Learning styles are not a consideration in planning differentiated instruction.
Indicate whether the statement is true or false.
[Ques. 2] Student motivation and task persistence increase when students work with topics of personal interest.
Indicate whether the statement is true or false.
[Ques. 3] Culture has an important bearing on how individuals learn.
Indicate whether the statement is true or false.
[Ques. 4] Gender is probably an irrelevant factor in what individuals learn and how they learn.
Indicate whether the statement is true or false.
[Ques. 5] Students learn best when a task is a little too hard for them.
Indicate whether the statement is true or false.
[Ques. 6] Differentiated instruction is a concept that applies only to teaching groups of students, not individual students.
Indicate whether the statement is true or false.
[Ques. 7] Differentiated instruction is a relatively new practice among educators.
Indicate whether the statement is true or false.
[Ques. 8] Responsive teaching refers to a teachers belief in:
a. listening to parents information about their children and doing what they want.
b. proactively acknowledging student differences and planning instruction to meet their needs.
c. responding to student needs as they come up in class.
d. assessing students quickly and efficiently.
[Ques. 9] Why is flexible grouping so important in a differentiated classroom?
a. Students readiness levels and interests will change depending on the content being studied.
b. It helps prevent students from becoming bored easily in your class.
c. Students will be more engaged if they are aware of with whom they will be working.
d. It challenges students comfort level.
[Ques. 10] One of the best things a new teacher can do to begin the journey toward better differentiating of instruction for students is to:
a. read lots of textbooks about differentiated instruction.
b. read online differentiated lessons and enact them as written.
c. be a student of his/her students and really come to know them as learners.
d. ask teachers who have taught his/her students in the past about their impressions of the students.
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