Using texts at a variety of reading levels, focusing on main concepts instead of minor details, and instructing through both whole-to-part and part-to-whole approaches are examples of differentiating instruction through the:
a. process.
b. content.
c. product.
d. assessment.
B
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__________________ is (are) a key component of the No Child Left Behind Act
a. Data collection b. Parent involvement c. Assessment intervention d. State examinations
Which of the following statements about rate of reading is true?
a. Pupils should always read every word of a selection, even if it means reading a little more slowly. b. Rate building should begin in first grade for all youngsters. c. Rate of reading is not very meaningful when considered apart from comprehension. d. All materials should be read at the same rate.
Which of the following is the best definition of an instructional leader?
a. An instructional leader is an individual who has become a change agent and leads change in the instructional program of a school. b. An instructional leader is an individual who has a vision of learning but does not make decisions using data. c. An instructional leader is an individual who has developed a vision for the school, holds all individuals to high standards of learning, uses data to make decisions, and has effective communication skills. d. An instructional leader is an individual who has excellent communication skills.
When problem-solving, experts tend to:
a. use the working backward heuristic. b. look for familiar patterns and the deep structures involved in solving the problem. c. spend more time at the end of the problem, pondering the solution. d. evaluate surface level features that many novices overlook.