Introduction to Curriculum, Instruction, and Assessment (D091)

Correct Answer D. Medical reasons and family care 

Explanation

The Family and Medical Leave Act (FMLA) of 1993 entitles eligible employees to take unpaid, job-protected leave for specified family and medical reasons. This includes the birth and care of a newborn child, the care of an immediate family member with a serious health condition, or an employee’s own serious health condition. The FMLA ensures that employees can take necessary leave for personal health issues or family responsibilities without the fear of losing their job.

Why other options are wrong

A. Personal development courses.

The FMLA does not cover leave for personal development courses. It specifically addresses medical and family-related leave, not educational or professional development purposes.

B. Traveling abroad.

Traveling abroad is not a valid reason for leave under the FMLA. The act is focused on medical or family care needs, not personal travel.

C. Vacation purposes.

Vacation purposes are not covered by the FMLA. Employees can take vacation leave if offered by their employer, but the FMLA does not entitle employees to time off for vacation

Correct Answer B. Pairing her with an aide who speaks Spanish

Explanation:

Maria is likely an English Learner, and pairing her with an aide who speaks Spanish can provide support in understanding vocabulary more effectively, especially in a second language context. This method allows her to have explanations in her native language, aiding comprehension.

Why other options are wrong:

A. Giving her more homework assignments

Simply increasing the amount of homework may not address her specific vocabulary challenges and could lead to frustration or burnout.

C. Encouraging her to study alone

Studying alone may not be as effective for Maria, particularly if she needs support with language comprehension. Group or aided learning is often more beneficial for English learners.

D. Reducing the number of tests she takes

Reducing the number of tests may not directly address her vocabulary understanding issues. Support strategies like pairing her with an aide would be more effective in improving her vocabulary comprehension.

Correct Answer B. By measuring the weight of each piece

Explanation:

Density is determined by the relationship between mass and volume (Density = Mass/Volume). To compare the density of different cheese pieces, the instructor would measure both their weight (mass) and their volume. By dividing the weight by the volume, the instructor can calculate which piece is denser. Simply observing the cheese’s appearance would not provide accurate data about its density.

Why other options are wrong:

A. By comparing the size of the cheese pieces

Size alone does not determine density. A larger piece of cheese may actually be less dense than a smaller one if it has more air pockets or a different composition. Measuring both mass and volume is necessary to accurately determine density.

C. By observing the color of the cheese

Color has no correlation with density. While different cheeses may have different colors based on ingredients or aging, their density is determined by their mass-to-volume ratio rather than their appearance.

D. By having the class vote on their choice

Density is a scientific property that must be measured, not determined by opinion. A vote does not provide an objective or accurate assessment of which piece of cheese is denser.

Correct Answer B. Students discussing and comparing their setups in pairs

Explanation:

One positive aspect Andrea noted in her presentation was that students actively engaged in discussing and comparing their setups in pairs. This type of peer interaction fosters deeper understanding, encourages collaboration, and allows students to articulate their reasoning. It also helps them refine their thinking by learning from one another.

Why other options are wrong:

A. Students acting out the story without guidance

While interactive learning is beneficial, students acting out a story without guidance could lead to misunderstandings and confusion. Effective instruction requires structure to ensure students stay on task and meet learning objectives.

C. Students struggling to follow instructions

If students struggled with instructions, it would indicate a problem rather than a success. Clear guidance is crucial for an effective lesson, and confusion suggests that the instructions may need improvement.

D. Students showing disinterest in the activity

Disinterest in a lesson suggests that engagement was lacking, which would not be considered a positive aspect of Andrea’s presentation. Student engagement is a key indicator of a successful lesson, and her analysis highlighted positive participation rather than disengagement.

Correct Answer C. Split the class into groups for collaborative work

Explanation:

By splitting the class into groups for collaborative work, the teacher aims to address varying levels of understanding by leveraging peer support. This method allows students with different strengths to work together, fostering collaboration and helping those who may need additional assistance. It creates a more dynamic, interactive approach to learning, which can be effective for all students involved.

Why other options are wrong:

A. Ignore the varying levels of understanding

Ignoring the differing levels of understanding would be ineffective, as it neglects the individual learning needs of the students. This could result in some students falling behind.

B. Assign individual remedial tasks

While individual tasks may help some students, this method might isolate them and may not encourage the social interaction and collaborative learning that could benefit everyone.

D. Conduct one-on-one tutoring sessions

One-on-one tutoring could be helpful for students needing extra attention, but it is not as scalable for the entire class and may not be the most efficient way to address varying levels of understanding for a larger group.

Correct Answer C. National Defense Education Act (NDEA)

Explanation

The National Defense Education Act (NDEA) was passed in 1958 and aimed to improve American education, particularly in science, math, and foreign languages. It was enacted during the Cold War, and its passage was partly driven by the Soviet Union's launch of Sputnik, which sparked concerns about U.S. educational competitiveness in these critical areas. The NDEA was framed as a defense bill because the U.S. government saw the improvement of education as essential for national security.

Why other options are wrong

A. Improving Schools Act.

There is no specific legislation by this name that fits the description. The Improving Schools Act is not a major law that was disguised as a defense bill for boosting education.

B. Every Student Succeeds Act.

The Every Student Succeeds Act (ESSA) is a reauthorization of the Elementary and Secondary Education Act (ESEA) focused on student achievement and school accountability, but it was not aimed at improving science, math, or foreign language education through a defense bill.

D. No Child Left Behind Act.

The No Child Left Behind Act (NCLB) focused on accountability and standardized testing in education, but it did not disguise itself as a defense bill, nor was it specifically aimed at improving science, math, and foreign language education

Correct Answer B. To build background knowledge of whales

Explanation

Building background knowledge (Option B) is an essential part of preparing students to engage meaningfully with the lesson. By discussing the features of whales, the teacher activates prior knowledge and helps students connect new information to what they already know. This creates a foundation for deeper understanding and retention of the content that will follow in the lesson.

Why other options are wrong

A. To confuse the students.

The teacher's intent is to clarify and inform, not confuse students. By discussing the features of whales, the goal is to enhance understanding, not create confusion.

C. To skip the lesson.

Discussing the features of whales at the start of the lesson is an introductory activity, not a way to avoid the lesson. It sets the stage for more in-depth learning.

D. To test the students' knowledge.

The purpose is not to assess what the students already know in a formal sense but to encourage them to think a

Correct Answer B. It would require preparation and adjustment

Explanation

The presenter learned that teaching with an aide requires preparation and adjustment. An aide can provide valuable support in managing the classroom or assisting students, but it also requires careful planning to ensure that both the teacher and aide are aligned in their teaching goals. Proper coordination is essential to ensure that the aide complements the lesson without causing confusion or distraction.

Why other options are wrong

A. It would distract from the lesson.

Teaching with an aide does not inherently distract from the lesson. When well-integrated into the teaching strategy, an aide can provide focused assistance without detracting from the learning objectives.

C. It is unnecessary for effective teaching.

While aides are not always essential, they can significantly enhance the teaching experience by providing additional support, especially in classrooms with diverse needs.

D. It would be easier than teaching alone.

Teaching with an aide does not always make the process easier. It requires collaboration, coordination, and thoughtful integration into the lesson, which may actually increase the preparation time and effort.

Correct Answer C. To fill out the graphic organizer as a whole class

Explanation

The Guided Practice phase is a time for the teacher and students to work together to reinforce and apply the new concepts that have been introduced. During this phase, the teacher typically models or guides students through the process of completing tasks, such as filling out a graphic organizer, to ensure they understand how to use it. This phase allows students to practice with guidance before moving on to independent work.

Why other options are wrong

A. To introduce new vocabulary terms.

Introducing new vocabulary terms is a function of the Anticipatory Set phase, not the Guided Practice phase. Guided Practice is where students get to apply the vocabulary and concepts introduced, often with teacher support.

B. To provide individual work time for students.

Individual work time occurs during the Independent Practice phase, not Guided Practice. During Guided Practice, students still work under the teacher's guidance.

D. To listen to a read-aloud story.

While a read-aloud might be a useful teaching tool, the purpose of the Guided Practice phase is to provide structured practice with new content, not to simply listen to a story. This phase is about actively applying what has been learned with teacher support.