06 Development and Learning Online Quiz Questions

Reduce the student's opportunities until their coordination matches their peers.

Offer accessible tools and varied ways to participate without treating differences as lack of ability.

Assume the student is not trying if they complete physical tasks more slowly.

Use the same activity in the same way for every student, regardless of their needs.

They establish the exact age by which every child must acquire a skill.

They allow teachers to diagnose a developmental condition from classroom observations.

They can guide observation, but they do not replace professional evaluation or account for every individual’s timing.

They show that children of the same age should develop at the same rate.

Introduce the idea through concrete materials, conversation, and repeated opportunities to explore.

Begin with abstract definitions and expect students to apply them without examples.

Present the idea once and move on so students can practice planning independently.

Focus only on memorizing terminology before students encounter examples.

True

False

True

False

They support early language and social development.

They ensure that children will not need further learning support.

They provide a foundation for later learning.

They make peer relationships unimportant in later development.

Establish predictable, respectful classroom routines.

Teach and model ways to collaborate and resolve conflicts.

Discourage students from asking questions or making mistakes.

Maintain supportive adult relationships and clear expectations.

True

False

Children ages 6–12 generally need 8–10 hours per day, while adolescents ages 13–18 need 9–12 hours.

Children ages 6–12 generally need 9–12 hours per day, while adolescents ages 13–18 need 8–10 hours.

Both age groups generally need 9–12 hours per day.

Both age groups generally need 8–10 hours per day.

Require every student to complete the same fine-motor task at the same speed.

Reduce learning expectations for students who are less coordinated.

Provide accessible tools and varied ways for students to participate.

Use coordination differences as a primary measure of student effort.

Begin with the most abstract version of the idea and avoid examples.

Connect the idea to prior knowledge, use concrete supports, and gradually increase complexity.

Have students memorize the new idea before they encounter any examples.

Keep all learning tasks at the same level of complexity throughout the year.

Complete the planning for students so they do not need to practice it.

Give the entire assignment at once and provide no reminders.

Replace the extended assignment with unrelated short tasks.

Model planning, divide the assignment into manageable steps, and provide organizers.

Establish predictable, respectful routines and model how to ask questions and respond to mistakes.

Discourage questions until students are certain their answers are correct.

Avoid classroom routines so students must independently determine expectations.

Treat mistakes as evidence that a student is not ready to participate.