07 Individual Differences and Inclusive Teaching Online Quiz Questions

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Assume students have no useful knowledge unless they have studied the topic in school.

Use a brief, low-stakes task to discover students' starting ideas, then connect instruction to those ideas and address misconceptions.

Begin with advanced content so that students' different starting points become obvious.

Use the same example for everyone because students are likely to share similar experiences.

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Avoid visuals because students learning the language of instruction should focus only on listening.

Teach key vocabulary explicitly and pair spoken explanations with visuals, examples, and written directions.

Assume that students who share a home language have the same learning needs and experiences.

Ask students to speak only when they can already use all school language conventions.

Offer relevant choices and appropriate challenge to help learners engage and sustain effort.

Require every learner to use the same format to access content.

Explain ideas through complementary forms, such as text, diagrams, or demonstrations.

Provide appropriate ways for learners to participate and demonstrate learning.

Assign supports based on a learner label without checking whether they address a barrier.

Let every student choose any response format, regardless of the skill being assessed.

Replace the written-argument goal with a general participation goal.

Keep the written-argument goal and ensure that the assessment allows students to demonstrate that targeted skill.

Assess only whether students can speak confidently in front of the class.

Consult relevant education plans and collaborate with the student, family, and support professionals.

Consider accessible formats or assistive technology that address the learner's particular barrier.

Use the same support for every learner who has the same label, without checking the barrier.

Whenever possible, choose a support that addresses the barrier while preserving the learning goal.

Give students who finish early more problems that repeat the same practice.

Offer an extension task that deepens or broadens the learning.

Require students who finish early to wait without further challenge.

Replace the central learning goal with an unrelated task.

Keep the same level of challenge and amount of modeling for all students throughout the year.

Use a single performance to decide which students are capable of advanced work.

Use clear goals and frequent checks for understanding to adjust modeling, practice, time, or challenge.

Treat a learner's need for support in one subject as proof that the learner needs the same support in every subject.

Assume students begin with the same background knowledge and start the lesson immediately.

Use a brief, low-stakes task to reveal what students know, then connect instruction to that knowledge and address misconceptions.

Ask students to memorize the new content before finding out what they already understand.

Avoid familiar examples so prior experience does not influence learning.

Give every student the same amount of practice and keep all supports in place permanently.

Replace the central learning goal with an easier goal whenever a student needs support.

Use supports such as worked examples or guided practice, then gradually remove them as students gain skill.

Provide extension work only by assigning additional tasks on the same material.

Universal Design for Learning (UDL)

Individualized Universal Instruction (IUI)

Unified Development of Literacy (UDL)

Universal Demonstration of Learning (UDL)

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