Instructional Planning and Differentiated Instruction Flashcards
7 cards from real ATC practice questions. Tap to flip, then mark Knew It or Still Learning — missed cards come back until you master them.
Read the first 7 Instructional Planning and Differentiated Instruction flashcards as text
An ATC teacher uses exit tickets at the end of class. How should the data from exit tickets PRIMARILY be used?
Answer: To inform planning and adjust the next day's instruction
Exit ticket data is formative; it reveals what students understood or still need, allowing the teacher to plan targeted re-teaching or extension for the next lesson.
Which of the following represents a SMART learning objective for a Texas 5th-grade lesson?
Answer: Students will identify three types of ecosystems and describe one adaptation in each using a graphic organizer
A SMART objective is Specific, Measurable, Achievable, Relevant, and Time-bound; naming the task (identify, describe), the quantity (three types, one adaptation), and the tool (graphic organizer) satisfies those criteria.
A Texas ATC teacher is planning instruction for a student identified as Gifted and Talented (GT). Which approach is MOST appropriate?
Answer: Provide curriculum compacting and open-ended, higher-order tasks
Curriculum compacting allows GT students to move past mastered content, and higher-order, open-ended tasks extend thinking to more complex levels of the same TEKS.
Bloom's Taxonomy is MOST useful to an ATC teacher when:
Answer: Writing questions and tasks at varying levels of cognitive complexity
Bloom's Taxonomy categorizes cognitive levels from recall to creation, helping teachers design questions and tasks that target different depths of thinking.
A teacher is designing a science unit and wants to ensure vertical alignment. This means the teacher should:
Answer: Ensure instruction connects what students learned in prior grades to future grade expectations
Vertical alignment ensures curriculum is sequenced so each grade's instruction builds logically on prior learning and prepares students for future grade-level expectations.
During collaborative planning with a veteran teacher, an ATC candidate learns about 'backward design.' The FIRST step in backward design is to:
Answer: Identify desired results and standards the unit should address
Backward design (Understanding by Design) begins by identifying what students should know and be able to do, then works backward to design assessments and instruction.
A Texas ATC teacher notices a student's performance has dropped significantly. According to best instructional planning practice, the teacher should FIRST:
Answer: Collect and analyze data on the student's performance to identify the source of difficulty
Data-driven decision making requires collecting and analyzing performance data before taking action; this ensures the intervention matches the actual cause of the difficulty.