EDEX 581 FINAL EXAM QUESTIONS WITH
CORRECT ANSWERS
What are accommodations? How do they differ from modifications and
instructional strategies or interventions? - ANSWER An accommodation
changes instructional or testing procedures or materials that allow a
person/student to fully access information and accurately demonstrate
knowledge. Modifications are adaptations that change what students learn and
are used with students who require more support or adjustments than
accommodations can provide. Instructional strategies or interventions involve
teaching the students to work through a series of steps toimprove in an area of
deficit or to remediate a certain set of skills. Accommodations differ from
modifications and interventions because they do not change what students learn
but rather help them access learning. They address the barriers presented by a
student's disability and help level the playing field.
List the four accommodations categories. For each, give an example of an
accommodation and describe how it could support a student with a disability. -
ANSWER -Presentation is an accommodation. An example of this is audiobooks.
This could help students with reading comprehension because they can hear the
words instead of only seeing them.
- Response is an accommodation. An example of this is an orally dictated
response by using a scribe or a digital recorder. This allows students with
excellent listening skills to answer a question without worrying whether they got
the spelling of a word right or wrong. It also ensures that they don't get
overwhelmed with writing.
- Setting is an accommodation. An example of this is testing in a separate
location. This allows students who struggle with focusing a place that provides
little to no distractions.
- Timing and scheduling are accommodations. An example of this
accommodation is extended time to complete a task. This allows a student more
time which gives them the ability to complete the entire assignment and to work
to the best of their capacity due to less stress.
Briefly describe Universal Design for Learning. Make sure to include the three
principles of UDL. - ANSWER The Universal Design for Learning is a research-
based framework for teachers to incorporate flexible materials, techniques, and
strategies for delivering instruction and for students to demonstrate their
knowledge in a variety of ways. The three principles of UDL are representation,
action and expression, and engagement. The representation principle is
, presenting information and course content in multiple formats so that all
students can access it. The action and expression principle allows students
alternatives to express or demonstrate their learning. The engagement principle
stimulates students' interests and motivation for learning in a variety of ways.
When they develop goals using the principles of UDL, what is the main thing that
teachers need to keep in mind? - ANSWER The main thing teachers need to keep
in mind about UDL is that students might need different methods to learn and
explore concepts and skills. One method of learning may not be applicable to
every member of a class because no student learns in identical ways.
Suggest at least three ways that strategies can help students in the classroom. -
ANSWER I would use three strategies to help my students: self-monitoring, self-
talk, and self-reinforcement. I would choose these three because goals can be
easily forgotten while learning and completing assignments. Also, if my students
are anything like me, they may ignore the purpose. However, I see goal setting
as a great motivator, but because it is a strategy students have to be reminded
of to stay motivated, I wouldn't use it. I would use self-monitoring because it
helps students determine whether a behavior exists. This could lead the
students to better self-assessments. I would use self-talk as a strategy because
students learn to talk to themselves through a task or activity. This is a skill
prominent in critical thinking assignments and would be helpful for students to
know because it helps them to problem-solve. Last but not least, I would use
self-reinforcement because it keeps students motivated. Self-reinforcement is
how students reinforce or reward themselves for reaching or exceeding a
criterion. This means if a student does well on their reading chart, they would be
rewarded with a toy. This will motivate the student to do well on their chart all
the time.
Compare the characteristics of strategic learners with those of non-strategic
learners. - ANSWER Based on each characteristic I have learned, strategic
learners can analyze problems and organize information to help their
performance in tasks and problem-solving. However, non-strategic learners are
disoriented when organizing information and do not know how to break
problems into manageable tasks due to their magnitude. Strategic learners can
use self-regulating strategies to help motivate them to finish a task, while non-
strategic learners get stressed and frustrated when trying to complete tasks.
Strategic learners attribute high grades to their hard work and good study
habits, and non-strategic learners attribute failure to uncontrollable factors like
luck or a teacher's instructional style. It ultimately comes down to where the
learner's persistence lies.
List the six research-validated stages of SRSD. What aspects of each would you
emphasize as the most important? - ANSWER The six stages of self-regulated
strategy development are developing background knowledge, discussing the
CORRECT ANSWERS
What are accommodations? How do they differ from modifications and
instructional strategies or interventions? - ANSWER An accommodation
changes instructional or testing procedures or materials that allow a
person/student to fully access information and accurately demonstrate
knowledge. Modifications are adaptations that change what students learn and
are used with students who require more support or adjustments than
accommodations can provide. Instructional strategies or interventions involve
teaching the students to work through a series of steps toimprove in an area of
deficit or to remediate a certain set of skills. Accommodations differ from
modifications and interventions because they do not change what students learn
but rather help them access learning. They address the barriers presented by a
student's disability and help level the playing field.
List the four accommodations categories. For each, give an example of an
accommodation and describe how it could support a student with a disability. -
ANSWER -Presentation is an accommodation. An example of this is audiobooks.
This could help students with reading comprehension because they can hear the
words instead of only seeing them.
- Response is an accommodation. An example of this is an orally dictated
response by using a scribe or a digital recorder. This allows students with
excellent listening skills to answer a question without worrying whether they got
the spelling of a word right or wrong. It also ensures that they don't get
overwhelmed with writing.
- Setting is an accommodation. An example of this is testing in a separate
location. This allows students who struggle with focusing a place that provides
little to no distractions.
- Timing and scheduling are accommodations. An example of this
accommodation is extended time to complete a task. This allows a student more
time which gives them the ability to complete the entire assignment and to work
to the best of their capacity due to less stress.
Briefly describe Universal Design for Learning. Make sure to include the three
principles of UDL. - ANSWER The Universal Design for Learning is a research-
based framework for teachers to incorporate flexible materials, techniques, and
strategies for delivering instruction and for students to demonstrate their
knowledge in a variety of ways. The three principles of UDL are representation,
action and expression, and engagement. The representation principle is
, presenting information and course content in multiple formats so that all
students can access it. The action and expression principle allows students
alternatives to express or demonstrate their learning. The engagement principle
stimulates students' interests and motivation for learning in a variety of ways.
When they develop goals using the principles of UDL, what is the main thing that
teachers need to keep in mind? - ANSWER The main thing teachers need to keep
in mind about UDL is that students might need different methods to learn and
explore concepts and skills. One method of learning may not be applicable to
every member of a class because no student learns in identical ways.
Suggest at least three ways that strategies can help students in the classroom. -
ANSWER I would use three strategies to help my students: self-monitoring, self-
talk, and self-reinforcement. I would choose these three because goals can be
easily forgotten while learning and completing assignments. Also, if my students
are anything like me, they may ignore the purpose. However, I see goal setting
as a great motivator, but because it is a strategy students have to be reminded
of to stay motivated, I wouldn't use it. I would use self-monitoring because it
helps students determine whether a behavior exists. This could lead the
students to better self-assessments. I would use self-talk as a strategy because
students learn to talk to themselves through a task or activity. This is a skill
prominent in critical thinking assignments and would be helpful for students to
know because it helps them to problem-solve. Last but not least, I would use
self-reinforcement because it keeps students motivated. Self-reinforcement is
how students reinforce or reward themselves for reaching or exceeding a
criterion. This means if a student does well on their reading chart, they would be
rewarded with a toy. This will motivate the student to do well on their chart all
the time.
Compare the characteristics of strategic learners with those of non-strategic
learners. - ANSWER Based on each characteristic I have learned, strategic
learners can analyze problems and organize information to help their
performance in tasks and problem-solving. However, non-strategic learners are
disoriented when organizing information and do not know how to break
problems into manageable tasks due to their magnitude. Strategic learners can
use self-regulating strategies to help motivate them to finish a task, while non-
strategic learners get stressed and frustrated when trying to complete tasks.
Strategic learners attribute high grades to their hard work and good study
habits, and non-strategic learners attribute failure to uncontrollable factors like
luck or a teacher's instructional style. It ultimately comes down to where the
learner's persistence lies.
List the six research-validated stages of SRSD. What aspects of each would you
emphasize as the most important? - ANSWER The six stages of self-regulated
strategy development are developing background knowledge, discussing the
