WGU Inclusive Classroom OA Practice
Test with Accurate Solutions
1. 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 - ANSWER-a. Parallel teaching
2. 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. - ANSWER-b. Team
teaching: One models how to analyze the story aloud, while the other
points out the steps using the smart board.
3. 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 - ANSWER-a. Tier 1
4. 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 -
ANSWER-a. Measurable learning goals
5. 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 - ANSWER-a. Timing
6. 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. - ANSWER-d. Assigning the paraeducator to develop schedules
and lesson plans for students.
7. 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. - ANSWER-b. the
paraeducator's training and level of competency.
8. 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 -
ANSWER-d. Providing examples and non-examples to highlight key
concepts
9. 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,
Test with Accurate Solutions
1. 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 - ANSWER-a. Parallel teaching
2. 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. - ANSWER-b. Team
teaching: One models how to analyze the story aloud, while the other
points out the steps using the smart board.
3. 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 - ANSWER-a. Tier 1
4. 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 -
ANSWER-a. Measurable learning goals
5. 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 - ANSWER-a. Timing
6. 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. - ANSWER-d. Assigning the paraeducator to develop schedules
and lesson plans for students.
7. 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. - ANSWER-b. the
paraeducator's training and level of competency.
8. 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 -
ANSWER-d. Providing examples and non-examples to highlight key
concepts
9. 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,
