Part 2

Question 1

Interleaving

Answer 1

Mixing different topics or types of problems during practice to improve learning.

Question 2

Cognitive apprenticeship

Answer 2

Learning through guided experience and modeling by an expert.

Question 3

Cognitive load

Answer 3

Amount of mental effort being used in working memory.

Question 4

Cumulative review

Answer 4

Revisiting previously learned material to reinforce retention.

Question 5

Science of Learning

Answer 5

Research-based principles on how people learn effectively.

Question 6

Curricular Competencies

Answer 6

Skills, strategies, and processes students develop over time in each subject area.

Question 7

Content Learning Standards

Answer 7

Specific knowledge and skills students are expected to learn in each grade.

Question 8

Assessment for Learning

Answer 8

Formative assessment used to guide instruction.

Question 9

Assessment as Learning

Answer 9

Students’ self-assessment and reflection to support learning.

Question 10

Assessment of Learning

Answer 10

Summative assessment used to evaluate learning at a point in time.

Question 11

Formative assessment

Answer 11

Ongoing feedback to improve teaching and learning.

Question 12

Summative assessment

Answer 12

Evaluation at the end of a unit or term to measure achievement.

Question 13

Case management

Answer 13

Coordinating and monitoring support plans for individual students.

Question 14

Student Support Plan (SSP)

Answer 14

Plan for students who need extra help but do not have formal IEPs.

Question 15

Collaborative Response Model

Answer 15

Framework for team-based problem solving and tiered (trianlge) intervention in schools. https://youtube.com/playlist?list=PLmVZo4XSwEXSQTdGWc5LkNZxK9TY7OEaA&si=YLF5GiwBwz_DBP0-

Question 16

District Screening Tools

Answer 16

Assessments used to identify student strengths and needs across a district.

Question 17

Visual-spatial reasoning

Answer 17

Ability to understand and manipulate visual and spatial information.

Question 18

Processing speed

Answer 18

Rate at which a person takes in and responds to information.

Question 19

Auditory processing

Answer 19

How the brain interprets and makes sense of sounds.

Question 20

Learning Disabilities (LD)

Answer 20

Disorders that affect acquisition and use of listening, speaking, reading, writing, or math skills.

Question 21

Giftedness

Answer 21

Exceptional natural ability or aptitude in one or more areas.

Question 22

Augmentative and Alternative Communication (AAC)

Answer 22

Nonverbal methods of communication such as symbols, gestures, or devices.

Question 23

Positive Behaviour Interventions and Supports (PBIS)

Answer 23

Framework to promote positive student behaviour through proactive supports.

Question 24

Functional Behaviour Assessment (FBA)

Answer 24

Process for identifying the causes and functions of challenging behaviours.

Question 25

Behaviour Support Plan (BSP)

Answer 25

Plan outlining proactive and responsive strategies to support behaviour.

Question 26

Positive niche construction

Answer 26

Creating environments that highlight neurodiverse students’ strengths and talents.

Question 27

Strength-based approach

Answer 27

Focusing on what students can do rather than what they cannot.

Question 28

Reflective practice

Answer 28

Continuous self-evaluation and adjustment of teaching based on experience and feedback.

Question 29

Collaborative inquiry

Answer 29

Team process of investigating a shared question to improve practice.

Question 30

Evidence-based practice

Answer 30

Using research and data to make instructional decisions.

Question 31

Culturally sustaining pedagogy

Answer 31

Teaching that maintains and values students’ cultural identities.

Question 32

Indigenization

Answer 32

Integrating Indigenous perspectives, knowledge, and pedagogies into education.

Question 33

Advocacy for inclusion

Answer 33

Actively promoting equitable access and participation for all learners.

Question 34

Growth mindset

Answer 34

Belief that abilities can develop through effort and learning.

Question 35

Restorative practices

Answer 35

Approach to resolving conflict that focuses on relationships and repairing harm.

Question 36

Delete

Answer 36

Ethical framework encouraging empathy, community contribution, and respect.

Question 37

Teacher leadership

Answer 37

Educators influencing and guiding peers to improve school outcomes.

Question 38

Raz-Kids

Answer 38

Online leveled reading program with interactive eBooks and quizzes.

Question 39

Lexia Core5

Answer 39

Adaptive literacy program for foundational reading skills.

Question 40

Corrective Reading

Answer 40

Program that provides explicit instruction in decoding and comprehension for struggling readers.

Question 41

ReadWell

Answer 41

Structured reading program for K–3 that integrates phonics, vocabulary, and comprehension.

Question 42

Road to Reading

Answer 42

BC-supported intervention for students needing extra literacy support.

Question 43

Lively Letters

Answer 43

Multisensory phonics program connecting sounds to letter shapes and actions.

Question 44

Words Their Way

Answer 44

Program focused on word study and spelling patterns.

Question 45

Kelso’s Choices

Answer 45

Program teaching conflict resolution and social problem-solving skills.

Question 46

MyBlueprint

Answer 46

Online platform supporting student career and education planning in BC.

Question 47

Cognitive behaviour therapy

Answer 47

An evidence base therapeutic treatment approach that aims to identify and change unhelpful or negative thoughts and behaviours

Question 48

What should you always tell parents when their student behind

Answer 48

Get there hearing and sight checked

Question 49

What was the chess study called (when?) and what did it discover about chess experts?

Answer 49

Chase & Simon (1973), Perception in Chess, found that: Expert players could recall real board positions instantly Novices could not BUT when pieces were random, experts lost the advantage This showed that experts rely on schemas stored in long-term memory, not superior general thinking skills.

Question 50

What did Kirschner, Sweller & Clark (2006) argue about minimal guidance?

Answer 50

In Why Minimal Guidance During Instruction Does Not Work, they found that: Discovery, inquiry, and exploratory learning overload working memory Novices cannot “figure out” what experts already know Learning is slower, less accurate, and less durable They concluded that explicit, guided instruction is more effective.

Question 51

Why is explicit instruction better than exploratory learning? What does it build? (How does thusnconnect to chess expirement)

Answer 51

Because learning requires building schemas in long-term memory. Explicit teaching: Shows correct models Reduces cognitive load Allows students to focus on learning, not guessing Exploratory teaching assumes students can think like experts — but they cannot until knowledge is taught.

Question 52

How does this (implications of the chess expirment) impact literacy and inclusive classrooms?

Answer 52

Students cannot discover: Phonics patterns Sentence structure Writing organization Comprehension strategies Explicit instruction: Supports working memory Reduces anxiety and confusion Is essential for neurodiverse and struggling learners It creates equity through clarity.