Differentiating Instruction with AI Quiz

Answers and explanations appear as you take the quiz.

1. Which set lists the four elements Tomlinson says teachers can differentiate?
   • Grades, homework, seating and tests
   • Content, process, product and learning environment
   • Reading, writing, speaking and listening
   • Visual, auditory, kinesthetic and verbal
2. What is 'watering down' in AI-leveled texts?
   • Adding too many images
   • Making the text longer than the original
   • Dropping key concepts or precise vocabulary so some students learn less
   • Translating the text into another language
3. What did the 2008 review by Pashler and colleagues find about learning styles?
   • Matching instruction to learning styles strongly improves outcomes
   • Learning styles only matter for math
   • Visual learners outperform auditory learners
   • There was little evidence that matching teaching to learning styles improves outcomes
4. Which inputs does the Flesch-Kincaid grade level use?
   • Average words per sentence and average syllables per word
   • Number of paragraphs and images
   • Vocabulary difficulty rated by teachers
   • The reader's age and grade
5. What does it mean to fade a scaffold?
   • To make the scaffold harder to see
   • To remove temporary support as the student's competence grows
   • To give the scaffold to every student
   • To replace the scaffold with a test
6. Why label leveled versions with colors or letters instead of 'easy' and 'hard'?
   • It makes printing cheaper
   • AI tools require it
   • It reduces stigma for students using supported versions
   • It improves readability scores
7. How does flexible grouping avoid a key risk of differentiation?
   • It assigns students to groups for the whole year
   • It lets students pick any version with no data
   • It removes the need for assessment
   • It reassigns students based on recent evidence so no one is stuck on the easiest version
8. What is a reliable way to check that leveled versions preserve content?
   • List key claims and terms before leveling and confirm each version includes them
   • Check that each version has the same word count
   • Ask students which version they liked
   • Use only the version with the lowest grade level