D) products.

Question 13

The instructional activities or approaches used to help students learn the curriculum are known as the:

A) content.
B) groupings.
C) products.
D) process.

Question 14

What is a student's entry point into a particular content or skill?

A) Process
B) Readiness
C) Assessment
D) Interest

Question 15

A student's learning profile may be influenced by all the following except:

A) gender
B) culture
C) assessment procedures
D) learning style

Question 16

Using texts at a variety of reading levels, focusing on main concepts instead of minor details, and instructing through both whole-to-part and part-to-whole approaches are examples of differentiating instruction through the:

A) process.
B) content.
C) product.
D) assessment.

Question 17

One way for teachers to gather information about their students is to meet with parents and guardians in individual conferences.

Question 18

Contextual classroom factors to guide teacher planning include the physical features of the classroom, availability of technology equipment, and the content of the curriculum being taught.

Question 19

English Language Learners benefit from collaborative work.

Question 20

A modification for an exceptional student involves a change in standard learning expectations.

Question 21

Seriously disengaged students are simply underachievers who want a lot of attention.

Question 22

Once you have determined your curriculum at the beginning of the school year, you should never stray from it or vary your instructional methods.

Question 23

Teachers can differentiate assignments by altering the length, difficulty, or time span of the assignment.

Question 24

Content includes the knowledge, skills, and attitudes related to the subject and the materials through which learning is accomplished.

Question 25

Process includes the vehicles through which students demonstrate what they have learned.

Question 26

Universal design for learning is a way to adapt the curriculum and delivery of instruction to meet the needs of all learners.

Question 27

The products of a curriculum include assessments in which students demonstrate what they have learned.

Question 28

Provide a definition for each of these terms:

-Accommodation

Question 29

Provide a definition for each of these terms:

-Cultural responsive teaching

Question 30

Provide a definition for each of these terms:

-Differentiated instruction

Question 31

Provide a definition for each of these terms:

-Exceptional students

Question 32

Provide a definition for each of these terms:

-Student engagement

Question 33

Identify some ways that you can get to know your students in order to better support their learning.

Question 34

Identify one category of contextual factors for guiding planning, and then describe the characteristics of the category.

Question 35

What is meant by placing a student in the least restrictive environment?

Question 36

What is an achievement gap? What can teachers do to help remove the gap?

Question 37

What are some advantages with the use of differentiated materials?

Question 38

With the Universal Design for Learning, identify some options that teachers might plan for students to acquire knowledge and skills (i.e., multiple means of representation).

Question 39

Why should teachers consult several different resources when gathering information to get to know their students?

Question 40

Identify some community factors in planning. How can teachers take community factors into account when planning lessons?

Question 41

What is culturally responsive teaching? How can that help promote student learning?

Question 42

What is a struggling learner? What can teacher do to help struggling learners?

Question 43

Discuss the reasons for offering a responsive curriculum. Identify several ways that could be done.

Question 44

Identify and discuss the advantages of Universal Design for Learning.