Wgu D169 Essential Practices for Supporting Diverse Learners Questions With 100% Correct Answers.

Acquisition-Learning Hypothesis - Answer-The Acquisition-Learning hypotheses Two independent systems of foreign language performance: 'the acquired system' and 'the learned system'. The 'acquired system' or 'acquisition' is the product of a subconscious process very similar to the process children undergo when they acquire their first language. It requires meaningful interaction in the target language - natural communication - in which speakers are concentrated not in the form of their utterances, but in the communicative act. The "learned system" or "learning" is the product of formal instruction and it comprises a conscious process which results in conscious knowledge 'about' the language, for example knowledge of grammar rules. A deductive approach in a teacher-centered setting produces "learning", while an inductive approach in a student-centered setting leads to "acquisition". According to Krashen 'learning' is less important than 'acquisition'. English Learner - Answer-a student who is in the process of acquiring English and has a first language other than or in addition to English. Formative Assessment - Answer-administered throughout a unit, aligned with KUDs, can use a variety of formats, meant to help the teacher understand how each student is progressing, rarely graded. Summative Assessment - Answer-used at the end of key segments and the end of a unit, aligned with KUDs, determine the level of mastery each student has achieved with the KUDs at the end of unit, can use closed formats or performance formats, typically graded. 1. Timing/scheduling accommodations for assessments - Answer-multiple testing sessions, rest breaks extended time to complete tests Setting accommodations for assessments - Answer-small group, separate location, in a carrel, special lighting, acoustics, at the student's home, hospital, individual testing stations, special furniture, minimal distractions Presentation accommodations for assessments - Answer-large print exams, Braille, directions read aloud, test given by person familiar to child, directions in simplified language, directions repeated, additional examples provided, size share or location of the space for answers altered, noise buffers worn by student Response accommodations for assessments - Answer-marks answers in test booklets, by machine, large-spaced paper, dictates answers, signs or points as alternative responses, spelling, punctuationand paragraphing requirements waived, use of response aids such a abacus, arithmetic table, etc, calculator, spell-check device What is Progress monitoring? - Answer-provides essential data that helps teachers know what students are learning, whether they are on track to master IEP goals, and how their performance compares to that of their peers. can also provide valuable information to teachers to inform instruction and differentiate learning. Ways teachers can use assessment data to inform instruction - Answer-1. Differentiate instruction by student readiness. 2. Set academic goals. 3. Evaluate programs and target professional development. Describe some of the best practices for providing students with meaningful feedback. - Answer-1. Be as Specific as Possible 2. The sooner the better (given immediately), 3. Address the Learner's advancement toward a goal., 4. Present Feedback carefully, 5. Involve learner in the Process. Culture - Answer-a set of values, beliefs and behaviors shared by a group of people.