D169 | WGU D169 Exam| Questions & Answers| Updated A+ Guide Score Solution

What are appropriate measures used to test for giftedness? (Ans- Achievement tests determine knowledge the student holds and where they stand in relation to their peers. These tests can be academic or standard and allow students to show how advanced their knowledge is, as there should be no ceiling. Ability tests, such as those testing intelligence and cognitive abilities, are often used to test intellectual ability. These tests do not speak to specific behavior but are able to identify intellectually gifted students. Behavior observations from parents and teachers are critical to determining whether other characteristics of students who are gifted and talented are present. Achievement and ability tests are geared more to intellect, while behavior observations provide data on characteristics related to emotions, creativity, leadership skills, and more. What are common characteristics of gifted and talented students? (Ans- Above average leadership capabilities are a common characteristic among students who are gifted and talented. High levels of language development and verbal abilities are common characteristics among students who are gifted and talented. Heightened sense of self-awareness is a common affective characteristic among students who are gifted and talented. Why is explicit instruction particularly useful for students with learning disabilities? (Ans- Explicit instruction makes content clear and allows students to continue working on a skill with teacher guidance. You are working with a student who has a learning disability and does not structure paragraphs correctly in writing assignments. When asked, the student says he does not know what a good paragraph is supposed to look like. Which element of explicit instruction is likely to be helpful for the student? (Ans- Models, examples, and non-examples. This element of explicit instruction can assist the student in understanding what a strong paragraph should look like. You are the teacher of a student with an autism spectrum disorder who struggles to remain engaged, adjust to new ideas, and generalize skills. Which aspect of explicit instruction might be most helpful for your student and why? (Ans- Opportunities for practice, because the student will be able to adjust to performing the new skill and frequent teacher feedback can help her stay engaged. Repeated practice in a low-stress environment, along with frequent feedback, can help the student stay engaged and learn the new skill faster. Contrary to some stereotypes, explicit instruction does allow for differentiation by teachers to meet different students' needs. How can a teacher can provide meaningful content differentiation within an explicit instruction lesson? (Ans- During guided practice, give students varying problems to work on according to their ability. Students all have the chance to practice the skill, but do so in a way that suits their individual learning needs. What are the steps for compacting curriculum? (Ans- Pre-assess to see what students already know. Match assessment results with curriculum to determine what to eliminate. Select appropriate substitute actives to provide students enrichment. Formatively assess to ensure students remain challenged, engaged, and learning. How does acceleration differ from compacting? (Ans- Acceleration provides access to higher grade-level curriculum moving at a faster pace. Students completing accelerated curriculum do more advanced work at a faster pace than their peers. Which three characteristics are core components of systematic instruction? (Ans- Systematic instruction is goal-driven, is logically organized and sequenced, and includes scaffolds and supports. Systematic instruction often is delivered in a manner consistent with UDL, but UDL is an instructional framework, not a core component of systematic instruction. What features of explicit instruction and systematic instruction overlap? (Ans- Both explicit instruction and systematic instruction are goal-oriented, and both entail providing students with needed scaffolds and supports to meet the learning goal. What is the primary value of differentiated assessment? (Ans- Differentiated assessment allows more accurate measurement of what students know, although it can also provide valuable information about learning profiles and preferences. Is alternative assessment appropriate for measuring lesson or unit learning but not appropriate for universal screening of gifted students? (Ans- No. While typical curriculum-based measures should always be considered, and may be used as baseline data, students with gifts and talents, particularly those who are twice exceptional, can also be assessed with alternative instruments for purposes of determining whether intervention or enrichment is needed.