Chapter 12 Test Bank:
Differentiating Instruction and Assessment for All Learners
Multiple Choice:
12.1. What is the name of the philosophy of instructing students where instruction is based on the
individual needs of the students comes from a variety of research practices and at the secondary level
it can occur in general and special education settings?
a. differentiated instruction
b. response to intervention
c. direct instruction
d. special education
12.2 Which of the following are components of differential instruction?
a. curriculum contract and programs
b. curriculum enhancements and modifications
c. curriculum instruction and modifications
d. curriculum enhancements and programs
12.3 The use of differentiated instruction requires that the teachers be flexible in the way they group their
students. If the teachers chooses to group their students have similar achievement levels they would
be using:
a. homogeneous grouping
b heterogeneous grouping
c. multiple grouping
d. cooperative learning groups
12.4 The use of differentiated instruction requires that the teachers be flexible in the way they group
their students. If the teachers choose to group their students who have similar achievement levels,
they would be using:
a. homogeneous grouping
b. heterogeneous grouping
c. multiple grouping
d. cooperative learning groups
12.5 Jim has taught his students to turn to the glossary whenever they are unsure of a word’s meaning.
The glossary an example of:
a. explication
b. metadiscourse
c. instructional device
d. student-centered organization
12.6 In order to help his students understand the material, Carl begins each new geography lesson by
going over the key terms in the chapter. What type of instructional activity is Carl using?
a. content coverage
b. subject-centered
c. teacher-centered
d. process
12.7 Gail, an eighth-grade American history teacher, uses lectures to present information from the text to
her students. Lately, she’s noticed that her students are disengaged and bored. What can help Gail
find a balance between text-driven and activities-driven instruction?
a. using subject-centered activities
b. the Planning Pyramid
c. the communication approach
d. interdisciplinary teaming
12.8 Often when differential instruction is addressed many focus on those students with learning
disabilities. However, even students without disabilities and those who are gifted also can benefit
from differential instruction. Students who are gifted can be quite diverse which comes with how
the term gifted is defined. What are the other two parts that make up the diverseness of the gifted
population?
a. individual differences and degree of giftedness
b. individual differences and ethnicity
c. ethnicity and degree of giftedness
d. cultural assimilation and degree of giftedness
12.9 Teachers from one of the teams at Pleasant View Middle School agreed to find out what each
student knows and needs to learn. This is known as:
a. the use of the communication approach in content areas
b. professional collaboration
c. preassessment
d. interdisciplinary thematic units
12.10 All of the following are difficulties in typical content area classes that pose
problems for students, EXCEPT:
a. textbooks in content area classes can be boring and unappealing.
b. having to complete long-term projects in addition to daily homework.
c. the number of assignments in content area classes, which are not teacher directed,
requiring students to monitor their own progress and work independently.
a. test taking is a requirement in many content area classes.
12.11 Although Isabel knows many of her students with reading difficulties are having problems
understanding their world history text, she doesn’t specifically know what areas are giving them the
most trouble. What can Isabel use to learn about what makes her students uncomfortable when
reading?
a. FLIP chart strategy
b. Fry’s readability chart
c. explication strategy
d. organizational design evaluation
12.12 Which of the following is a three-tiered framework for planning instructional units and lessons
for diverse learners?
a. planning pyramid
b. teacher think alouds
c. concept diagram
d. student think alouds
12.13 Which of the following is a DI strategy that is helpful when planning long-term assignments and
research projects and requires a teacher to negotiate with students about their goals?
a. AOK
b. semantic maps
c. learning contract
d. discussion web
12.14 Larry, a sixth-grade geography teacher, always asks himself what activities and learning
experiences he will plan to help each student master the standard. This is known as what component
of DI?
a. concept diagram
b. ANSWER
c. process planning
d. instructional clarity
12.15 In order to estimate the level of difficulty of text for reading instruction, which is an effective
framework?
a. Lexile
b. student think aloud
c. whole language
d. teacher modeling/student demonstration (TMSD)
12.16 One way to involve students is through vibrant discussions. Vibrant discussions
a. are teacher-led discussions about the topic being presented.
b. require one student to be assigned the role of a moderator and encourager.
c. allow students to use their personal knowledge and experience.
d. should not include the teacher so students feel free to express their
opinions.
12.17 As part of reading instruction on a new text, Ms. Lu grouped her students with varying degrees of
abilities in each group. This is known as what type of grouping?
a. skilled
b. ability
c. homogenous
d. heterogeneous
12.18 The matter in which skills and concepts are introduced in a textbook reflect the textbook’s:
a. subject matter content
b. friendliness
c. readability level
d. instructional design
12.19 One strategy teachers can use to help sift out important information in their assignments is:
a. highlighting
b. subject matter content
c. instructional design
d. conceptual density
12.20 When a teacher has students evaluate their own text for friendliness and readability, this strategy is
know as:
a. activities-oriented learning
b. lecture
c. FLIP Chart
d. student-led learning
Fill-in-the-Blank:
12.21 ____________________ is considered both a philosophy of instruction for students and is based
on the individual needs of the student.
12.22 In your classroom if you are using strategies that require you to alter the curriculum, you are
making _______________ to your instruction.
12.23 The students in your classroom use audiotape versions of their reading books and take oral forms
of the tests their non-disabled peers are taking. You are using _____________________ in your
classroom.
12.24 The classroom is made up of a heterogeneous group of students. In your classroom you have a
student who is so advanced that he has been moved up by one grade in school. This student has
been __________________.
12.25 You have found that your students are easily bored by lecture presentations. To help make
lectures more listener-friendly and improve instructional clarity you instituted the five steps of
instructional clarity: ____________________, _____________________,
____________________, _________________________, ________________________.
Short Answer:
12.26 Some of the critical concerns content area teachers face include coordinating content area
teaching and learning strategies, balancing text-driven and activities-driven instruction, balancing
content and process, and integrating the curriculum. Describe each of these issues and give an
example of a classroom implication for each. Provide one strategy content area teachers can use
for each of these areas of concern.
12.27 List three difficulties in typical content area classes that pose problems for students. Provide a
strategy that teachers in the content areas can use to assist students with each of the difficulties
you listed.
12.28 What does the research conclude about instruction for low achieving students? What are four
questioning practices teachers can use to effectively promote learning in low achieving students?
12.29 Discuss the five factors that teachers must consider when familiarizing themselves with their
textbooks. What are some of the characteristics of friendly text?
12.30 Imagine you are teaching seventh grade civics. Your students’ abilities are diverse and some have
difficulty reading and understanding the textbook. What are three textbook adaptations you can
make to help all your students?
12.31 Discuss assignment, homework, and test adaptations to assist students with learning problems to
succeed in the classroom. Discuss your point of view on making adaptations for students with
special needs who are in the regular classroom. Should these students receive special treatment?
Why?
CHAPTER 12