Educ 313 Final Exam Questions With Verified Answers Latest Update 2026

EDUC 313 FINAL EXAM QUESTIONS WITH VERIFIED ANSWERS LATEST UPDATE 2026 Three types of standards to include in lesson plan - Answers Content Literacy Social/Emotional Four key components of an objective - Answers Audience, behavior, condition, degree (CABD order) Three reasons why it is important to have objectives for your lesson - Answers To tie standards to classroom strategies To express teaching strategies in a measurable way Ensures that learning is clear for teacher and students Why is Bloom's taxonomy useful? - Answers Helps determines what type of tasks students should do It identifies simple to most difficult skills Helps plan curriculum Incorporates knowledge to be learned and the cognitive process to learn Higher Order Thinking Skills (HOTS) - Answers Analyze, evaluate, create Lower Order Thinking Skills - Answers Remember, understand, apply Four academic language demands - Answers Function, vocabulary, discourse, syntax Language FUNCTION - Answers The content and language focus of learning task, represented by ACTIVE VERBS within OBJECTIVES. Ex. Students will develop the ability to COMPUTE derivatives and ANALYZE their applications Language VOCABULARY - Answers Includes words and phrases used within disciplines (3 tiers) The three tiers of language vocabulary - Answers Everyday life General academic Subject-specific Language SYNTAX - Answers Application of academic language, shows students understands the meaning of terms Language DISCOURSE - Answers How will the students use the academic language to communicate during the lesson? Why is it important to consider academic language demands in lesson plan part 1? - Answers There is a section for it. It will ensure that all students have the best chance of understanding what is going on. The teacher does not want to use vocabulary the teacher will not understand. The teacher should also have an idea of what the students should be communicating about beforehand. Borich's Seven Variables - Answers 1. General Ability 2. Specific Ability 3. Prior Achievement 4. Culture, SES, and Language 5. Personality & Learning Preference 6. Peer Groups 7. Home life and Social context Four parts of the Gradual Release of Responsibility - Answers I do it We do it You do it together You do it alone Benefits of Gradual Release of Responsibility - Answers Students actively learn the material themselves Allows students to work with peers, collaboration skills Helps teacher identify students who may need help Allows teacher opportunities for formative assessments Five key behaviors of effective teaching - Answers lesson clarity instructional variety teacher task orientation engagement in learning process (Student engagement) Opportunities for success Lesson clarity - Answers logical step-by-step order Clear and audible delivery Instructional Variety - Answers variety in tools, voice, gestures, rewards, reinforcers Task orientation - Answers content orientation instead of process orientation Student engagement - Answers limit distractions keep students working on content Opportunities for success - Answers High percentage of time spent on tasks that provide moderate to high levels of success Five helping behaviors of effective teaching - Answers Use students ideas and contributions Structuring Questioning Probing Teacher affect Structuring Helping behavior - Answers structure lesson with advance organizers and mental + activity strategies Questioning helping behavior - Answers use both content (direct) and process (indirect) questions Probing helping behavior - Answers draw out student responses check for understanding Teacher affect helping behavior - Answers be involved show interest use gestures/eye contact Disadvantages to various types of test questions (T/F, multiple choice, matching) and how to mitigate it - Answers Process of elimination/guessing Throw in extra answers, have all answers be possible, have students explain answer What is a test blueprint? Why is it useful? - Answers It maps out what types of questions you are asking and how you are asking them. Useful to ensure that the teacher asks what is necessary and hits on every category. Difference between norm-referenced and criterion-referenced tests - Answers NRT compares student to a norm group (large sample of peers). CRT compares a student's performance to a standard or criterion of mastery. Why is NRT useful? - Answers It determines student's place among other students. Covers many different content areas on single test. Why is CRT Useful? - Answers Tells if student needs additional instruction Can yield highly specific information Validity - Answers Test measures what it says it measures Reliability - Answers Same test yields same or similar scores consistently RTI - Answers Response to Intervention MTSS - Answers Multi-Tiered System of Support Essential components of RTI - Answers Research based instruction/intervention Use of data Educational decision based on students RTI Essential components of MTSS - Answers 3 tiers universal for all students for some students for individual student MTSS tier 1 - Answers Universal for all students Whole class teaching, clear instruction, demonstrates instructional tasks MTSS Tier 2 - Answers At risk students Teacher works with small groups Uses GRR Prompts students to correct errors MTSS Tier 3 - Answers Individual students one-on-one more strategically structured Provides direct error correction More intensive guided practice during "we do" What is RTI not? - Answers A program, curriculum, strategy, intervention Limited to SPED New What is Data-driven decision-making (D3M)? - Answers Identifies students at risk Monitors student progress Adjust intensity and nature of intervention How does D3M fit in with RTI/MTSS - Answers Can help identify students at risk Can help monitor where the students are at and what they may need How do assessments and benchmarks relate to RTI/MTSS - Answers Benchmarks discover trends and identify-at risk students Summative tests can measure comprehension and help evaluate where a student is at Formative assessments can measure growth and guides teachers planning Diagnostic assessments help determine root cause Connection between intervention, benchmark, and formative/summative assessments - Answers Teachers can administer intervention based off of benchmarks and continually look at the trends. They can then use assessments to see if the interventions are working What does lesson plan part one consist of? - Answers Planning & preparation considerations What does lesson plan part two consist of? - Answers Lesson central focus Instructional strategies Learning tasks What does lesson plan part three consist of? - Answers Post delivery reflection Write out the correct order of "Lesson Plan Part #2", and justify why we use a "backwards approach"? - Answers Standards, objectives, lesson activities, and assessments. The reason we use a "backwards approach" is to assure that our objectives, activities, and assessments all line up and meet our standard. The standards and objectives can be found under what section of the lesson plan? - Answers Part 2 The proposed changes can be found under what section of the lesson plan? - Answers Part 3 The academic language demands (function, vocabulary, syntax, discourse) can be found under what section of the lesson plan? - Answers Part 1 What 3 of Marzano's strategies are under cognitive? - Answers - Identifying similarities and differences - Nonlinguistic representations - Generating and testing hypotheses What 3 of Marzano's strategies are under academic? - Answers - Summarizing and note-taking - Homework and practice