IBEC Differentiated Instruction 5

Question 1

Which of the following practices would UNDERMINE effective differentiated instruction in an IB classroom?

Accepted Answer

Labeling students permanently as 'low' or 'high' and assigning fixed tracks

Answer

Permanent ability tracking contradicts DI's principle of flexible grouping and growth mindset, limiting students' development.

Question 2

In an IB MYP unit, a teacher creates three versions of the same investigation task at varying complexity levels. This is an example of:

Accepted Answer

Readiness-based tiered tasks

Answer

Tiered tasks maintain the same learning goal but differ in complexity, directly addressing student readiness differences.

Question 3

How does the IB's concept-based curriculum model support differentiation?

Accepted Answer

By using transferable concepts that allow entry at multiple readiness levels and contexts

Answer

Transferable concepts allow students to engage at varying levels of abstraction and complexity, naturally supporting differentiated access to big ideas.

Question 4

A teacher offers 'think-alouds' and worked examples to some students while others work independently. Which DI dimension is being addressed?

Accepted Answer

Process

Answer

Varying the level of instructional support and scaffolding during the working process is a form of process differentiation.

Question 5

Which of the following best exemplifies 'respectful tasks' in DI?

Accepted Answer

Tasks that vary in complexity but are equally engaging, relevant, and challenging for each student

Answer

Respectful tasks ensure that differentiated work is equally meaningful and challenging at every level, avoiding busywork or condescending simplification.

(IBEC) International Baccalaureate Certified Teacher Practice Test

(IBEC) International Baccalaureate Certified Teacher Practice Test

IBEC Differentiated Instruction 5