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Curriculum Design & Instructional Methods Flashcards

7 cards from real MAT practice questions. Tap to flip, then mark Knew It or Still Learning — missed cards come back until you master them.

Read the first 7 Curriculum Design & Instructional Methods flashcards as text

  1. A teacher notices that two units taught by different grade-level colleagues cover the same standard in the same way. This is a problem of:

    Answer: Curriculum redundancy

    Curriculum redundancy occurs when the same content is unnecessarily repeated across courses or classrooms at the same level without intentional spiraling.

  2. The 'null curriculum' refers to:

    Answer: Knowledge and perspectives intentionally or unintentionally excluded from the curriculum

    Elliot Eisner's 'null curriculum' describes what is NOT taught—the knowledge, skills, and perspectives absent from the curriculum by omission.

  3. Which assessment practice BEST supports formative use during instruction?

    Answer: Exit tickets reviewed by the teacher to adjust next day's lesson

    Exit tickets used to inform next-day instruction are formative because they provide immediate feedback that directly adjusts teaching.

  4. In project-based learning (PBL), the 'driving question' serves what primary purpose?

    Answer: It focuses student inquiry and gives the project meaningful context

    The driving question in PBL anchors the project in real-world context and sustains student inquiry throughout the learning experience.

  5. Vygotsky's Zone of Proximal Development (ZPD) informs curriculum design by suggesting teachers should:

    Answer: Target tasks slightly beyond students' current independent ability with support

    The ZPD is the space between what a learner can do alone and what they can do with guidance, meaning instruction should target this zone with appropriate scaffolding.

  6. Which approach to lesson planning MOST directly supports English Language Learners (ELLs) in content area classrooms?

    Answer: Sheltered instruction that integrates language and content objectives

    Sheltered instruction (such as the SIOP model) integrates content and language objectives so ELLs develop both simultaneously within the content area.

  7. A teacher uses pre-assessment data to form flexible groups that change as students demonstrate mastery. This practice reflects:

    Answer: Data-driven differentiated grouping

    Data-driven differentiated grouping uses ongoing assessment data to form flexible groups that are reorganized as student needs and mastery levels change.