Module 3 — Applied Classroom Practice: Using diagnostic assessment to inform instruction, tracking individual progress, and reducing exam anxiety.

1. What is the primary purpose of tiered tasks in a competency-based curriculum?

2. Which of the following best describes an effective instructional scaffold?

3. How should extension pathways for high-achieving students be designed?

4. What role does diagnostic assessment play in tiered instruction?

5. In the context of the CBC, what does inclusive teaching primarily involve?

6. Why is it important to align scaffolds with syllabus command words?

7. What is the primary goal of the digital teaching portfolio in this course?

8. If a group struggles with a tiered task, what is the best immediate step?

9. What does 'fading' mean in the context of instructional scaffolding?

10. Why should reflection be a regular part of a teacher's practice?

1. You notice half your class struggles to understand the concept of sustainability. What is your next move?

2. A student consistently completes tasks before the rest of the group. What is the most pedagogical approach?

3. During a lesson, you find your diagnostic check shows 30% of the class has not mastered the prerequisite skill. What should you do?

4. How can you ensure your lesson plan is ready for your portfolio?

5. A parent complains that the work is too hard. How do you respond using the CBC framework?

6. You are teaching a mixed-ability class. What is the most effective way to start the lesson?

7. A student with a specific learning difficulty is struggling with a writing task. What scaffold is most appropriate?

8. You want to evaluate the success of your tiered lesson. What evidence is most valuable for your portfolio?

9. How do you handle a student who is not meeting the core competency expectations?

10. Why should you invite peer critique of your lesson plan?