EE335 FINAL EXAM QUESTIONS ANSWERED CORRECTLY LATEST UPDATE 2026
Danielson's Framework for Teaching - Answers Is a research-based set of components of instruction,
aligned to INTASC standards
Domain 1 - Answers Planning and Preparation
1c (setting instructional outcomes) - Answers Focuses on what students will learn, not just the
activities they will do. Outcomes should represent high expectations and be measurable.
1e (designing coherent instruction) - Answers The "roadmap" of the lesson. It includes the sequence
of learning activities, materials used, and how the lesson fits into the larger unit and yearly goals
Domain 3 - Answers Instruction
3b (questioning and discussion) - Answers Focuses on the quality of questions (high-level vs. rote)
and the ability to engage all students in professional dialogue.
3d (assessment in instruction) - Answers Focuses on now teachers use assessment during the lesson
(feedback to students , student self-assessment , and monitoring of progress)
Universal Design for Learning (UDL) - Answers A framework to improve teaching by removing
curricular barriers rather than seeing the "student " as the problem
The goal of UDL - Answers To develop expert learners (purposeful, motivated, resourceful, strategic)
Multiple Means of Engagement ( The "Why" ) - Answers - Stimulating interest (affective network)
- Strategy : Provide choice, connect to real-world authenticity
Multiple Means of Representation (The "What") - Answers - Presenting information in different ways
(recognition network)
- Strategy: Using video, audio, or digital text with adjustable font
Multiple Means of Action and Expression ( The "How" ) - Answers - Giving students different ways to
show what they know (strategic network)
- Strategy: Letting a student choose between an essay, a video, or a drawing
Differentiated Instruction - Answers A teacher's proactive response to a learner's needs (readiness,
interest, and learning profile)
Content - Answers What the student learns
- example: leveled reading materials
Process - Answers How the student makes sense of the content
- example: tiered activities , interest centers
Product - Answers How the student demonstrates mastery
- example: choice boards
Environment/Grouping - Answers - How the classroom works
Flexible Grouping - Answers - is the "gold standard"
- moving students in and out of groups based on the task or skill
Assessment - Answers The process of gathering data to understand student strengths and
weaknesses.
Screening - Answers Quick check to see if a deficit exists
Diagnostic - Answers Subdivides broad areas into specific skills to inform instruction
Progress Monitoring - Answers Frequent, periodic checks to see if instruction is working
Outcome - Answers Determines if the student reached the final goal (summative)
Norm-Referenced - Answers Compares a student to a "norm" group
- examples: IQ tests
Criterion-Referenced - Answers Compares a student to a specific benchmark or mastery level
- Example: PSSA
PA Specifics 4sight - Answers Benchmark tests used to predict PSSA performance
PVAAS - Answers Tracks growth/progress over time
SWPBS - Answers - school wide positive behavior support
- a tiered framework for behavioral health
Tier 1 of SWPBS - Answers - Universal
- Supports for all students
- 80% success rate
- Focuses on 3-5 positive rules and 5:1 ration (positive to corrective interactions)
Tier 2 of SWPBS - Answers - Targeted
- Small group interventions for students at risk ( example: check-in/check-out or social skills training)
Tier 3 of SWPBS - Answers - intensive
Danielson's Framework for Teaching - Answers Is a research-based set of components of instruction,
aligned to INTASC standards
Domain 1 - Answers Planning and Preparation
1c (setting instructional outcomes) - Answers Focuses on what students will learn, not just the
activities they will do. Outcomes should represent high expectations and be measurable.
1e (designing coherent instruction) - Answers The "roadmap" of the lesson. It includes the sequence
of learning activities, materials used, and how the lesson fits into the larger unit and yearly goals
Domain 3 - Answers Instruction
3b (questioning and discussion) - Answers Focuses on the quality of questions (high-level vs. rote)
and the ability to engage all students in professional dialogue.
3d (assessment in instruction) - Answers Focuses on now teachers use assessment during the lesson
(feedback to students , student self-assessment , and monitoring of progress)
Universal Design for Learning (UDL) - Answers A framework to improve teaching by removing
curricular barriers rather than seeing the "student " as the problem
The goal of UDL - Answers To develop expert learners (purposeful, motivated, resourceful, strategic)
Multiple Means of Engagement ( The "Why" ) - Answers - Stimulating interest (affective network)
- Strategy : Provide choice, connect to real-world authenticity
Multiple Means of Representation (The "What") - Answers - Presenting information in different ways
(recognition network)
- Strategy: Using video, audio, or digital text with adjustable font
Multiple Means of Action and Expression ( The "How" ) - Answers - Giving students different ways to
show what they know (strategic network)
- Strategy: Letting a student choose between an essay, a video, or a drawing
Differentiated Instruction - Answers A teacher's proactive response to a learner's needs (readiness,
interest, and learning profile)
Content - Answers What the student learns
- example: leveled reading materials
Process - Answers How the student makes sense of the content
- example: tiered activities , interest centers
Product - Answers How the student demonstrates mastery
- example: choice boards
Environment/Grouping - Answers - How the classroom works
Flexible Grouping - Answers - is the "gold standard"
- moving students in and out of groups based on the task or skill
Assessment - Answers The process of gathering data to understand student strengths and
weaknesses.
Screening - Answers Quick check to see if a deficit exists
Diagnostic - Answers Subdivides broad areas into specific skills to inform instruction
Progress Monitoring - Answers Frequent, periodic checks to see if instruction is working
Outcome - Answers Determines if the student reached the final goal (summative)
Norm-Referenced - Answers Compares a student to a "norm" group
- examples: IQ tests
Criterion-Referenced - Answers Compares a student to a specific benchmark or mastery level
- Example: PSSA
PA Specifics 4sight - Answers Benchmark tests used to predict PSSA performance
PVAAS - Answers Tracks growth/progress over time
SWPBS - Answers - school wide positive behavior support
- a tiered framework for behavioral health
Tier 1 of SWPBS - Answers - Universal
- Supports for all students
- 80% success rate
- Focuses on 3-5 positive rules and 5:1 ration (positive to corrective interactions)
Tier 2 of SWPBS - Answers - Targeted
- Small group interventions for students at risk ( example: check-in/check-out or social skills training)
Tier 3 of SWPBS - Answers - intensive
