IBEC Differentiated Instruction 4

Question 1

In IB's ATL framework, which skill cluster is most directly developed when students self-assess and adjust their learning strategies in a DI environment?

Accepted Answer

Self-management skills

Answer

Self-management skills, including self-regulation and metacognition, are developed when students monitor and adapt their own learning strategies.

Question 2

A teacher uses 'learning contracts' in an IB unit. What is their primary purpose in DI?

Accepted Answer

To allow students and teachers to co-design personalized learning goals and tasks

Answer

Learning contracts formalize personalized agreements between student and teacher about goals, tasks, and timelines, promoting agency in DI.

Question 3

Which assessment strategy best supports ongoing DI adjustments throughout an IB unit?

Accepted Answer

Frequent formative assessments embedded throughout the unit

Answer

Frequent formative assessments provide the real-time data teachers need to continuously adjust groupings, tasks, and support in DI.

Question 4

When differentiating for gifted students in IB, which approach reflects best practice?

Accepted Answer

Accelerate through higher-order thinking, greater abstraction, or cross-disciplinary connections

Answer

Extending learning through higher-order thinking and increased complexity honors gifted students' readiness without simply adding repetitive work.

Question 5

A teacher structures a class so students choose between 'must-do' and 'may-do' tasks. Which DI strategy does this represent?

Accepted Answer

Menus of learning

Answer

Learning menus provide structured choice by listing required core tasks alongside optional extension activities, supporting both readiness and interest differentiation.

(IBEC) International Baccalaureate Certified Teacher Practice Test

(IBEC) International Baccalaureate Certified Teacher Practice Test

IBEC Differentiated Instruction 4