EDUC 350
QUIZ S GTUDY UIDE
This study guide is for readings in the Sousa and Tomlinson (2018) textbook and lists topics that
will appear on the weekly quizzes. Candidates should read the whole of each chapter but should
focus specifically on the topics listed below.
Chapter 1 Study Guide
Nonnegotiables of Differentiated Instruction
oEnvironment
oCurriculum
oAssessment
oInstruction
oRoutines
Carol Dweck’s Mindset
Brain Research
Chapter 2 Study Guide
Working Memory
oSensory Input
oReflexive Reaction vs. Reflective Response
Hormones
Carol Dweck’s Mindset
Maslow’s Hierarchy of Needs
Chapter 3 Study Guide
Historical background (etymology) of why we use the word “course” for academic
studies
Terms used for planning and implementation of learning activities
Elements of curriculum alignment
Working memory capacity
Chapter 4 Study Guide
Value of timed tests
Purposes and types of classroom assessments
Low-level convergent versus high-level divergent thinking
Three separate but interrelated grades to foster a growth mindset regarding assessment
Chapter 5 Study Guide
Student readiness
Student ability
ZPD
Key curriculum elements
Support from neuroscience: content familiarity and difficulty
Chapter 6 Study Guide
EDUC 350
Attending to student interest: Implications & suggestions
“Flow” as it relates to student interest
Two types of interest
Connection between readiness and interest
Chapter 7 Study Guide
Aspects of learning profiles
Target of criticisms
Gender: typical profiles
Sternberg’s alternative to Gardner’s multiple intelligences
Chapter 8 Study Guide
Leaders versus managers
Kinds of classroom environments
Humor
What should students do when they finish their work early?
