TNT 800.4PBP
Planning Instruction
Part 2 – Lesson Plan 2
| 2026 Update with
complete solutions.
recall issues - answer-- difficulty in recalling information without cues or prompts
retrieval issues - answer-- inability to access specific information even though it has
been studied
slower retrieval speed - answer-- students are able to eventually retrieve information but
it takes longer than their peers
inconsistent retrieval - answer-- ability to retrieve information is erratic, sometimes can
remember and other times can't
retrieval deficit strategies - answer-- cueing and prompting
- multiple retrieval opportunities
- mnemonic devices
- structured retrieval practice
- spacing retrieval practice - spread out practice rather than cramming for better
retention
- errorless learning - starting with easier tasks then gradually increasing difficulty
heterogenous grouping - answer-- mix students of varying abilities to encourage peer
learning and support
- beneficial for collaborative projects, discussions, etc.
homogeneous grouping - answer-- similar skill levels or needs together to provide
targeted instruction that addresses specific deficits
- direct instruction, foundational skills, or accelerated learning -> should be used short
term
, flexible grouping - answer-- change groups based on specific learning activity, skill, or
concept being taught
- allows for differentiation and the ability to address diverse needs within the class
peer groups - answer-- work on tasks together, allow students to support and help each
other
- promote social skills and effectively reinforces concepts
small group instruction - answer-- more individualized attention
- use data to form groups based on specific instructional needs
task analysis - answer-- systematic and explicit approach that breaks down instruction
into manageable and achievable steps
forward chaining (type of task analysis) - answer-- a complex skill or behavior is broken
down into smaller steps, student is taught the first step
- after it is master the second step is introduced and so on
backward chaining (type of task analysis) - answer-- start with the last step of the task
and work backwards, the teacher completes all but the last step and the learner
completes the last step
- overtime the learner is given more steps until they can do it independently
discrete trial instruction (type of task analysis) - answer-- skills are broken down into
trials, each trial has a prompt or instruction, the student's response, and consequence
- trials are repeated until skill is mastered
modding (type of task analysis) - answer-- behavior or skill is demonstrated for learner
to imitate
curriculum modification - answer-- teacher adjusts the scope and sequence of the
curriculum to align with the student's abilities and goals
- ex: simplifying content, reducing number of concepts taught at a time, or providing
alternate assignments
differentiated instruction - answer-- instructional strategies that cater to a range of
learning styles/abilities
- present information in multiple ways to ensure accessibility to all
accommodations - answer-- DO NOT change expectations for learning or performance
- changes how instruction is delivered. materials are presented, or assessments are
conducted
- allow access to the same curriculum as their peers w/o altering content or lowering
standards
- ex: extended time on tests, preferential seating, large print textbooks, use of
technology, alternate formats for assessments
Planning Instruction
Part 2 – Lesson Plan 2
| 2026 Update with
complete solutions.
recall issues - answer-- difficulty in recalling information without cues or prompts
retrieval issues - answer-- inability to access specific information even though it has
been studied
slower retrieval speed - answer-- students are able to eventually retrieve information but
it takes longer than their peers
inconsistent retrieval - answer-- ability to retrieve information is erratic, sometimes can
remember and other times can't
retrieval deficit strategies - answer-- cueing and prompting
- multiple retrieval opportunities
- mnemonic devices
- structured retrieval practice
- spacing retrieval practice - spread out practice rather than cramming for better
retention
- errorless learning - starting with easier tasks then gradually increasing difficulty
heterogenous grouping - answer-- mix students of varying abilities to encourage peer
learning and support
- beneficial for collaborative projects, discussions, etc.
homogeneous grouping - answer-- similar skill levels or needs together to provide
targeted instruction that addresses specific deficits
- direct instruction, foundational skills, or accelerated learning -> should be used short
term
, flexible grouping - answer-- change groups based on specific learning activity, skill, or
concept being taught
- allows for differentiation and the ability to address diverse needs within the class
peer groups - answer-- work on tasks together, allow students to support and help each
other
- promote social skills and effectively reinforces concepts
small group instruction - answer-- more individualized attention
- use data to form groups based on specific instructional needs
task analysis - answer-- systematic and explicit approach that breaks down instruction
into manageable and achievable steps
forward chaining (type of task analysis) - answer-- a complex skill or behavior is broken
down into smaller steps, student is taught the first step
- after it is master the second step is introduced and so on
backward chaining (type of task analysis) - answer-- start with the last step of the task
and work backwards, the teacher completes all but the last step and the learner
completes the last step
- overtime the learner is given more steps until they can do it independently
discrete trial instruction (type of task analysis) - answer-- skills are broken down into
trials, each trial has a prompt or instruction, the student's response, and consequence
- trials are repeated until skill is mastered
modding (type of task analysis) - answer-- behavior or skill is demonstrated for learner
to imitate
curriculum modification - answer-- teacher adjusts the scope and sequence of the
curriculum to align with the student's abilities and goals
- ex: simplifying content, reducing number of concepts taught at a time, or providing
alternate assignments
differentiated instruction - answer-- instructional strategies that cater to a range of
learning styles/abilities
- present information in multiple ways to ensure accessibility to all
accommodations - answer-- DO NOT change expectations for learning or performance
- changes how instruction is delivered. materials are presented, or assessments are
conducted
- allow access to the same curriculum as their peers w/o altering content or lowering
standards
- ex: extended time on tests, preferential seating, large print textbooks, use of
technology, alternate formats for assessments
