WGU Inclusive Classroom OA Practice Test questions
with verified answers
A 2nd-grade classroom is made up of visual/auditory learners and
visual/kinesthetic learners. Which co-teaching option is appropriate to use to best
support the two groups.
a. Parallel teaching
b. Station teaching
c. Alternative teaching
d. Team teaching Ans✓✓✓ a. Parallel teaching
A 4th classroom of 22 students, of which 6 are students with IEPs, has a general
and special education teacher. Which co-teaching method could the teachers use
with the whole class to teach a lesson on analyzing a story?
a. Parallel teaching: One models how to analyze the story with students who have
IEPs, while the other teacher models to with the rest of the class.
b. Team teaching: One models how to analyze the story aloud, while the other
points out the steps using the smart board.
c. One teach, one observe: One models how to analyze the story aloud, while the
other collects data.
d. Station teaching: Both teachers periodically rotate stations that include analysis
behavior tasks, which students practice. Ans✓✓✓ b. Team teaching: One models
how to analyze the story aloud, while the other points out the steps using the
smart board.
A teacher evaluates her teaching by determining that the instruction is high-
quality, research-based, using universal screening measures and a variety of other
assessments along with differentiated instruction. What tier of instruction is the
teacher evaluating instruction for?
,a. Tier 1
b. Tier 2
c. Tier 3
d. Tier 4 Ans✓✓✓ a. Tier 1
According to the course material, which of the following is not considered a key
component of explicit instruction?
a. Measurable learning goals
b. Demonstration, guided practice and independent practice sequencing in a
lesson
c. Multiple opportunities for students to respond and teachers to provide
feedback
d. Providing examples and non-examples to highlight key concepts Ans✓✓✓ a.
Measurable learning goals
After grading a quiz, Mrs. Sage notices four students are struggling with the same
concept. When providing feedback to the students, Mrs. Sage ensures that she
pauses to allow students to think and process her feedback. This is an example of:
a. Timing
b. Amount
c. Mode
d. Audience Ans✓✓✓ a. Timing
All the following are examples of effective collaboration between a general
education teacher and a paraeducator except.
a. Learning about the paraeducators experience, background, and interests.
, b. Sharing the general education teacher's expectations for the students with the
paraeducator.
c. Defining the roles and responsibilities of the general education teacher and the
paraeducator.
d. Assigning the paraeducator to develop schedules and lesson plans for students.
Ans✓✓✓ d. Assigning the paraeducator to develop schedules and lesson plans
for students.
Before assigning a task to a new paraeducator, the general education teacher
should determine
a. the age of the paraeducator.
b. the paraeducator's training and level of competency.
c. the paraeducator's interests in movies.
d. the paraeducators expectations for the class. Ans✓✓✓ b. the paraeducator's
training and level of competency.
During a lesson Ms. Sage demonstrates two ways to solve a problem. One
example of a best practice for problem-solving while the other example is not.
This is an example of which component of explicit instruction.
a. Using of a logical sequence within the lesson
b. Using measurable learning goals
c. Providing multiple attempts for students to respond and Ms. Sage to provide
feedback
d. Providing examples and non-examples to highlight key concepts Ans✓✓✓ d.
Providing examples and non-examples to highlight key concepts
During a lesson on the parts of a cell, Mr. Sage emphasizes and reinforces the key
aspects of the lesson so that his students have many opportunities to see, hear,
with verified answers
A 2nd-grade classroom is made up of visual/auditory learners and
visual/kinesthetic learners. Which co-teaching option is appropriate to use to best
support the two groups.
a. Parallel teaching
b. Station teaching
c. Alternative teaching
d. Team teaching Ans✓✓✓ a. Parallel teaching
A 4th classroom of 22 students, of which 6 are students with IEPs, has a general
and special education teacher. Which co-teaching method could the teachers use
with the whole class to teach a lesson on analyzing a story?
a. Parallel teaching: One models how to analyze the story with students who have
IEPs, while the other teacher models to with the rest of the class.
b. Team teaching: One models how to analyze the story aloud, while the other
points out the steps using the smart board.
c. One teach, one observe: One models how to analyze the story aloud, while the
other collects data.
d. Station teaching: Both teachers periodically rotate stations that include analysis
behavior tasks, which students practice. Ans✓✓✓ b. Team teaching: One models
how to analyze the story aloud, while the other points out the steps using the
smart board.
A teacher evaluates her teaching by determining that the instruction is high-
quality, research-based, using universal screening measures and a variety of other
assessments along with differentiated instruction. What tier of instruction is the
teacher evaluating instruction for?
,a. Tier 1
b. Tier 2
c. Tier 3
d. Tier 4 Ans✓✓✓ a. Tier 1
According to the course material, which of the following is not considered a key
component of explicit instruction?
a. Measurable learning goals
b. Demonstration, guided practice and independent practice sequencing in a
lesson
c. Multiple opportunities for students to respond and teachers to provide
feedback
d. Providing examples and non-examples to highlight key concepts Ans✓✓✓ a.
Measurable learning goals
After grading a quiz, Mrs. Sage notices four students are struggling with the same
concept. When providing feedback to the students, Mrs. Sage ensures that she
pauses to allow students to think and process her feedback. This is an example of:
a. Timing
b. Amount
c. Mode
d. Audience Ans✓✓✓ a. Timing
All the following are examples of effective collaboration between a general
education teacher and a paraeducator except.
a. Learning about the paraeducators experience, background, and interests.
, b. Sharing the general education teacher's expectations for the students with the
paraeducator.
c. Defining the roles and responsibilities of the general education teacher and the
paraeducator.
d. Assigning the paraeducator to develop schedules and lesson plans for students.
Ans✓✓✓ d. Assigning the paraeducator to develop schedules and lesson plans
for students.
Before assigning a task to a new paraeducator, the general education teacher
should determine
a. the age of the paraeducator.
b. the paraeducator's training and level of competency.
c. the paraeducator's interests in movies.
d. the paraeducators expectations for the class. Ans✓✓✓ b. the paraeducator's
training and level of competency.
During a lesson Ms. Sage demonstrates two ways to solve a problem. One
example of a best practice for problem-solving while the other example is not.
This is an example of which component of explicit instruction.
a. Using of a logical sequence within the lesson
b. Using measurable learning goals
c. Providing multiple attempts for students to respond and Ms. Sage to provide
feedback
d. Providing examples and non-examples to highlight key concepts Ans✓✓✓ d.
Providing examples and non-examples to highlight key concepts
During a lesson on the parts of a cell, Mr. Sage emphasizes and reinforces the key
aspects of the lesson so that his students have many opportunities to see, hear,
