Differentiation pre-assessment

In a differentiated classroom, the students will receive less:

• direct instruction
• cooperative work
• small group instruction
• time to speak

The leading expert in differentiation is:

• Rick Wormelli
• Heidi Hayes Jacobs
• Carol Ann Tomlinson
• Marzano

Providing extended and direct support to students, then slowly pulling pieces of this support away until the student is autonomous regarding the skill or content is called:

• scaffolding
• compacting
• tiering
• levelling

This type of assessment is the one most commonly used in a traditional classroom.  It offers little feedback because a teacher usually moves on to the next concept before the results are even shared.

• pre-assessment
• summative assessment
• formative assessment
• on-going assessment

The ultimate goal of differentiation is for the teacher to offer each individual student a different, unique lesson every class.

• True
• False

Teachers can differentiate instruction based on:

• readiness levels
• interest
• learning profile
• all of these

Varied instructional/learning methods that will best help students make sense of information - is what type of differentiation?

• content
• product
• process
• environment

Varied avenues for demonstrating mastery, application of skills, or extension of learning - is what form of differentiation?

• product
• process
• environment
• content

Differentiated lesson planning is primarily for students with identified learning challenges.

• True
• False

Giving more questions to high achieving students and less to struggling students is a form of differentiation.

• True
• False