TJHSST Differentiated Instruction 5

Question 1

A TJHSST teacher wants to differentiate for English Language Learners (ELLs) in a content-area class. Which strategy is most appropriate?

Accepted Answer

Providing bilingual glossaries and sentence frames to support academic language

Answer

Bilingual glossaries and sentence frames scaffold academic language without reducing content rigor for ELL students.

Question 2

When designing a 'choice board' for differentiated instruction, what should guide which options are included?

Accepted Answer

Options that address different learning profiles, modalities, or interest areas while targeting the same standards

Answer

A well-designed choice board offers varied pathways to the same learning goal, honoring diverse learner profiles.

Question 3

In a differentiated classroom at TJHSST, which aspect of the learning environment can be modified to support different learners?

Accepted Answer

Noise level, physical space, and the degree of movement or collaboration allowed

Answer

The learning environment in DI includes physical, social, and emotional dimensions that can all be adjusted to support diverse needs.

Question 4

Which challenge is MOST commonly cited by teachers as a barrier to implementing differentiated instruction effectively?

Accepted Answer

Lack of time to plan and prepare multiple instructional approaches

Answer

Planning time is consistently cited as the top barrier to DI implementation because it requires more design work than one-size-fits-all instruction.

Question 5

A student at TJHSST has high academic readiness but low motivation in a particular subject. The MOST appropriate DI response is to:

Accepted Answer

Investigate and connect curriculum to the student's interests to build intrinsic motivation

Answer

Connecting content to student interest is a DI strategy that addresses affective barriers alongside cognitive readiness.

(TJHSST) Thomas Jefferson High School for Science and Technology Practice Test