GCPS Instructional Planning 2 — Questions and Answers
Question 1: A teacher is designing a unit on fractions and wants to ensure all learning objectives are measurable. Which verb is most appropriate for writing a measurable learning objective?
- Understand the concept of fractions
- Appreciate the value of fractions
- Identify equivalent fractions from a given set (Correct answer)
- Know how fractions are used in daily life
Correct answer: Identify equivalent fractions from a given set
Measurable objectives use action verbs like 'identify' that describe observable, assessable student behaviors.
Question 2: When planning a lesson using the Understanding by Design (UbD) framework, what is the FIRST stage a teacher should complete?
- Plan learning activities and instruction
- Determine acceptable evidence of learning
- Identify desired results and learning goals (Correct answer)
- Select appropriate instructional materials
Correct answer: Identify desired results and learning goals
UbD's backward design begins with Stage 1: identifying desired results before planning assessments or instruction.
Question 3: A GCPS teacher plans to differentiate instruction for a student with an IEP. Which planning consideration is MOST legally critical?
- Aligning the IEP goals with grade-level standards
- Using only whole-class instruction to avoid singling out the student
- Ensuring IEP accommodations are reflected in lesson plans (Correct answer)
- Grouping the student with peers of similar ability
Correct answer: Ensuring IEP accommodations are reflected in lesson plans
IDEA requires that teachers implement IEP accommodations and modifications, which must be incorporated into lesson planning.
Question 4: A teacher wants students to analyze primary sources about the Civil Rights Movement. According to Bloom's Taxonomy, this task primarily targets which level?
- Remember
- Understand
- Apply
- Analyze (Correct answer)
Correct answer: Analyze
Analyzing primary sources requires students to break down information and examine its components, which corresponds to the 'Analyze' level of Bloom's Taxonomy.
Question 5: Which strategy best supports long-term retention when planning a unit sequence?
- Covering each standard once in isolation before moving on
- Spiraling content by revisiting concepts in increasing complexity across the unit (Correct answer)
- Front-loading all vocabulary instruction in the first lesson
- Grouping all assessment activities at the end of the unit
Correct answer: Spiraling content by revisiting concepts in increasing complexity across the unit
Spiraling instruction revisits key concepts at increasing levels of complexity, which research supports as more effective for long-term retention than single exposure.
Question 6: A teacher is planning instruction for a class that includes English Language Learners at varying proficiency levels. Which planning approach best addresses their needs?
- Providing the same instruction and assessing after the unit to identify gaps
- Planning tiered language supports aligned to each student's language proficiency level (Correct answer)
- Grouping ELL students together for all instruction
- Simplifying all content to ensure ELL students can access it
Correct answer: Planning tiered language supports aligned to each student's language proficiency level
WIDA frameworks recommend planning tiered language supports matched to students' proficiency levels to provide access to grade-level content.
Question 7: When planning formative assessments, which approach best informs instructional adjustments during a lesson?
- A unit test administered at the end of the instructional sequence
- Exit tickets completed and reviewed before the next lesson (Correct answer)
- A portfolio compiled at the end of the semester
- Standardized benchmark assessments given three times per year
Correct answer: Exit tickets completed and reviewed before the next lesson
Exit tickets provide quick, actionable data that teachers can review and use to adjust the next day's instruction, making them effective formative tools.
GCPS Instructional Planning 2
A teacher is designing a unit on fractions and wants to ensure all learning objectives are measurable.
Which verb is most appropriate for writing a measurable learning objective?