Correct answer: peer attention The peers’ laughter provides attention, and the behaviour drops when that reaction is prevented, which points to peer attention as the maintaining consequence.

• escape from academic demands Escape from academic demands would not depend on peer reactions.
• access to preferred materials Access to preferred materials would not depend on peer reactions.
• automatic sensory stimulation Automatic sensory stimulation would continue regardless of peer reactions.

Correct answer: Clustered tables with members facing one another Clustered tables with members facing one another support face-to-face discussion and shared materials.

• Straight rows facing the front Straight rows face the front and limit group talk.
• A horseshoe facing only the teacher A horseshoe facing only the teacher limits group discussion.
• Random seats changed during every activity Random seats changed every activity undermine group routines.

Correct answer: Establish accountability, repair harm and plan re-entry. A restorative approach establishes accountability, repairs harm, and plans re-entry.

• Keep the learners permanently separated without discussion. Permanent separation without discussion does not repair harm.
• Increase the penalty until neither learner wishes to speak. Increasing penalties is punitive rather than restorative.
• Ignore the incident once ordinary lessons resume. Ignoring the incident leaves the harm unaddressed.

Correct answer: You began promptly and checked each step carefully. “You began promptly and checked each step carefully” names exactly what the learner did, which is behaviour-specific praise.

• You are clearly the most talented learner in the group. Praising talent focuses on the person rather than a behaviour.
• This whole class has been generally good today. Generic praise for the whole class does not identify a behaviour.
• Well done, whatever it was that you were doing. “Whatever it was” names no behaviour at all.

Correct answer: Use proximity or a private cue before escalation. Proximity or a private cue is a minimal, non-disruptive first response to low-level off-task behaviour.

• Stop the class and issue a public warning. A public warning disrupts the whole class for a minor first event.
• Remove the learner immediately from the room. Removal from the room is excessive for a first, minor event.
• Assign a written punishment before speaking privately. Assigning a written punishment before speaking privately is disproportionate.

Correct answer: Teach, practise and cue a brief transition routine. Teaching, practising, and cueing a brief transition routine makes transitions quicker and more predictable.

• Increase homework until learners become more organised. More homework does not teach a transition routine.
• Change the transition procedure every week. Changing the routine weekly prevents it from becoming habitual.
• Wait for learners to discover a routine independently. Waiting for learners to discover a routine wastes lesson time.

Correct answer: refine conceptual reasoning through peer discussion Answering, discussing with peers, and answering again (peer instruction) is meant to refine conceptual reasoning.

• secure unrestricted consensus before marking The aim is not to force unrestricted consensus before marking.
• reward the fastest answer in each group The aim is not to reward the fastest answer.
• eliminate independent thinking before discussion Individual thinking comes first and is not removed.

Correct answer: differentiated instruction Keeping the same outcome while giving temporary supports such as sentence starters and organisers is differentiated instruction.

• ability tracking Ability tracking places learners in fixed groups or classes by ability.
• curriculum replacement Curriculum replacement changes the learning outcome itself.
• grade acceleration Grade acceleration moves a learner ahead to a higher grade.

Correct answer: predict-observe-explain Predicting, observing, and then explaining is the predict–observe–explain (POE) strategy.

• question-answer review A question-and-answer review checks recall after teaching and lacks the prediction step.
• read-copy-recall Read–copy–recall is a memorisation routine.
• listen-repeat-practise Listen–repeat–practise is a rehearsal routine.

Correct answer: Vary length, control other conditions and repeat trials. A fair test varies one factor (length), controls other conditions, and repeats trials to improve reliability.

• Change both length and mass during each trial. Changing both length and mass confounds the result.
• Conduct one trial for each selected length. One trial per length gives unreliable results.
• Change the release angle with every new length. Changing the release angle with each length also confounds the result.

Correct answer: reciprocal teaching Predicting, questioning, clarifying, and summarising while gradually taking over the roles is reciprocal teaching.

• concept mapping Concept mapping builds diagrams of relationships between ideas.
• programmed instruction Programmed instruction uses stepwise, self-paced materials.
• didactic teaching Didactic teaching is teacher-led transmission of content.

Correct answer: Model explicitly, guide practice, then supervise independence. For novices learning a safety-critical procedure, model explicitly, guide practice, then supervise independence (gradual release).

• Begin with independent performance before any demonstration. Independent performance before any demonstration is unsafe for novices.
• Use open exploration and discuss safety after errors occur. Discussing safety only after errors is unacceptable in a safety-critical task.
• Rely on peer discovery without modelling the procedure. Peer discovery without modelling risks errors and accidents.

Correct answer: Concept-attainment teaching Giving examples and non-examples, letting learners infer the defining attributes, and naming the concept afterwards is concept-attainment teaching.

• Advance-organiser teaching Advance organisers give learners an overview before the new content.
• Mastery learning Mastery learning uses staged units with feedback until a standard is reached.
• Direct explanation Direct explanation states the concept at the start.

Correct answer: Socratic questioning Repeatedly asking for evidence, assumptions, and counter-evidence is Socratic questioning.

• Expository lecture Expository lecture is mainly the teacher telling.
• Repetitive drill Repetitive drill is repeated practice of a skill.
• Silent demonstration Silent demonstration shows a procedure without questioning.

Correct answer: Design a school waste-audit plan from collected data. Designing a waste-audit plan from collected data requires learners to investigate a real problem, which makes the task authentic.

• Classify sample waste items using a supplied key. Classifying items with a supplied key is a routine, low-level task.
• Recall the textbook definition of waste management. Recalling a definition does not require investigation.
• Copy a model diagram of a recycling process. Copying a model diagram does not require investigation.

Correct answer: Place the explanatory labels beside the relevant parts. Placing labels beside the relevant parts removes the split-attention problem and the need to search between pages.

• Pre-teach all definitions before showing the diagram. Pre-teaching definitions does not remove the search between facing pages.
• Add a second worked example after the diagram. A second worked example adds material but does not fix the split layout.
• Provide narration together with the complete written text. Narration with the complete written text adds redundancy and does not address split attention.

Correct answer: scenario-based planning Preparing optimistic, expected, and adverse projections before deciding is scenario-based planning.

• benchmarking Benchmarking compares performance with other organisations or standards.
• zero-based budgeting Zero-based budgeting justifies every expense from zero.
• routine scheduling Routine scheduling is day-to-day timetabling, not planning under uncertainty.

Correct answer: Keep the stakeholder satisfied without excessive detail. A stakeholder with high influence but low interest should be kept satisfied without overloading them with detail (power–interest grid).

• Communicate only through broad public messages. Broad public messages alone do not keep an influential stakeholder satisfied.
• Manage the stakeholder closely through daily consultation. Daily consultation suits stakeholders with both high influence and high interest.
• Exclude the stakeholder until active interest develops. Excluding an influential stakeholder risks losing their support.

Correct answer: Prioritise the safety risk despite the equal score. An irreversible learner-safety consequence outweighs a recoverable delay, so the safety risk should be prioritised despite the equal score.

• Treat the risks identically because their scores match. Treating them identically ignores differences in severity and reversibility.
• Prioritise the scheduling risk because it is readily quantified. Ease of quantification is not a reason to prioritise a less serious risk.
• Use the numerical score as the only decision criterion. A numerical score should not be the only decision criterion.

Correct answer: Weekly follow-up completion rate The weekly follow-up completion rate is an early, controllable measure of implementation that predicts later reductions in absence.

• Annual pass percentage among enrolled learners Annual pass percentage is a lagging outcome and not specific to absenteeism.
• Later college-entry rate among former pupils Later college-entry rate is a distant outcome.
• Year-end chronic-absence reduction rate Year-end chronic-absence reduction is a lagging result, not a leading indicator.

Correct answer: Develop alternative scenarios with predefined decision triggers. Alternative scenarios with predefined decision triggers let planners respond as the uncertainty resolves.

• Use a weighted average and commit all resources immediately. Committing all resources immediately to a weighted average ignores the risk of being wrong.
• Plan for the best case and retain only a small reserve. Planning for the best case with a small reserve leaves the district exposed.
• Delay all planning until future enrolment becomes certain. Delaying all planning until enrolment is certain is impractical.

Correct answer: Compare expected priority gains against required resource cost. Comparing expected gains in priority areas against the resources required supports efficient allocation while keeping educational priorities in view.

• Rank interventions by expected effect without considering cost. Ignoring cost can use up the budget on one intervention.
• Fund the intervention serving the greatest number of people. The number of people served ignores effectiveness and cost.
• Select the intervention with the most predictable result. Predictability alone ignores both benefit and cost.

Correct answer: The project completion date moves three days later. An activity on the critical path has zero float, so a delay pushes the project completion date later by the same amount unless corrective action is taken.

• A non-critical activity automatically absorbs the delay. Non-critical activities do not automatically absorb a delay on the critical path.
• Project duration remains unchanged because float is shared. Float belongs to non-critical activities; the critical path has none to share.
• Only the project budget changes, not its completion date. A delay to a critical activity affects the completion date, not only the budget.

Correct answer: Raise benchmark attainment to 68% by March. “Raise benchmark attainment to 68% by March” has a specific target and a deadline, so it is measurable.

• Improve overall reading achievement substantially by March. “Substantially” is vague and cannot be checked.
• Encourage more learners to engage actively in reading. “Encourage more learners” has no target or measure.
• Make the school reading programme more effective this year. “More effective” has no target or measure.

Correct answer: Delegate authority with agreed outcomes and review points. Delegating authority with agreed outcomes and review points shares leadership while keeping accountability and coherence.

• Grant broad autonomy without reporting expectations. Broad autonomy without reporting expectations weakens accountability.
• Invite staff input while retaining every decision centrally. Inviting input but keeping every decision central is consultation, not distributed leadership.
• Rotate leadership roles regardless of relevant expertise. Rotating roles regardless of expertise can put people in roles they are not ready for.