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The three things should teachers consider when engaging in differentiated instruction are:
All of the above
Routines
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All of the above
All of the above
with a primary language other than English who have a limited range of speaking, reading, writing, and listening skills in En
academic, cultural, emotional, and social
Cultural uplift, economic advancement, and intellectual development
Sokal and Katz (2015), the three-block model of universal design to enhance student engagement are:
All of the above
Routines
All of the above
All of the above
All of the above
with a primary language other than English who have a limited range of speaking, reading, writing, and listening skills in En
academic, cultural, emotional, and social
Cultural uplift, economic advancement, and intellectual development
According to King and Gurian, boys bring the following natural assets to the learning environment:
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Routines
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with a primary language other than English who have a limited range of speaking, reading, writing, and listening skills in En
academic, cultural, emotional, and social
Cultural uplift, economic advancement, and intellectual development
English language learners are students:
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Routines
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All of the above
All of the above
with a primary language other than English who have a limited range of speaking, reading, writing, and listening skills in En
academic, cultural, emotional, and social
Cultural uplift, economic advancement, and intellectual development
Morgan (2014) suggested that differentiating instruction to increase student engagement might be achieved by:
All of the above
Routines
All of the above
All of the above
All of the above
with a primary language other than English who have a limited range of speaking, reading, writing, and listening skills in En
academic, cultural, emotional, and social
Cultural uplift, economic advancement, and intellectual development
Alfred Tatum (2006) discussion the notion that powerful text is one that is connected:
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Routines
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with a primary language other than English who have a limited range of speaking, reading, writing, and listening skills in En
academic, cultural, emotional, and social
Cultural uplift, economic advancement, and intellectual development
According to Alfred Tatum (2006), students four literary needs are:
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Routines
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with a primary language other than English who have a limited range of speaking, reading, writing, and listening skills in En
academic, cultural, emotional, and social
Cultural uplift, economic advancement, and intellectual development
Which of the 4 Rs has little to do with learning curricula but contributes significantly to students’ sense of stability and order?
All of the above
Routines
All of the above
All of the above
All of the above
with a primary language other than English who have a limited range of speaking, reading, writing, and listening skills in En
academic, cultural, emotional, and social
Cultural uplift, economic advancement, and intellectual development
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