CodeHS Differentiated Instruction 2

Question 1

In a CodeHS classroom with mixed experience levels, a teacher notices advanced students finishing early. Which differentiation strategy best addresses this?

Accepted Answer

Provide extension activities or tiered challenges for early finishers

Answer

Extension activities keep advanced learners engaged and challenged without disrupting the classroom flow.

Question 2

A student with a learning disability struggles to follow multi-step coding instructions in CodeHS. Which accommodation is most appropriate?

Accepted Answer

Break instructions into smaller, numbered steps with visual cues

Answer

Breaking instructions into smaller steps with visual cues supports processing and memory for students with learning disabilities.

Question 3

Which of the following BEST describes 'flexible grouping' in a differentiated CodeHS classroom?

Accepted Answer

Rotating student groups based on readiness, interest, or learning profile

Answer

Flexible grouping means groups change based on the current lesson's goals and students' needs at any given time.

Question 4

A CodeHS teacher wants to differentiate by interest. Which approach aligns with this strategy?

Accepted Answer

Allowing students to choose a coding project theme that appeals to them

Answer

Differentiating by interest means letting students connect content to their own passions and motivations.

Question 5

What is the primary goal of using pre-assessments before a CodeHS unit?

Accepted Answer

To identify what students already know so instruction can be tailored

Answer

Pre-assessments reveal prior knowledge gaps and strengths, enabling the teacher to plan appropriately differentiated instruction.

(CodeHS) Code High School Certifications Practice Test

(CodeHS) Code High School Certifications Practice Test

CodeHS Differentiated Instruction 2