Free Practice Quiz Question List

08 Instructional Strategies Online Quiz Questions

Use this free practice quiz with 20 questions to review 08 Instructional Strategies, test your knowledge, and prepare for your next test or exam.

20 questions

True or false

1 point

True or false: A teacher should use evidence of students’ starting points and progress to decide whether to adjust instruction.

A
True
B
False

Written response

1 point

What is the instructional term for temporary, adjustable support that helps students complete a task they are not yet ready to do independently?

Fill in the blank

1 point

In a common progression for scaffolding, a teacher moves from modeling to and then to independent practice.

Choose one

1 point

A class is learning an unfamiliar procedure. Which approach best matches the recommended strategy for teaching a procedure?

A
Begin with independent practice so students can discover the procedure without support.
B
Demonstrate the steps while thinking aloud, then provide guided practice.
C
Use a class discussion without demonstrating the procedure.
D
Assign a complex application before introducing the procedure.

True or false

1 point

True or false: Once students are placed in a small group for targeted instruction, they should remain in that group to avoid changing their learning expectations.

A
True
B
False

Written response

1 point

What is the full name of the approach abbreviated UDL?

Fill in the blank

1 point

A teacher gathers and interprets evidence during learning to make timely instructional adjustments. This is an example of .

Choose one

1 point

Students have practiced a concept in familiar examples. Which next task would best assess whether they can apply or transfer their learning?

A
Repeat the teacher’s worked example with the same numbers and steps.
B
Listen to another explanation without attempting a task.
C
Solve a new problem in a different context and decide which learned idea applies.
D
Review vocabulary terms without using them to solve a problem.

Choose all

1 point

Which three categories describe the multiple means encouraged by Universal Design for Learning? Select all that apply.

A
Engagement
B
Permanent ability grouping
C
Representation
D
One fixed way for every student to respond
E
Action and expression

Choose one

1 point

After a quick check, a teacher finds that some students confuse multiplying fractions with adding them, while others demonstrate secure understanding. Which response best adapts instruction to the evidence?

A
Give every student the same extra worksheet, regardless of their responses.
B
Reteach the confusing idea visually to students who need it and give others a more complex application.
C
Permanently group students according to their first response.
D
Move on without addressing the misunderstanding because the class completed the check.

Open ended

1 point

A class is learning to support a claim with evidence. Describe a sequence of instruction that moves from teacher support toward student independence, and explain how the teacher should decide whether to reduce or add support.

Choose one

1 point

A teacher’s goal is for students to explain and compare different interpretations of a concept. Which plan best aligns the learning activity and evidence of learning with that goal?

A
Use a discussion in which students explain and compare their interpretations, then check whether their reasoning meets the goal.
B
Assign independent repetition of a procedure, even though the goal is to compare interpretations.
C
Choose a popular activity first and revise the learning goal to fit it.
D
Provide a lecture and assess only whether students remember the activity’s directions.

True or false

1 point

True or false: If a student completes a task with teacher help, that alone demonstrates that the student can use the skill independently.

A
True
B
False

Written response

1 point

What kind of learning goal should a teacher establish before planning instruction?

Choose one

1 point

A class is learning an unfamiliar procedure. Which instructional plan best matches that learning goal?

A
Ask students to solve unfamiliar problems independently before any instruction.
B
Demonstrate the procedure, think aloud, and provide guided practice before independent work.
C
Begin with an open discussion and avoid showing a procedure.
D
Assign extra complex applications before students have practiced the steps.

Choose one

1 point

A teacher wants students to understand a concept and explain their reasoning. Which approach best fits that goal?

A
Have students copy a definition and then complete unrelated independent work.
B
Demonstrate one fixed sequence of steps and assess only speed.
C
Use examples and non-examples, visuals or concrete materials, and questions about students’ reasoning.
D
Give students a new context to solve without discussing the concept.

Written response

1 point

What is the term for gathering evidence during learning, interpreting it, and using it to make timely instructional adjustments?

Choose one

1 point

Before teaching a new topic, a teacher wants to discover students’ existing knowledge and misunderstandings. What is the best next step?

A
Give a brief task or ask questions to identify students’ strengths and misunderstandings.
B
Begin the new topic without checking what students already know.
C
Wait until the end of the unit to find out what students understood.
D
Assign the same advanced application to every student before instruction.

Choose one

1 point

Which plan best reflects Universal Design for Learning while keeping challenging learning accessible?

A
One fixed way to present content, engage learners, and assess everyone.
B
Multiple means of engagement, representation, and action and expression.
C
Different learning goals for each student based on assumed ability.
D
Removing challenging content whenever students need support.

Choose all

1 point

A lesson asks students both to explain and compare ideas and to work together on a shared problem. Select all strategies that directly support these activities.

A
Independent practice and teacher modeling
B
Discussion
C
Collaborative task
D
A vocabulary preview