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By Pak Guru Wali
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Get instant insights and key takeaways from this YouTube video by Pak Guru Wali.
UKPPG 2025 Practice Module 1 Topics
š This session covers practice questions for the UKPPG 2025 Module 1, focusing on four key pedagogical concepts: Understanding by Design (UBD), Differentiated Instruction, Teaching at the Right Level (TaRL), and Culturally Responsive Teaching (CRT).
š The session presents 20 multiple-choice questions across these four topics to familiarize participants with the exam format before official registration opens.
š Participants are encouraged to review previous material and practice writing case studies while waiting for the registration announcement.
Understanding by Design (UBD)
šÆ The first step in UBD planning is determining the learning objectives (Question 1).
ā©ļø UBD is also known as Backward Design, starting with the desired end results before planning assessments and instruction (Question 2).
š§ The primary goal of UBD is to build deep conceptual understanding, rather than mere memorization or test scores (Question 4).
š ļø Authentic assessments compatible with UBD principles include practical outputs like projects creating real products (Question 5).
Differentiated Instruction
š¤ Differentiation aims to meet the diverse learning needs of students by tailoring the learning process (Question 6).
š Content differentiation involves providing varied materials based on student readiness levels (Question 7).
š« A one-way lecture is not considered a strategy for process differentiation, as it doesn't account for varied learning styles (Question 8).
š Differentiated instruction is fundamentally based on three aspects: readiness, interest, and learning profile (Question 10).
Teaching at the Right Level (TaRL)
šÆ The core purpose of TaRL is to adjust instruction to the student's current level of ability, irrespective of their formal grade level (Question 11, 13).
š A crucial initial step in implementing TaRL is conducting a pre-assessment (initial assessment) to gauge actual student capabilities (Question 12).
š Activities and lesson plans in TaRL must be designed based directly on the results of the initial assessment to ensure relevance (Question 15).
Culturally Responsive Teaching (CRT)
š CRT is an instructional approach that highly values the cultural background of the students as a strength in the learning process (Question 16).
šļø A key application of CRT is the integration of local culture into the learning materials and context (Question 17).
š”ļø Applying CRT principles helps students develop their identity and self-confidence, increasing active participation (Question 19).
š CRT aligns with deep learning by providing space for the expression of student culture and real-life experiences (Question 20).
Key Points & Insights
ā”ļø Always determine learning objectives first when planning instruction, as this guides subsequent assessment and activity design.
ā”ļø Backward Design (UBD) ensures assessments are aligned with intended outcomes from the beginning.
ā”ļø For effective differentiation, focus on adapting instruction based on student readiness, interest, and profile, not simply standardizing content.
ā”ļø Initial Assessment (TaRL) is vital; instruction must be tailored to where the student *is* currently, not just what grade they belong to.
šø Video summarized with SummaryTube.com on Nov 21, 2025, 06:35 UTC
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Full video URL: youtube.com/watch?v=eGTeGSzbWdM
Duration: 18:49
Get instant insights and key takeaways from this YouTube video by Pak Guru Wali.
UKPPG 2025 Practice Module 1 Topics
š This session covers practice questions for the UKPPG 2025 Module 1, focusing on four key pedagogical concepts: Understanding by Design (UBD), Differentiated Instruction, Teaching at the Right Level (TaRL), and Culturally Responsive Teaching (CRT).
š The session presents 20 multiple-choice questions across these four topics to familiarize participants with the exam format before official registration opens.
š Participants are encouraged to review previous material and practice writing case studies while waiting for the registration announcement.
Understanding by Design (UBD)
šÆ The first step in UBD planning is determining the learning objectives (Question 1).
ā©ļø UBD is also known as Backward Design, starting with the desired end results before planning assessments and instruction (Question 2).
š§ The primary goal of UBD is to build deep conceptual understanding, rather than mere memorization or test scores (Question 4).
š ļø Authentic assessments compatible with UBD principles include practical outputs like projects creating real products (Question 5).
Differentiated Instruction
š¤ Differentiation aims to meet the diverse learning needs of students by tailoring the learning process (Question 6).
š Content differentiation involves providing varied materials based on student readiness levels (Question 7).
š« A one-way lecture is not considered a strategy for process differentiation, as it doesn't account for varied learning styles (Question 8).
š Differentiated instruction is fundamentally based on three aspects: readiness, interest, and learning profile (Question 10).
Teaching at the Right Level (TaRL)
šÆ The core purpose of TaRL is to adjust instruction to the student's current level of ability, irrespective of their formal grade level (Question 11, 13).
š A crucial initial step in implementing TaRL is conducting a pre-assessment (initial assessment) to gauge actual student capabilities (Question 12).
š Activities and lesson plans in TaRL must be designed based directly on the results of the initial assessment to ensure relevance (Question 15).
Culturally Responsive Teaching (CRT)
š CRT is an instructional approach that highly values the cultural background of the students as a strength in the learning process (Question 16).
šļø A key application of CRT is the integration of local culture into the learning materials and context (Question 17).
š”ļø Applying CRT principles helps students develop their identity and self-confidence, increasing active participation (Question 19).
š CRT aligns with deep learning by providing space for the expression of student culture and real-life experiences (Question 20).
Key Points & Insights
ā”ļø Always determine learning objectives first when planning instruction, as this guides subsequent assessment and activity design.
ā”ļø Backward Design (UBD) ensures assessments are aligned with intended outcomes from the beginning.
ā”ļø For effective differentiation, focus on adapting instruction based on student readiness, interest, and profile, not simply standardizing content.
ā”ļø Initial Assessment (TaRL) is vital; instruction must be tailored to where the student *is* currently, not just what grade they belong to.
šø Video summarized with SummaryTube.com on Nov 21, 2025, 06:35 UTC
Find relevant products on Amazon related to this video
As an Amazon Associate, we earn from qualifying purchases

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