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D096 WGU Fundamentals of diverse learners QUESTIONS WITH VERIFIED ANSWERS GUARANTEED PASS.
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D096 WGU Fundamentals of diverse learners QUESTIONS WITH VERIFIED ANSWERS GUARANTEED PASS.
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D096 WGU Fundamentals of diverselearners QUESTIONS WITH VERIFIED
ANSWERS GUARANTEED PASS.
Speaking and listening - Ans –
A teacher provides a lesson on tense and tone. As the teacher experiments with various ways to
speak different words, they combines the word with different tones and visual supports (facial
expressions, associated sketches—happy, sad, etc.) alongside the verbal prompt. Picture cards
are also used when she these types of words are used in a story. The teacher has students use
language from the story to help them practice the way different words are spoken in various
contexts.
Language modeling - Ans –
In a classroom of students building skills in their expressive oral language, a teacher often
rewords students' statements using appropriate tone and pitch. For example, a student may
state "I goed to bathroom." The teacher may model "Oh. Yes, I saw you went to the bathroom."
Additionally, when providing an example question in a grammatically correct form, the teacher
provides possible answers, as well.
True or False
Exposing students to their native language in the classroom will inhibit their interest and
progress toward acquiring English.
- Ans - False
Cultural Fatigue - Ans –
A student from Somalia joined your classroom. After the first couple of weeks, you were noticing
concerning patterns of behavior. The student did not want to participate, observe, or seemingly
enjoy school activities or events and spent a lot of time lying down in the nurse's office. What
might she be experiencing?
Language shock - Ans –
An EL in your classroom has received EL support for about six months. The student is hesitant
to speak in class and is becoming more acutely aware of how challenging it is to communicate
with other students. What might your student be experiencing?
,Role shock - Ans –
A high school student from Kenya joined your classroom at the beginning of the school year.
Now halfway through the year, the student is beginning to voice concerns about his experience
at school. In the previous school in Kenya, the student was head of the debate team and active
in sports. The student's limited English skills and difficulty making friendships have caused great
strife about this student's place in a new school. What might the student be experiencing?
Education shock - Ans –
An EL student from Argentina is attending formal schooling for the first time in your second
grade classroom. Quickly, you realize the student is having a difficult time adjusting to routine,
social and behavioral norms, and academic tasks. What might this student be experiencing?
Acculturation - Ans –
Sara's family has lived in Germany due to her parents' jobs. They have relocated to the United
States, and Sara is placed in seventh grade. Sara will need to not just learn the academics in
her seventh-grade classes but learn English and the culture of the school and the United States.
What is the process called that Sara is involved in?
True or False
Requiring ELs to speak English only during the school day will foster positive social, emotional,
and academic growth.
- Ans - False
Consider the available strategies for cultural responsiveness in the classroom. Many of these
strategies are instructor led but require both student input and a deep understanding of your
students' diverse backgrounds.
What are the three ways teachers can engage students in the process of creating a culturally
responsive classroom?
- Ans - Plan activities to engage in finding out common interests and experiences.
Create art and pictures for the room representing students' cultures and families.
Build relationships with students' families and engage them when possible.
, Include varied cultures and heritages into science, language, art, and history classes.
Offer 1:1 and small group time to ask questions and bring up any thoughts or concerns.
Provide time for students to use and engage with their native language(s) in the classroom.
True or False
In schools and classrooms where cultural diversity was acknowledged and celebrated, teachers
provided practical and meaningful opportunities for all students to be proud and share their
languages and cultures.
- Ans - True
Curriculum - Ans –
In order to embed cultural responsiveness across classrooms, schools, and districts, school
leaders and teachers must work together to revamp and critically assess their __________.
Build students' background knowledge. - Ans –
A fifth-grade teacher entered the school year with a diverse population of students speaking five
different languages. Many of the students' cultures vary significantly in terms of customs,
practices, religions, and more. Entering the first science lesson of the year, the teacher was
unsure about what information students knew about the vocabulary and concepts outlined in the
lesson. Which instructional strategy should this teacher use to begin the lesson and create an
inclusive classroom environment during this lesson for all students, regardless of previous
knowledge and experience?
What is the difference between a bias and an implicit bias? - Ans –
A bias is a conscious preference for a person or group of people, and an implicit bias is an
unconscious stereotyping or preference for a person or group of people
Describe two ways teachers can intentionally lessen implicit biases in the classroom. - Ans -
Two ways to intentionally lessen implicit bias are to (1) make connections with people from
cultures other than your own and (2) model how to talk about culture and diversity in a positive
and transformational way.
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