WGU D169 OA Frequently Tested Exam
Questions With Verified Multiple Choice
and Conceptual Actual 100% Correct
Detailed Answers
Guaranteed Pass!!Current Update!!
1. Describe some characteristics of an effective learning community, such as a
differentiated classroom? (p. 35, Essential Reading 1) - ANSWER a. Everyone
feels welcome and contributes to everyone else feeling welcome.
b. Mutual respect is non-negotiable
c. Students feel safe in the classroom
d. There is a pervasive expectation of growth
e. The teacher teaches for success
f. Fairness is evident
g. Teacher and students collaborate for mutual growth and success
h. Scaffolding
i. Teacher sets the tone and continuously coach students to be contributing
members of a group.
j. Flexible grouping (Whole class, individualized, teacher/student conferences,
small groups)
2. Describe some instructional arrangements that can used in a differentiated
classroom? (p. 35, Essential Reading 1) - ANSWER a. Whole Class - Pre-
,assessment, content/skill intro, teaching/modeling, troubleshooting, planning,
discussing, sharing, wrap-up/closure
b. Individual or Personalized - Reading/listening, sense making, practice/skill
application, homework, skill/interest, product/performance tasks, Independent
inquiry, Formative/summative assessments
c. Teacher/Student Conferences - formative assessments, goal setting/planning,
guidance/mentoring, troubleshooting
d. Small Group (2,3,4 ) - sense making, teaching/modeling skills, shared reading,
planning/task execution, group inquiry
3. List some strategies teachers can use in differentiated classrooms. (p. 35,
Essential Reading 2) - ANSWER the strategies described were pre-assessment
and formative assessment, interest centers and learning centers, small-group
instruction, interest-based resources, alternating similar-readiness and mixed-
readiness working groups, tiered lessons, student choice, student discussion and
problem-solving groups, options for varied modes of expression, front-loading
vocabulary, differentiated home-work, reading materials at varied levels of
complexity, peer reading partners (reading buddies), and peer reviews
4. Describe MTSS. (p. 36) - ANSWER Multitiered Systems of Supports -
frameworks designed to support students' behavioral, social, and emotional
needs. Tier 1, Tier 2, Tier 3 interventions.
5. Explain the 3 tiers of support within an MTSS framework. (p. 37, Essential
Reading 2) - ANSWER a. TIER 1 Every student has access to Universal supports
(whole group)
b. TIER 2 Some students also receive Targeted supports (small group)
c.TIER 3 Few students also receive Intensive supports (individualized)
,6. Describe some instructional interventions to support inclusive education (p. 38,
Essential Reading 1) - ANSWER a. Academic Inclusion - Understanding by
Design, Universal Design for Learning, Differentiated Instruction.
b. Social/Emotional Inclusion - system of peer supports, Circle of Friends,
Addressing perceptions of disability, Self-determination skills.
c. Physical Inclusion - equitable access to all facilities, services, and activities
7. List some strategies that can help students stay on task - ANSWER Visual
cues, timers, checklists, smooth transitions, clear directions, redirection, ask what
works for them
8. List some positive behavioral interventions to help reduce challenging
behaviors. (p. 39, Essential Reading 1) - ANSWER a. Clear Routines and
expectations
b. Stop, Relax, and Think
c. Pre-Arranged signals
d. Proximity control
e. Planned response method
f. Discipline Privately
g. Find opportunities for the child to help others
h. Positive phrasing
i. State the behavior you want to see
j. Behavior shaping
k. Tangible, token, and activity reinforcers
, 9. Explain the difference between PBIS and traditional discipline - ANSWER a.
PBIS are positive behavior intervention strategies that teach students about
behavior expectations and strategies to prevent negative behavior to improve
school safety and promote positive behavior
b. Traditional discipline relies and focuses on punishment without learning skills
they need to improve their behavior.
10. List the 4 components of effective feedback - ANSWER a. Goal directed
b. constructive
c. immediate
d. Respectful and positive
11. Describe the 5 challenges ELs may face in a school setting. (p. 42, Essential
Reading 1) - ANSWER a. Little or no formal schooling
b. High levels of mobility in moving between schools (especially in the case of
students from migrant farmworker families)
c. Lack of access to effective, consistent language instruction, as in the case of
students who have experienced bilingual education during one year and then
English immersion in another
d. Limited practice developing and using academic language
e. Personal responsibilities that occupy hours during or outside of school, such as
caring for siblings, working one or more jobs, and translating for families
Questions With Verified Multiple Choice
and Conceptual Actual 100% Correct
Detailed Answers
Guaranteed Pass!!Current Update!!
1. Describe some characteristics of an effective learning community, such as a
differentiated classroom? (p. 35, Essential Reading 1) - ANSWER a. Everyone
feels welcome and contributes to everyone else feeling welcome.
b. Mutual respect is non-negotiable
c. Students feel safe in the classroom
d. There is a pervasive expectation of growth
e. The teacher teaches for success
f. Fairness is evident
g. Teacher and students collaborate for mutual growth and success
h. Scaffolding
i. Teacher sets the tone and continuously coach students to be contributing
members of a group.
j. Flexible grouping (Whole class, individualized, teacher/student conferences,
small groups)
2. Describe some instructional arrangements that can used in a differentiated
classroom? (p. 35, Essential Reading 1) - ANSWER a. Whole Class - Pre-
,assessment, content/skill intro, teaching/modeling, troubleshooting, planning,
discussing, sharing, wrap-up/closure
b. Individual or Personalized - Reading/listening, sense making, practice/skill
application, homework, skill/interest, product/performance tasks, Independent
inquiry, Formative/summative assessments
c. Teacher/Student Conferences - formative assessments, goal setting/planning,
guidance/mentoring, troubleshooting
d. Small Group (2,3,4 ) - sense making, teaching/modeling skills, shared reading,
planning/task execution, group inquiry
3. List some strategies teachers can use in differentiated classrooms. (p. 35,
Essential Reading 2) - ANSWER the strategies described were pre-assessment
and formative assessment, interest centers and learning centers, small-group
instruction, interest-based resources, alternating similar-readiness and mixed-
readiness working groups, tiered lessons, student choice, student discussion and
problem-solving groups, options for varied modes of expression, front-loading
vocabulary, differentiated home-work, reading materials at varied levels of
complexity, peer reading partners (reading buddies), and peer reviews
4. Describe MTSS. (p. 36) - ANSWER Multitiered Systems of Supports -
frameworks designed to support students' behavioral, social, and emotional
needs. Tier 1, Tier 2, Tier 3 interventions.
5. Explain the 3 tiers of support within an MTSS framework. (p. 37, Essential
Reading 2) - ANSWER a. TIER 1 Every student has access to Universal supports
(whole group)
b. TIER 2 Some students also receive Targeted supports (small group)
c.TIER 3 Few students also receive Intensive supports (individualized)
,6. Describe some instructional interventions to support inclusive education (p. 38,
Essential Reading 1) - ANSWER a. Academic Inclusion - Understanding by
Design, Universal Design for Learning, Differentiated Instruction.
b. Social/Emotional Inclusion - system of peer supports, Circle of Friends,
Addressing perceptions of disability, Self-determination skills.
c. Physical Inclusion - equitable access to all facilities, services, and activities
7. List some strategies that can help students stay on task - ANSWER Visual
cues, timers, checklists, smooth transitions, clear directions, redirection, ask what
works for them
8. List some positive behavioral interventions to help reduce challenging
behaviors. (p. 39, Essential Reading 1) - ANSWER a. Clear Routines and
expectations
b. Stop, Relax, and Think
c. Pre-Arranged signals
d. Proximity control
e. Planned response method
f. Discipline Privately
g. Find opportunities for the child to help others
h. Positive phrasing
i. State the behavior you want to see
j. Behavior shaping
k. Tangible, token, and activity reinforcers
, 9. Explain the difference between PBIS and traditional discipline - ANSWER a.
PBIS are positive behavior intervention strategies that teach students about
behavior expectations and strategies to prevent negative behavior to improve
school safety and promote positive behavior
b. Traditional discipline relies and focuses on punishment without learning skills
they need to improve their behavior.
10. List the 4 components of effective feedback - ANSWER a. Goal directed
b. constructive
c. immediate
d. Respectful and positive
11. Describe the 5 challenges ELs may face in a school setting. (p. 42, Essential
Reading 1) - ANSWER a. Little or no formal schooling
b. High levels of mobility in moving between schools (especially in the case of
students from migrant farmworker families)
c. Lack of access to effective, consistent language instruction, as in the case of
students who have experienced bilingual education during one year and then
English immersion in another
d. Limited practice developing and using academic language
e. Personal responsibilities that occupy hours during or outside of school, such as
caring for siblings, working one or more jobs, and translating for families
