Practice Test Geeks(GLC) Georgia Librarian Certification Practice Test
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Instructional Design and Collaboration Flashcards

7 cards from real GLC 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 Design and Collaboration flashcards as text

  1. A librarian is asked to help a social studies teacher integrate primary source analysis. Which collaboration level does this BEST represent?

    Answer: Co-planning and co-teaching

    Co-planning and co-teaching represents the deepest level of collaboration, where both educators jointly design and deliver instruction.

  2. Which formative assessment strategy allows a librarian to quickly gauge student understanding during a research lesson?

    Answer: Exit ticket

    Exit tickets provide immediate, informal feedback on student understanding at the close of an instructional session.

  3. The SAMR model helps librarians integrate technology at different levels. What does the 'R' in SAMR stand for?

    Answer: Redefinition

    Redefinition is the highest level of SAMR, where technology allows for the creation of new tasks previously inconceivable.

  4. A librarian wants to assess whether students can evaluate source credibility. Which assessment type is MOST appropriate?

    Answer: Performance-based task using real sources

    Performance-based tasks require students to apply skills authentically, making them ideal for assessing source evaluation ability.

  5. What is the primary purpose of a needs assessment before designing a library instruction program?

    Answer: To identify gaps between current and desired skills

    A needs assessment identifies the gap between current learner skills and desired outcomes, guiding instructional design decisions.

  6. A librarian uses think-alouds during database instruction. What instructional purpose does this strategy serve?

    Answer: It models expert thinking processes for learners

    Think-alouds make invisible cognitive processes visible, helping students understand how an expert approaches a task.

  7. When a Georgia librarian collaborates with a special education teacher to adapt lessons for students with IEPs, which principle guides this work?

    Answer: Universal Design for Learning (UDL)

    UDL provides a framework for designing flexible instruction that meets the needs of all learners, including those with IEPs.