T-TESS Teaching Strategies Quiz

Which of the following best demonstrates a teacher achieving high expectations (Dimension 2.1)?

• Allowing students to opt out of difficult tasks if they feel frustrated

• Routinely encouraging all students to think critically and explain their reasoning

• Assigning the same low-level worksheet to all students daily

• Using extra instructional time for classroom games unrelated to content

In a lesson aligned with T-TESS 2.2, a teacher should:

• Deliver isolated facts with no real-world application

• Create tasks that allow students to discover content independently

• Connect content to students’ prior knowledge and experiences

• Focus more on classroom management than on content mastery

According to T-TESS 2.3, effective communication includes:

• Using vague directions and letting students figure it out independently

• Providing clear instructions and modeling academic language

• Repeating directions verbatim regardless of student confusion

• Using only verbal instructions for complex tasks

Which example reflects differentiation under T-TESS 2.4?

• Giving all students the same textbook passage regardless of reading level

• Grouping students randomly without regard to skill level or need

• Offering students choice in how they demonstrate understanding

• Only modifying instruction after students fail assessments

Which is a strong example of monitoring and adjusting instruction (T-TESS 2.5)?

• Continuing with the lesson plan regardless of student feedback

• Using student data to inform instructional decisions

• Ignoring student questions during the lesson

• Waiting until the end of the term to assess student understanding

Which instructional move supports bell-to-bell learning and aligns with T-TESS 2.1?

• Using a meaningful exit ticket at the end of every class

• Giving students 10 minutes of free time at the start of class

• Playing music videos unrelated to the lesson

• Spending the first 15 minutes reviewing unrelated content

A teacher using sentence stems, anchor charts, and vocabulary word walls is focusing on:

• Classroom management

• T-TESS Dimension 2.3: Communication

• Differentiation

• Test preparation

What is a key look-for in T-TESS 2.2 regarding content knowledge?

• Presenting inaccurate or outdated information

• Focusing on memorization over application

• Designing instruction that builds conceptual understanding

• Skipping prerequisite skills for advanced content

During group work, a teacher listens in and provides real-time feedback. This is an example of:

• T-TESS 2.5: Monitoring and Adjusting

• Classroom management

• T-TESS 2.1: Achieving Expectations

• Grading student participation

Which action is most effective for understanding and adjusting instruction in real-time?

• Completing the lesson as planned regardless of student confusion

• Walking around the room but not interacting with students

• Informally checking for understanding and adjusting instruction in real-time

• Waiting until the end of the unit to assess understanding