Q&A Hero

Q: The challenges of social and economic considerations require resolution of several problems. Discuss two possible solutions suggested by the authors.

Q: The author describes three tiers of intervention within the Response to Intervention process. Construct an essay that contrasts the activities conducted at each level.

Q: What are some of the key factors in early intervention for teaching all children how to read according to Taylor?

Q: Discuss the rationale for the development of Response to Intervention for academically challenged.

Q: Describe how technology might support the adaptive strategy of acceleration within the curriculum.

Q: Construct an essay that describes Tomlinson's three stages for curriculum compacting.

Q: Discuss the four elements suggested for brain-based learning in gifted education.

Q: Construct an essay on the important factors from Carbo with her five effective reading strategies and how you might implement these into a classroom.

Q: Tomlinson suggests that there is no conflict between effective standards-based instruction and differentiation of instruction. How does she define curriculum and differentiation?

Q: "Mini-courses" were attempted as a strategy for individualizing education. Why were they popular and what contributed to their demise as an approach to give students options?

Q: The authors describe principles for differentiating instruction (from Tomlinson) that would foster learning for academically diverse students. What are they and describe their implementation.

Q: What is one of the primary objections to curriculum tracking as an ineffective way of responding to individual differences?

Q: Discuss the recommendations in the Cardinal Principles of Secondary Education in 1918.

Q: Describe the curriculum indicators suggested by the National Association for the Education of Young Children that would enhance not only student involvement in the development of their curriculum, but also involve them in design of study methods and assessment.

Q: In differentiated instruction, items to which students respond may be differentiated so that different students can _________________ or _____________ their knowledge and _____________________ in different ways.

Q: Classroom ______________ benefits students and teachers to operate an effective classroom.

Q: The Standards-based expectations for many schools still seem to mandate a ______________ approach to education.

Q: Attempts to ________________ education in the US go back to colonial times.

Q: One key to __________________________ is to make curriculum meaningful through engaging problem solving projects, and stimulations that challenge the learner.

Q: ____________________assists gifted learners to avoid having to review material already mastered and provide opportunities for academic challenge.

Q: Who suggested that gifted education should consider a focus beyond just cognitive development and address social constructive issues?

Q: An integrated balanced curriculum is receiving less emphasis due to the pressure for showing _________________ in reading and math.

Q: The Mastery Learning Model was first suggested by _____________________________.

Q: Exposure to reading of a variety of texts within a self-paced learning program typically enhanced the student's ____________________.

Q: The _________________was probably the first group to recognize curriculum tracking as a desirable practice.

Q: Early American educators were more concerned about identifying the _____________ than consideration of possible elective studies.

Q: A ________________and integrated curriculum has the capacity to support learning and developmental needs of all children.

Q: An educational process that arranges the conditions and materials of learning to meet individual learner differences is an______________________.

Q: True or False. Differentiated does not mean providing separate, unrelated activities for each student. a. true b. false

Q: True or False. Initial and on-going assessment of student readiness and growth are essential to differentiated instruction. a. true b. false

Q: True or False. A sense of community in the classroom makes little difference in students' learning. a. true b. false

Q: True or False. Students will learn best when learning opportunities are natural. a. true b. false

Q: True or False. A major challenge facing our schools today is not the diversity of students. a. true b. false

Q: True or False. Advanced Placement Classes and Examinations are examples of Acceleration as an adaptive curriculum strategy. a. true b. false

Q: True or False. Adaptive models of instruction can be used equally effective in educating the gifted and talented. a. true b. false

Q: True or False. Stress can reduce a student's enjoyment and desire to read. a. true b. false

Q: True or False. A key obstacle to developing adaptive change in the classroom curriculum is a lack of awareness and willingness to actually restructure and realign to meet student needs. a. true b. false

Q: True or False. A typical weakness of self-paced learning programs is that its adaptation is limited to time rather than content or level of instructional challenge. a. true b. false

Q: True or False. Curriculum tracking is cited within research as an effective way to respond to individual differences. a. true b. false

Q: True or False. The controversy of how to balance student educational goals, essential goals, and student interests is best resolved through prescribed curricula. a. true b. false

Q: True or False. The Cardinal Principles of Secondary Education was the first official support for curriculum tracking in American Education. a. true b. false

Q: True or False. An early attempt at individualization of instruction occurred in the one-room schoolhouses. a. true b. false

Q: True or False. One of the benefits of involving students in the development of the curriculum is increased engagement in the topics studied. a. true b. false

Q: During flexible grouping, which of the choices below is not happening? A. whole class introductory discussions B. coaching from within the group C. learners interacting D. grouping is fixed

Q: When looking at the content of differentiated instruction, which of the following does not belong? A. flexible grouping B. instruction is concept-focused and principle driven C. several elements and materials are used D. tasks and objectives are aligned to learning goals

Q: Elements that do not guide differentiation are: A. content B. context C. process D. product

Q: Differentiated instruction believes A. students the same age do not differ in their readiness to learn B. students the same age have the same interests C. students the same age have had the same experiences D. students the same age have different learning styles

Q: Differentiated instruction is A. a way of teaching and learning B. an instructional strategy C. what a teacher does when he or she has time D. a recipe for teaching

Q: For school leaders wanting to improve pre-K programs they should include all but which of the following? A. Developing an Early Childhood Advisory Council. B. Establishing Pre-K inclusion classes. This requires the conversion of pre-K special education classes into inclusion classes. C. Keep the same teacher evaluation D. Research effective pre-K programs.

Q: Response to Intervention was designed to do all but the following: A. General education initiative B. New way to diagnose learning disabilities C. Occurs primarily in the resource room D. Reduces the number of referrals

Q: Inclusion suggests that A. Children with special needs should remain in the general education classroom B. Children with mild disabilities would benefit with placement in the general education classroom C. Children with mild disabilities need adaptations to the curriculum to succeed in inclusion D. All of the above

Q: The chapter discussed What Works Clearinghouse (US Department of Education) evaluation of early literacy interventions according to: A. Phonemic awareness, sight words, word attack skills, and comprehension B. Alphabetics, phonics, fluency, and comprehension C. Alphabetics, fluency, comprehension, and general reading achievement D. Word attack skills, phonics, fluency, and comprehension

Q: Within the Triad/RDIM Model there are three types of enrichment activities. They are: A. General exploratory activities, intellectual enhancement, small group investigations B. Small group investigations, general exploratory activities, and intellectual enhancement C. General exploratory activities, group training activities, and small group investigations D. Intellectual enhancement, general group training, and small group activities

Q: The Discovery Method or Socratic instructional method suggests that learning occurs best when: A. Exploration is used to enhance understanding B. Curriculum is integrated C. Applied to all subjects D. Applied to all students

Q: The Curriculum of Practice for gifted learners is designed to do which of the following: A. Guide students in understanding their own strengths, preferences, values, and commitments B. Follows the discipline of a given field C. Makes connections across times, cultures, places, and disciplines D. Guides understanding and application of facts, methodologies, and principles of a discipline

Q: The Connective Curriculum for gifted learners is designed to do which of the following: A. Follows the discipline of a given field B. Makes connections across times, cultures, places, and disciplines C. Guides understanding and application of facts, methodologies, and principles of a discipline D. Guide students in understanding their own strengths, preferences, values, and commitments

Q: The Curriculum of Identity for gifted learners is designed to do which of the following: A. Guide students in understanding their own strengths, preferences, values, and commitments B. Follows the discipline of a given field C. Makes connections across times, cultures, places, and disciplines D. Guides understanding and application of facts, methodologies, and principles of a discipline

Q: The concept of the parallel curriculum as applied to the gifted learner includes the overall or umbrella curriculum along with all but one of the following: A. Core curriculum B. Connective curriculum C. Compacted curriculum D. Curriculum of practice

Q: Which of the following is not a part of the research literature supporting learning style instructional approaches? A. Students can learn best through their preferred learning style B. Instructional strategies should address more than one learning style C. Learning styles cannot be easily assessed D. Embedding multiple learning styles within instructional strategies enhances learning

Q: Cooperative learning models emphasize all but one of the following characteristics: A. Way to respond to diverse learners B. Promotes academic achievement within heterogeneous groupings C. Promotes proficiency multiple languages D. Promotes cross-cultural understanding

Q: Adaptive Learning Environments Model (ALEM) is: A. Combines direct instruction with effective aspects of open education B. Restructures the school environment but does not address instructional strategies C. Limited to redesign of the instructional system D. Advocates continuous application of prescriptive instruction

Q: Self-paced learning typically includes which of the following components: A. Strict sequence of curriculum components B. Requires assessment to place student appropriately in curriculum C. Provisions for monitoring and feedback D. All of the above

Q: The short life of the open classroom movement was primarily due to: A. Conservative pressure for more control of the curriculum B. Desire for emphasis on both the arts and basics C. Desire for higher achievement in the basics and more teacher control D. Desire for pure subject discipline and constructive learning

Q: The primary characteristics of the open classrooms popularity during the late 1960s and early 1970s include all but the following: A. Special learning centers B. Prescribed curriculum and materials C. Integration of several subject fields D. Flexibility in time for student initiated activities

Q: In order to support differentiation of instruction teachers need to: A. Establish rigid diagnostic instructional groups B. Closely match the instructional level to the mean performance of students C. Assessment should be an ongoing process D. Minimize the use of varied assessment tools

Q: Most high schools have the following tracks based on educational and career goals: A. College preparatory, basic, and remedial B. College preparatory, general, and remedial C. College preparatory, general, and vocational/technical D. Vocational/technical, basic, and academically gifted

Q: Prior to Tier-Three interventions, an eligibility committee must do all of the following except: A. Meet and formally determine responsiveness in Tier 1 B. Meet and formally determine responsiveness in Tier 2 C. Determine Rubric for Tier 3 D. Hold a manifestation

Q: Plato proposed children be directed toward specific roles. Which of the following roles was not included? A. Artisan B. Guardian C. Philosopher D. Writer

Q: Renzulli now believes he would make different recommendations for how to identify students for special program services. Describe each of these recommendations and how they are different from what is now in place.

Q: Tomlinson describes the steps of planning and implementing differentiated instruction. Please construct an essay that outlines and provides examples of these steps.

Q: Response to Intervention may require the restructuring the roles of professionals in education. List some of these professionals and discuss how their roles might be changed.

Q: With the on-going changes in technology and the ever increasing need to be successful, according to the authors, what goals should schools set in terms of technology?

Q: A successful integration of technology into the curriculum will require leaders who are aware of the issues on a community, state, and national level. Describe some of the areas that should be considered to enhance awareness at these three levels.

Q: Describe some forms of multimedia that the classroom teacher might integrate into his or her classroom curriculum.

Q: Describe some of the impacts technological advances have had in school.

Q: Describe some of the academic benefits of technology.

Q: Discuss the Core Competencies for Digitally Literate Teachers.

Q: Discuss some guidelines for providing instruction in listening.

Q: Describe some of the key elements of instruction in speaking.

Q: Discuss the Six Correlates of Effective Schools.