SPU 318 Final Exam

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School

Kutztown University Of Pennsylvania *

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Course

318

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Communications

Date

Feb 20, 2024

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docx

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Final Exam SPU-318 ___/30 Name: Emma Stalsitz *****Choose 1 of the following essays to answer. 2 points each*** 1. In today’s classrooms teachers must make careful decisions about how to spend instructional time. Why should teachers include time for study skills instruction in an already overcrowded curriculum? 2. List and explain at least four reasons why peer tutoring should be used in classrooms that include students with disabilities. Peer tutoring should be used in classrooms that include students with disabilities because it is a widely researched practice across ages, grade levels, and subject areas, the intervention allows students to receive one-to-one assistance, students have increased opportunities to respond in smaller groups, and it promotes academic and social development for both the tutor and tutee. 3. How is Universal Design for Learning (UDL) or Universal Design for Instruction (UDI) used when planning for instruction? Answer each of the following. 3 points each! ***** 4. You are co-teaching in a seventh-grade history class and your students are working in cooperative groups to create presentations on various ancient civilizations. How will you support your students with disabilities in the process of creating the presentations? How will you grade the project? If I were co-teaching in this class, I would support my students with disabilities in the process of creating the presentations by breaking down the steps for them into chunks. They can get easily overwhelmed with a big project so they need to focus on one section at a time. I would also allow them to create a virtual project (PowerPoint, Canva, etc.) instead of a physical presentation (Poster, Handout, TriFold, etc.). If my student has a physical disability or struggles with fine motor skills, then this option will make it easier to complete their project. I would grade this project using a rubric which will chunk each part. I would also provide this rubric to my students which can help in the first step I gave - breaking down the steps of the project. Then, I can go over each section with them during the grading process and see what they were thinking and how they completed each section of the project.

5. Choose one of the following instructional procedures: ● Reciprocal Peer Tutoring ● Reciprocal Peer Revision Strategy ● Class-Wide Peer Tutoring ● Peabody Peer-Assisted Learning Strategies Now, pretend you are having a conversation with a colleague who has never used peer tutoring before. Describe what the procedure is and tell them how and why they should implement it. Reciprocal Peer Tutoring uses modeling and instructional prompts where one student is the tutor and the other student is the tutee. The two students alternate between the roles. This can be implemented in the classroom when some students understand the lesson while other students don't. This allows students to try to help each other before going to the teacher for help. Indicate the best answer. One point each. 6. In a classroom where strategic teaching for students with mild disabilities is taking place you will see teachers a. encouraging students to memorize the strategy exactly as it is presented. b. “thinking aloud” as they model the use of the strategy as it applies to the subject area. c. using only the lecture approach to present the facts and figures. d. encouraging students to develop their strategies even if they are not research-based. 7. In a classroom where strategic learning for students with mild disabilities is taking place you will see students a. learning different strategies for different subject areas. b. taking responsibility for their learning by working alone and not interacting with others. c. sitting there looking good. d. monitoring the progress of others in their group. 8. At the beginning of a space unit, Mrs. Howard and her students were creating a KWL chart of everything they knew about space exploration. We call this activity - a. checking for preparation of future classes to see only what the students know. b. finding out what the students know c. inspiration for future classes so the students know what they will learn. d. pre-planning for future classes so the teacher can prepare lessons for W and L. 9. Given a scaled score of 75, where does that place the student on a bell curve with a mean of 50 and a + or -10 standard deviation? a. Average b. Above average

c. Below average d. Significantly above average 10. Many students with special needs lack ________, which tends to isolate these students from their peers, prevent positive interactions with teachers, and limit successful transitions to the world of work. a. social skills b. academic skills c. critical thinking skills d. organizational skills 11. Given a standard score of 118, where does that place the student on a bell curve with a mean of 100 and a + or – 15 standard deviation? a. Average b. Above average c. Below average d. Significantly above average 12. If using a jigsaw approach, each set of students (1 point) a. becomes an expert in part of the information and presents it to the rest of the class. b. has notes to take from each set of students. c. has difficulty taking the information from the materials provided. d. has difficulty completing the task. Please choose 5 of the following. 3 points each. 13. A student who is non-verbal snatches what he/she wants from another student. How could you use social skills to assist the non-verbal student in getting what he/she wants without snatching it? To assist my non-verbal student in getting what he/she wants without snatching it, I would create a social story for them. This story would depict what snatching is and why it could make other people upset. Then, the story would depict what the correct behavior and what the student should do when they want something from another student. 14. Social skills deficits include three areas. What steps could you take to help a student gain a skill and demonstrate that they have fluency in that skill? 15. You have experienced COVID as a student - How will COVID-19 shift the future

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educational perspective and in the preparation of future teachers like you? What things did we learn about this – what should we keep? This is an opinion question. I think that many districts will keep staggering schedules or have students attend school on alternating days to reduce the number of kids in buildings. Therefore, teachers will need to prepare to teach in the classroom and online. I don’t necessarily have a positive or negative opinion on this decision. I think that strengths and downfalls for both, but I do think that districts need to look at what’s best for their students and how they are going to be affected. 16. It is important for technology to match what you are teaching and not distract from it. Why? 17. Given the four different types of assessment? How/when are they used ? Benchmark A benchmark assessment is a test or other assessment given to students at different intervals throughout the year. It is used to measure the students' skills and knowledge at the beginning of the year before much instruction occurs. Diagnostic A diagnostic assessment is given at the beginning of the course or the beginning of the unit/topic. It is used to collect data on what students already know about the topic. Summative The goal of summative assessment is to evaluate student learning at the end of an instructional unit by comparing it against some standard or benchmark (Ex. Final Exam, Midterm Exam). Formative Formative assessments are regular, informal assessments that are used by teachers to assess student understanding and inform teaching strategy. It is used to collect detailed information to improve instruction and student understanding while it's happening. 18. Briefly describe the room conditions and when it is best to use each of the following co- teaching models. (1 pt. each) a. One teach/One monitor One teacher acts as the primary teacher while the other gathers specific observational information on student learning such as students' academic, behavioral, and social skills while in the classroom. Roles can switch depending on the topic or interests of the teacher, however, this strategy is only meant to be used occasionally.

b. Team Teaching Both teachers are often in the front of the classroom, sharing the responsibilities of lead instruction, with equally active, but possibly different, roles in a lesson. This approach can enhance teacher creativity, encourage c. Station Teaching Co-teachers divide their class into small groups to provide instruction at separate stations. Activities should be designed to function independently of each other and require approximately the same amount of time with student groups rotating stations. This approach reduces the student-teacher ratio, increasing student participation and effective monitoring of the students. d. Alternative Teaching One teacher manages a large group of students while the other takes a small group for a specific instructional purpose. This approach provides instructional flexibility and can be used for enrichment, remediation, assessment, or pre-teaching, as well as for using alternative methods of providing lesson input. 19. What did you learn since mid-term that surprised/amazed/shocked you? I have learned so much since the mid-term. One of the things that amazed me the most was how many teaching strategies are out there for our use. I was always afraid that I would come across a situation and lesson that I didn’t know how to teach, but with all the strategies that we learned, I don’t see that ever being a problem. Bonus Point: What is the Iditarod? The Iditarod is an annual sled dog race in Alaska run on what’s known as the Iditarod Trail. It is the longest annual sled dog race in the world.

SPU 318 Final Exam

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