PPR Review Questions

One day a week, a middle school social studies teacher holds a class discussion on a current event. To prepare students for the discussion, the teacher sends home an article and a list of online sites related to the topic. The teacher also suggests that students watch the news for additional information regarding the issue. Which of the following is a primary benefit of the teacher's actions? A. Accommodating students' differing access to resources B. Using student diversity to enhance and guide learning C. Providing instruction to support learning goals and objectives D. Differentiating instruction for students' varying reasoning abilities

A. Accommodating students' differing access to resources

Mr. Wylie, a seventh-grade Texas history teacher, is planning a unit to help his students understand the structure and functions of government as created by the Texas Constitution. To address the objective, he plans to have pairs of students work together to interview a city official. He gives students the following handout that provides a timeline of activities for student pairs to perform during the project. Straight From the Source: Learning About Our City Government Day 1 Brainstorm a list of ten to fifteen possible questions to ask a city official to help you learn how the Texas Constitution affects decisions that city officials make every day. The questions should elicit a variety of answers. Day 2 Share your list of potential questions in small groups to get feedback. Revise your questions. Day 3 Practice your interview using role-playing with at least two different members of the class (other than your partner). Take turns as the interviewer, asking your questions and taking notes. Day 4 Use your experiences from Day 3 to reflect on the quality and scope of your questions. Refine your list of questions based on your reflection. Day 5 Conduct yourself appropriately during the interview and take good notes. Write a summary of the information you learned from your interview. Day 6 Make a brief oral presentation to the class to share what you learned. PART 2 In preparing for the interviews, Mr. Wylie develops a list of officials who have an office in the city hall building. Then he contacts the officials to determine if they are interested in the project and their availability for interviews. Which of the following is a primary purpose of providing the handout? A. Clarifying expectations of the students regarding the learning activities B. Differentiating instruction for the learning activities for students of multiple ability levels C. Involving the students in creating an assessment for the learning activities D. Increasing students' ownership by providing a choice of learning activities

A. Clarifying expectations of the students regarding the learning activities

Which of the following strategies employed by a middle school teacher best conveys high expectations to students? A. Communicating consistently to students that they have the skills and support necessary to succeed B. Requiring students to complete extended homework assignments on the weekend C. Implementing an accelerated curriculum to move students beyond grade-level work D. Offering extrinsic motivators frequently to encourage student achievement and critical-thinking skills

A. Communicating consistently to students that they have the skills and support necessary to succeed Option (A) is correct because research indicates that verbal motivators help convey high expectations and elicit student achievement. Option (B) is incorrect because requiring extended homework assignments only increases the quantity of work; the teacher will need to address the quality of work in order to convey high expectations. Option (C) is incorrect because expecting all students to work beyond grade level may be unrealistic and may create frustration. Option (D) is incorrect because intrinsic motivators have been shown to be more effective than extrinsic motivators in conveying high expectations.

Before students begin their research, Ms. Soto posts the broad mathematics goal on the chalkboard. The following is the class discussion. Ms. Soto: OK, I have written the mathematics goal on the board, "To practice estimation skills." We completed an estimation unit about a week ago. We used a jar of jelly beans to start out the unit... does anyone remember what estimating is in measurement? Corey: It's when you figure how much something weighs or how many things there are, or something like that. I mean, not exactly how much, but around how much. Ms. Soto: Yes, that's correct. You give an educated guess. We estimated how many jelly beans were in a jar based on the size of the jar and the size of the jelly beans. Now, for our research, we are going to use estimation to help others understand the size of the animal based on things that we already know. For example, let's look at this science textbook. We don't know how much it weighs, but what can you tell me about its weight? [No one volunteers to answer the question.] Well, let's see, is the textbook heavier or lighter than this magazine? Several students: Heavier! Ms. Soto: Good! Now what's another question you could ask to help us estimate its weight? Amanda: You could ask if it's heavier or lighter than a student dictionary, and it's lighter. [The conversation continues, and students practice estimating the relative heights and volumes of different objects.] Ms. Soto: So for each of the endangered animals you research, you will be responsible for helping us understand its height and weight in terms of estimation based on things that we already know. For example, an African elephant can weigh more than four tons and stand twelve feet tall. In terms that we can understand, that's the weight of three average-sized cars and the height of a tall man standing on the shoulders of another tall man. Ms. Soto mentions the jelly bean activity primarily to do which of the following? A. Connect ideas to prior knowledge B. Relate the project to real life C. Stimulate critical thinking D. Encourage visual learners

A. Connect ideas to prior knowledge

Ms. Tatum is teaching a mathematics unit that is an essential core of the Texas Essential Knowledge and Skills (TEKS). According to the suggested district timeline, she has only one more day to finish teaching the unit; however, based on the students' performance, she requires three additional days to teach the unit. Which of the following is the best practice for addressing the students' needs? A. Continuing with her lesson plans to ensure that the students have the opportunity to complete the entire unit B. Adhering to the district timeline and returning to the unit at the end of the year C. Assigning the additional material from the unit for the students to complete as homework D. Altering the lesson plans by reducing the student-learning objectives for the unit

A. Continuing with her lesson plans to ensure that the students have the opportunity to complete the entire unit Option (A) is correct because completing the lessons in the unit best ensures the students learn the material identified in the TEKS as essential to know. A district timeline is best utilized as a flexible framework, not rigid requirement.

Which of the following teacher strategies best promotes ongoing communication to enhance parental involvement in student learning? A. Creating an accessible class blog to provide parents with a forum for open discussion B. Using graphing software to display class progress to parents at the end of each grading period C. Producing a monthly slide show for parents of student work samples and class projects D. Establishing an educational social networking site for parents

A. Creating an accessible class blog to provide parents with a forum for open discussion

In a middle school classroom, which of the following methods for returning graded papers most effectively and appropriately maximizes instructional time? A. Distributing graded assignments quietly while students complete seat work B. Calling students up to the front of the classroom to pick up graded assignments C. Assigning a trustworthy student to hand out graded assignments during class D. Returning graded assignments during the last few minutes of the class while students wait

A. Distributing graded assignments quietly while students complete seat work

Which of the following steps should a high school teacher take first when introducing procedures at the beginning of the year? A. Explaining the details of the procedures B. Correcting misunderstandings about the procedures C. Reinforcing effective use of the procedures D. Practicing the procedures regularly with the class

A. Explaining the details of the procedures Option (A) is correct because at this age level the details of the procedures should be explained before actually practicing the procedures. Options (B), (C), and (D) are incorrect because while these steps are important, the students must understand the procedures first.

A high school student expresses political and religious views during class and often asks career-oriented questions. The student is most likely in which of the following stages of Erikson's stages of psychosocial development? A. Identity versus role confusion B. Industry versus inferiority C. Trust versus mistrust D. Ego integrity versus ego despair

A. Identity versus role confusion the identity versus role confusion stage, development primarily depends on what a person does. Adolescents begin to develop a strong affiliation and devotion to ideals, causes, and friends. Option (B) is incorrect because at the industry versus inferiority stage, a child's most significant relationships are within the school and neighborhood. Parents are no longer the complete authorities they once were, although they are still important. Option (C) is incorrect because at the trust versus mistrust stage, major emphasis is on a parent's nurturing ability and care of their young child, especially in terms of visual contact and touch. Option (D) is incorrect because the ego integrity versus ego despair stage is the last stage of development, when older adults look back and examine their life.

Which of the following is a general education teacher's primary responsibility in teaching special education students? A. Implementing modifications for students according to their Individualized Education Program (IEP) B. Identifying academic and behavioral goals for each student according to the results of a comprehensive evaluation C. Planning and coordinating annual Admission Review and Dismissal (ARD) meetings for each student D. Providing all modifications that the teacher believes are necessary to help each student succeed in class

A. Implementing modifications for students according to their Individualized Education Program (IEP) all teachers working with a student are required by law to follow the student's IEP. Option (B) is incorrect because the entire ARD committee is responsible for creating the educational goals for each student with special needs. Option (C) is incorrect because the annual ARD meeting is coordinated by the student's assigned special education teacher, in conjunction with the campus coordinator. Option (D) is incorrect because teachers cannot select certain modifications to implement; they must implement all modifications identified in a student's IEP.

A teacher would like to create a more collaborative environment in the classroom but does not know how to implement strategies to do so. Which of the following would be the best first step in developing more collaboration? A. Observing another teacher who effectively implements collaborative activities on a regular basis B. Grouping the students by various learning styles to promote more collaboration C. Consulting with the administrator to enlist suggestions for improving the level of collaboration in the classroom D. Discussing the goals with the school guidance counselor to learn more about the psychology behind grouping students

A. Observing another teacher who effectively implements collaborative activities on a regular basis

An elementary school teacher presents a lesson in which students write a positive statement about each of their classmates. Which of the following is a primary purpose of the activity? A. Promoting a respectful learning environment B. Fostering equitable achievement C. Developing skills for self-directed learning D. Integrating the use of goal setting

A. Promoting a respectful learning environment

After meeting with her mentor teacher, Ms. Galloway devises a folder system for student work. Each student is given a record sheet stapled inside a folder for keeping all lab work together during the semester. The folders are kept in boxes on a table in the back of the classroom, with each class having its own in-box and out-box. When lab notes and reports are ready for Ms. Galloway to review, students place their folders in the in-box. After Ms. Galloway looks through a folder and notes any problems, she places the folder in the out-box. Students pick up their folders as soon as they enter the classroom and place them in the appropriate box at the end of the period. The following is part of a record sheet from one student's folder. The feedback provided by Ms. Galloway, as shown on the record sheet, is primarily effective because it provides A. encouraging support. B. constructive criticism. C. procedural reminders. D. assessment criteria.

A. encouraging support. the teacher is reassuring and positive in both of her comments. Option (B) is incorrect because it is actually the student who writes any criticism of his or her own work. Option (C) is incorrect because the folder itself is about following procedures, but neither of the comments relates to the established procedures. Option (D) is incorrect because assessment criteria are best established by a rubric or checklist. The teacher does not mention anything about assessment in her feedback.

Allows for purposeful selection of student work Promotes self-reflection on accomplishments Provides an emphasis on improvement Encourages meaningful goal setting The listed information best describes A. portfolio assessment. B. objective testing. C. observational assessment. D. performance testing.

A. portfolio assessment.

A class reads a novel about a man who returns to his homeland. The teacher extends the reading by having the students each create a family tree, research their family's homeland, model that country's traditional clothing, and share a food of that country. A primary benefit of including the project in the curriculum is that it A. promotes acceptance of and respect for students' diverse backgrounds. B. adapts materials and instruction to address students' varied learning styles. C. communicates the teacher's enthusiasm and high academic expectations. D. provides instruction that is responsive to cultural and socioeconomic differences.

A. promotes acceptance of and respect for students' diverse backgrounds. Option (A) is correct because, according to research, this activity helps students become more accepting of the foods, clothing, and history of different cultures. Option (D) is incorrect because all of the students must complete the same assignment, and parts of the activity could actually be difficult for a student whose family cannot afford to supply the food and clothing that the assignment requires.

An intermediate-level English-language learner (ELL) in a middle school class is having difficulty with writing. When responding to short-answer questions, the student writes with little detail and with frequent errors. To best support the student, the teacher should A. provide simple sentence stems. B. provide a minilesson on paraphrasing text. C. allow the ELL to use recently memorized phrases. D. allow the ELL to analyze genres to learn how to mimic writing features.

A. provide simple sentence stems. Option (A) is correct because a student at the intermediate level whose writing lacks detail and contains frequent errors would benefit from using simple sentence stems provided by the teacher. Use of sentence stems could ensure that the student includes a set number of details, and the stems provide a model that can reduce student errors. Option (B) is incorrect because a student at the intermediate level would have a difficult time coming up with the synonyms needed for paraphrasing. Option (C) is incorrect because it is more appropriate for a beginning-level ELL to use memorized phrases. Option (D) is incorrect because analyzing genres in order to learn how to mimic writing features is more appropriate for an advanced-high level ELL.

Mr. Chan is preteaching intermediate-level English-language learners key content-area vocabulary for an upcoming unit. He begins by telling them the definitions of the words. To most effectively help them comprehend the meanings, Mr. Chan's best next step is to have students A. relate the words to their daily lives. B. create a sentence for each of the words. C. memorize the words and their relevant definitions. D. practice the words with word games and puzzles.

A. relate the words to their daily lives.

Mr. Wylie, a seventh-grade Texas history teacher, is planning a unit to help his students understand the structure and functions of government as created by the Texas Constitution. To address the objective, he plans to have pairs of students work together to interview a city official. He gives students the following handout that provides a timeline of activities for student pairs to perform during the project. Straight From the Source: Learning About Our City Government Day 1 Brainstorm a list of ten to fifteen possible questions to ask a city official to help you learn how the Texas Constitution affects decisions that city officials make every day. The questions should elicit a variety of answers. Day 2 Share your list of potential questions in small groups to get feedback. Revise your questions. Day 3 Practice your interview using role-playing with at least two different members of the class (other than your partner). Take turns as the interviewer, asking your questions and taking notes. Day 4 Use your experiences from Day 3 to reflect on the quality and scope of your questions. Refine your list of questions based on your reflection. Day 5 Conduct yourself appropriately during the interview and take good notes. Write a summary of the information you learned from your interview. Day 6 Make a brief oral presentation to the class to share what you learned. PART 2 In preparing for the interviews, Mr. Wylie develops a list of officials who have an office in the city hall building. Then he contacts the officials to determine if they are interested in the project and their availability for interviews. A primary benefit of creating the list of people to interview is that it will facilitate A. scheduling to maximize learning opportunities. B. planning experiences for students to practice problem solving. C. sequencing of learning activities in a logical way. D. improving students' understanding of the unit's content material.

A. scheduling to maximize learning opportunities. Option (A) is correct because creating a list and contacting city officials to schedule interviews will allow students to spend as much time as possible in an interview learning from an expert. The advance notice will allow the officials to prepare thoughtful and appropriate responses. Option (B) is incorrect because practicing problem solving would occur when the students are engaged in problem-solving tasks, not when the teacher is creating a logistical plan for the students. Option (C) is incorrect because sequencing learning activities in a logical way is accomplished by the teacher's lesson plans, not by the teacher's logistical plans for the interviews. Option (D) is incorrect because student understanding will develop from the interview, not from the list of people to interview.

After the groups have compiled their research, students are to choose and present relevant facts. Ms. Soto brings them to the school computer lab to give them time to create their group slide shows. Before having the students begin their assignment, Ms. Soto reviews how to create a slide show with the students. After their group presentations, students are given an assignment that will count as their final assessment for the unit. They are to choose one endangered animal from their group and compose song lyrics to the tune of a nursery rhyme or popular song. The song lyrics should describe the animal. The best reason for incorporating the slide show portion into the unit is to have students A. use productivity tools to communicate information. B. gain experience using new computer software. C. work collaboratively to ensure understanding. D. access information from electronic sources.

A. use productivity tools to communicate information. the teacher wants the students to share what they have learned about endangered animals with the class. By using slide show software to display their information, the teacher uses an appropriate electronic software tool to achieve her goal.

At the beginning of the school year, a middle school science teacher presents a lesson demonstrating safe practices in the science lab. Which of the following activities is the most effective informal assessment of the lesson? A. Asking students to record laboratory safety notes in their science journals B. Allowing students to explore safety equipment at various laboratory stations C. Having students match laboratory safety rules to the explanations of the rules D. Observing students' use of laboratory tools as they complete a simple experiment

B. Allowing students to explore safety equipment at various laboratory stations Option (B) is correct because allowing students to explore safety equipment is an effective way to actively engage them while informally assessing their mastery of safe practices. Option (A) is incorrect because students learn better if they have a chance to participate in guided practice than if they just copy notes into a journal. Option (C) is incorrect because students cannot perform a matching activity until they have mastery of the concepts. Option (D) is incorrect because while watching students conduct an experiment may be a way to assess their knowledge of some tools, for safety purposes, the teacher should ensure that the students know how to use all the tools properly before doing their first experiment.

Mr. Marin, a middle school teacher, wants to establish a productive learning environment for his students. Which of the following should Mr. Marin focus on first? A. Helping his students make decisions about their future academic plans and their careers B. Developing a feeling of trust between the students and the teacher C. Communicating with administrators about his students' needs D. Assessing his students' ability to apply concrete thinking and conflict resolution skills

B. Developing a feeling of trust between the students and the teacher trust is one of the key components in building a productive learning environment. By developing trust, the teacher can help establish a safe learning environment and increase student productivity, which is especially important for middle school students.

Su-Mei, a high school English-language learner, is at an intermediate level of English-language proficiency. She can communicate and understand a wide range of everyday topics but has difficulty understanding complex content material in class lectures. Which of the following strategies is the most appropriate for her teachers to use to help her comprehend academic content? A. Assigning supplemental homework based on content material B. Discussing learning objectives at the beginning and end of class C. Modeling the use of inferential skills to develop prediction skills D. Monitoring progress through observation during group work

B. Discussing learning objectives at the beginning and end of class discussing learning objectives before the lesson focuses the English-language learner on what she needs to learn, and restating them after the lesson helps recap for the student what she should have learned from the lesson.

After meeting with her mentor teacher, Ms. Galloway devises a folder system for student work. Each student is given a record sheet stapled inside a folder for keeping all lab work together during the semester. The folders are kept in boxes on a table in the back of the classroom, with each class having its own in-box and out-box. When lab notes and reports are ready for Ms. Galloway to review, students place their folders in the in-box. After Ms. Galloway looks through a folder and notes any problems, she places the folder in the out-box. Students pick up their folders as soon as they enter the classroom and place them in the appropriate box at the end of the period. The following is part of a record sheet from one student's folder. Which of the following is a primary purpose of the teacher's comment section on the record sheet? A. Extending student knowledge through questioning B. Facilitating individual communication with students C. Promoting equitable opportunities for student learning D. Providing examples to clarify student expectations

B. Facilitating individual communication with students

Mr. Wylie, a seventh-grade Texas history teacher, is planning a unit to help his students understand the structure and functions of government as created by the Texas Constitution. To address the objective, he plans to have pairs of students work together to interview a city official. He gives students the following handout that provides a timeline of activities for student pairs to perform during the project. Straight From the Source: Learning About Our City Government Day 1 Brainstorm a list of ten to fifteen possible questions to ask a city official to help you learn how the Texas Constitution affects decisions that city officials make every day. The questions should elicit a variety of answers. Day 2 Share your list of potential questions in small groups to get feedback. Revise your questions. Day 3 Practice your interview using role-playing with at least two different members of the class (other than your partner). Take turns as the interviewer, asking your questions and taking notes. Day 4 Use your experiences from Day 3 to reflect on the quality and scope of your questions. Refine your list of questions based on your reflection. Day 5 Conduct yourself appropriately during the interview and take good notes. Write a summary of the information you learned from your interview. Day 6 Make a brief oral presentation to the class to share what you learned. PART 2 In preparing for the interviews, Mr. Wylie develops a list of officials who have an office in the city hall building. Then he contacts the officials to determine if they are interested in the project and their availability for interviews. Which of the following best describes Mr. Wylie's role during the interview day? A. Content specialist B. Facilitator C. Interview director D. Evaluator

B. Facilitator

According to Piaget, which of the following is the last stage of cognitive development? A. Preoperational stage B. Formal operational stage C. Sensorimotor stage D. Concrete operational stage

B. Formal operational stage according to Piaget's stages of cognitive development, the expected order of development is sensorimotor, preoperational, concrete operational, and formal operational, respectively.

Because Matthew is a student who is struggling in mathematics, his teacher schedules a conference with his parents. Which of the following is the best way for the teacher to begin the conference? A. Discussing Matthew's low mathematics grades and better ways for him to study B. Identifying Matthew's strengths in other subjects before addressing his mathematics grades C. Discussing Matthew's mathematics grades and study habits from previous years D. Identifying Matthew's weaknesses in mathematics based on a recent mathematics exam

B. Identifying Matthew's strengths in other subjects before addressing his mathematics grades always open on a positive note

Mr. Wylie, a seventh-grade Texas history teacher, is planning a unit to help his students understand the structure and functions of government as created by the Texas Constitution. To address the objective, he plans to have pairs of students work together to interview a city official. He gives students the following handout that provides a timeline of activities for student pairs to perform during the project. Straight From the Source: Learning About Our City Government Day 1 Brainstorm a list of ten to fifteen possible questions to ask a city official to help you learn how the Texas Constitution affects decisions that city officials make every day. The questions should elicit a variety of answers. Day 2 Share your list of potential questions in small groups to get feedback. Revise your questions. Day 3 Practice your interview using role-playing with at least two different members of the class (other than your partner). Take turns as the interviewer, asking your questions and taking notes. Day 4 Use your experiences from Day 3 to reflect on the quality and scope of your questions. Refine your list of questions based on your reflection. Day 5 Conduct yourself appropriately during the interview and take good notes. Write a summary of the information you learned from your interview. Day 6 Make a brief oral presentation to the class to share what you learned. PART 2 In preparing for the interviews, Mr. Wylie develops a list of officials who have an office in the city hall building. Then he contacts the officials to determine if they are interested in the project and their availability for interviews. The project develops students' higher-order thinking skills primarily by promoting which of the following? A. Problem solving B. Inquiry learning C. Community involvement D. Multisensory learning

B. Inquiry learning Option (B) is correct because students have to develop a variety of questions to ask during the interview. Developing questions, especially open-ended questions, will promote students' higher-level thinking about the subject matter. Option (A) is incorrect because students are only learning about government. They are not being asked to attempt to solve any political or societal issues. Option (C) is incorrect because higher-order thinking is not achieved through the community involvement part of the project. Option (D) is incorrect because using multiple senses while preparing for and conducting the interview does not promote higher-level thinking skills.

Ms. Stevenson: Minh, I saw you at the football game last Friday. Did you have a good time? Minh: Yes, I am liking American football. I am liking every sports. Ms. Stevenson: You should join a team here at school. Minh: I am studying. Ms. Stevenson: Oh, I see. Well, I hope you'll get some free time soon. Minh: I hoping. During the conversation with Minh, Ms. Stevenson primarily uses which of the following techniques to create a productive classroom environment? A. Conveying her enthusiasm for continued learning B. Interacting with her students on a personal level C. Relating her instruction to everyday experiences D. Encouraging her students to respect the community

B. Interacting with her students on a personal level

Ms. Soto, a fourth-grade teacher, begins a unit about endangered animals with her class. Read the following excerpt from the student assignment sheet. Our Precious Animals Goals: Mathematics: To practice estimation skills by writing estimation statements about the endangered animals Science: To understand factors that contribute to the endangerment of animals Social Studies: To learn about various world cultures and land formations English/Language Arts: To incorporate research into a concise computer-based slide show and to write song lyrics There are hundreds of endangered animals in our country alone and many more around the world. Over the next three weeks, we will be studying such endangered animals. You will be assigned to a group of 3-4 students and to a specific region of the world. Each group will be asked to research ten animals within the group's assigned region that are considered endangered and present the information to the class. Which of the following terms best characterizes the project described? A. Culminating B. Interdisciplinary C. Multicultural D. Kinesthetic

B. Interdisciplinary

Ms. Stevenson: Minh, I saw you at the football game last Friday. Did you have a good time? Minh: Yes, I am liking American football. I am liking every sports. Ms. Stevenson: You should join a team here at school. Minh: I am studying. Ms. Stevenson: Oh, I see. Well, I hope you'll get some free time soon. Minh: I hoping. Minh's speech can best be classified as being at which of the following English-language proficiency levels? A. Beginning B. Intermediate C. Advanced D. Advanced-high

B. Intermediate Minh demonstrates an intermediate level of English-language proficiency. He is able to communicate simple messages with basic vocabulary. He speaks using limited grammatical structures, with several errors that may inhibit understanding. Option (A) is incorrect because a student at the beginning level of English-language proficiency speaks using single words and short memorized phrases. Minh is able to participate in a basic conversation, so he is not at the beginning level. Option (C) is incorrect because a student at the advanced level of English-language proficiency can communicate using all the tenses and can use abstract terminology. During the dialogue, Minh does not use different verb tenses correctly. Option (D) is incorrect because a student at the advanced-high level of English-language proficiency has a knowledge of grammar that is nearly comparable to that of a native speaker.

When conducting a class discussion, a high school teacher makes eye contact with individual students and listens intently to their responses. Which of the following classroom management techniques does the teacher's conduct best exemplify? A. Redirecting student focus B. Modeling desired behaviors C. Monitoring student behavior D. Enforcing desired expectations

B. Modeling desired behaviors

Which of the following classroom management approaches for high school students is based on Skinner's theory of operant conditioning? A. Providing breakfast for students to help them pay attention better in class B. Praising students who are on task while correcting students who are off task C. Creating collaborative groups for students to assist one another in learning D. Developing hands-on activities to promote the highest level of engagement

B. Praising students who are on task while correcting students who are off task

After the groups have compiled their research, students are to choose and present relevant facts. Ms. Soto brings them to the school computer lab to give them time to create their group slide shows. Before having the students begin their assignment, Ms. Soto reviews how to create a slide show with the students. After their group presentations, students are given an assignment that will count as their final assessment for the unit. They are to choose one endangered animal from their group and compose song lyrics to the tune of a nursery rhyme or popular song. The song lyrics should describe the animal. Which of the following will best ensure that Ms. Soto clearly explains the directions for the slide show assignment? A. Giving students two minutes to discuss the assignment with a partner B. Providing a visual example of a completed assignment C. Asking each student to write his or her understanding of the assignment D. Restating the goal of the assignment after discussing the directions

B. Providing a visual example of a completed assignment

Claire is a 10-year-old student who is unable to focus on any academic task for more than a couple of minutes at a time. She spends much of her work time tapping her pencil, bothering others, rummaging through her desk, or crawling on the floor. She is currently receiving special education services and has a behavioral intervention plan (BIP). Which of the following is the most appropriate way for the teacher to seek support in teaching Claire how to better manage her behaviors? A. Encouraging Claire's parents to initiate a system at home that will reward Claire for appropriate behaviors B. Requesting that Claire's behaviors be reevaluated by an Admission Review Dismissal (ARD) committee C. Meeting with colleagues to study case histories related to behavior management D. Consulting with the school nurse to learn about attention-deficit/hyperactivity disorder (ADHD)

B. Requesting that Claire's behaviors be reevaluated by an Admission Review Dismissal (ARD) committee requesting that the ARD committee study Claire's current behaviors will determine if the BIP needs to be modified. Since the ARD committee is responsible for establishing the educational needs of students with special needs, it is most appropriate to work with them to better support the student.

A teacher finds a cell phone after students have left class. Which of the following is the most ethical way for the teacher to handle the situation? A. Turning off the phone and returning it the following day B. Taking the phone to the school office as soon as possible C. Asking other students if they know who owns the phone D. Searching for information on the phone to determine the owner

B. Taking the phone to the school office as soon as possible

While grading students' research projects, a teacher observes that many of the students document unreliable Internet sources. To best ensure students use the most reliable sources, the teacher should provide students with A. Internet sites that list basic technology terms and concepts. B. a list of several school-subscribed Web sites. C. Web sites that provide examples of correct references. D. names of widely used Internet search engines.

B. a list of several school-subscribed Web sites. by providing students with a list of school-subscribed Internet sources, the teacher is giving students examples of reliable, reputable sources to use for their research. Option (C) is incorrect because Web sites that provide examples of correct references will assist students with learning the correct format for citing sources but will not necessarily help them understand how to identify reputable sources.

A fourth-grade teacher reviews whole-number place value before introducing decimal place value. It is evident that four students still struggle with the concept of whole-number place value. The teacher's best approach is to A. continue with the lesson plans to avoid deviating from the mathmatics-curriculum timeline. B. adapt the lesson plans to include small-group instruction for those students who have not mastered the concept. C. plan lessons to reteach place-value concepts to the whole class, to review and reinforce students' understanding. D. prepare lessons to teach the next concept during class, and assign practice activities on place value as homework.

B. adapt the lesson plans to include small-group instruction for those students who have not mastered the concept. the teacher responds to the learning needs of the four students by adapting the lesson plan to include small-group instruction on the foundational skill. Adjusting the lesson plan in this way also provides for the needs of the rest of the class because students who understand the foundational skill will remain engaged in lessons that are appropriately challenging.

A teacher allows students in a seventh-grade science class to choose objects from home or from the classroom to use for a demonstration. By allowing the students to choose the objects for the demonstration, the teacher primarily addresses the typical adolescent's developmental need for A. success. B. autonomy. C. acceptance. D. reflection.

B. autonomy. Option (B) is correct because the students will develop a sense of independence as a result of selecting materials for themselves. Option (A) is incorrect because a sense of success is not guaranteed since demonstrations created with their choice of objects may or may not go as planned. Option (C) is incorrect because a sense of acceptance might occur if a demonstration is particularly successful; however, allowing students to choose their objects does not directly address their need for acceptance. Option (D) is incorrect because allowing students to choose the objects does not necessitate a reflection period.

A new elementary school teacher attends a writing workshop that addresses strategies for improving student writing. After the workshop, the teacher can best help students by A. explaining the strategies to parents during parent-teacher conferences. B. incorporating the strategies into current and future lesson plans. C. explaining the strategies to the administrators and other faculty members. D. incorporating the strategies in a reflective teaching journal.

B. incorporating the strategies into current and future lesson plans.

After meeting with her mentor teacher, Ms. Galloway devises a folder system for student work. Each student is given a record sheet stapled inside a folder for keeping all lab work together during the semester. The folders are kept in boxes on a table in the back of the classroom, with each class having its own in-box and out-box. When lab notes and reports are ready for Ms. Galloway to review, students place their folders in the in-box. After Ms. Galloway looks through a folder and notes any problems, she places the folder in the out-box. Students pick up their folders as soon as they enter the classroom and place them in the appropriate box at the end of the period. The following is part of a record sheet from one student's folder. A primary benefit of the folder system is that it A. encourages students to support classroom procedures. B. maximizes time for students' learning. C. promotes a sense of community among students in the classroom. D. incorporates a variety of student learning styles.

B. maximizes time for students' learning. using the folders should save time that can then be utilized for student learning. Option (A) is incorrect because the folder system was Ms. Galloway's idea, so students do not have ownership of it, which would improve their support of the system. Option (C) is incorrect because each student maintains his or her own individual folder, so the new system would not develop a sense of community. Option (D) is incorrect because the folder system works the same for each student.

Offering student choices Incorporating real-world applications Designing appropriately challenging tasks A high school teacher can expect implementation of the listed strategies to primarily increase student A. inquiry. B. motivation. C. responsibility. D. communication.

B. motivation.

A primary benefit of using classroom portfolios for assessment purposes is to A. facilitate comparing students' work to that of their peers. B. provide an opportunity for students to reflect on their progress. C. promote the implementation of cooperative group projects. D. support the application of learning strategies across the curriculum.

B. provide an opportunity for students to reflect on their progress.

Ms. Yan is using a weekly interactive online journal to encourage her middle school students to write about mathematics and to discuss concepts with each other. Students write entries related to one of the topics Ms. Yan has posted. She hopes that the interactive online journal will encourage ongoing dialogue among her students, both online and during class. Ms. Yan is aware that two of her students do not have computers at home, making it difficult for them to complete their weekly interactive online journal assignment. To best address this situation without depriving the two students of important learning opportunities, the teacher should A. exempt them from their weekly journal assignment that requires Internet access to complete. B. provide them with Internet access during the school day to work on their weekly journal assignment. C. allow them to submit their weekly journal assignment on paper. D. allow them an extra day to complete their weekly journal assignment.

B. provide them with Internet access during the school day to work on their weekly journal assignment.

In order to provide the most beneficial feedback to students on their research papers, a teacher should A. provide students with corrective marks on their graded papers. B. schedule individual conferences to address comments and questions. C. return the graded papers and display a graph of the overall class performance. D. return the graded papers and offer students the option to set up a teacher conference.

B. schedule individual conferences to address comments and questions.

Mr. Wylie, a seventh-grade Texas history teacher, is planning a unit to help his students understand the structure and functions of government as created by the Texas Constitution. To address the objective, he plans to have pairs of students work together to interview a city official. He gives students the following handout that provides a timeline of activities for student pairs to perform during the project. Straight From the Source: Learning About Our City Government Day 1 Brainstorm a list of ten to fifteen possible questions to ask a city official to help you learn how the Texas Constitution affects decisions that city officials make every day. The questions should elicit a variety of answers. Day 2 Share your list of potential questions in small groups to get feedback. Revise your questions. Day 3 Practice your interview using role-playing with at least two different members of the class (other than your partner). Take turns as the interviewer, asking your questions and taking notes. Day 4 Use your experiences from Day 3 to reflect on the quality and scope of your questions. Refine your list of questions based on your reflection. Day 5 Conduct yourself appropriately during the interview and take good notes. Write a summary of the information you learned from your interview. Day 6 Make a brief oral presentation to the class to share what you learned. PART 2 In preparing for the interviews, Mr. Wylie develops a list of officials who have an office in the city hall building. Then he contacts the officials to determine if they are interested in the project and their availability for interviews. To best help officials understand the expectations for the interviews, it is most important for Mr. Wylie to explain the A. question-and-answer format the students will use during the students' interviews. B. students' learning objectives to be achieved for the unit. C. lesson format that will be followed after the students' interviews. D. students' varied learning preferences for the unit.

B. students' learning objectives to be achieved for the unit.

A father complained to Ms. Adair, a fifth-grade teacher, about an incident that occurred between his son and another fifth-grade teacher, Ms. Riley. The father feels Ms. Riley has treated his son unfairly. To best maintain her professionalism in the situation, Ms. Adair should A. state her opinion, calm the parent, and report the complaint about Ms. Riley to the principal. B. suggest a conference between the student, the parent, and Ms. Riley. C. discuss the incident, agree with the parent, and advocate the parent's perspective to Ms. Riley. D. defend Ms. Riley's approach to the parent and reprimand the student.

B. suggest a conference between the student, the parent, and Ms. Riley.

After teaching a unit on the War of 1812, a teacher assesses the students' learning by asking them to summarize the war, first as if they were a United States journalist and then as if they were a British government official. Which of the following teaching strategies does the assignment primarily use? A. Providing instructional scaffolding B. Activating prior knowledge C. Exploring multiple perspectives D. Promoting student choice

C. Exploring multiple perspectives

Middle school science students are creating a multimedia presentation about different types of soil. The students are required to include pictures of various types of soil and an explanation of the attributes of each soil type. Which of the following best ensures that students can include pictures in the presentation without breaking copyright laws? A. Having students copy pictures from Web sites and reference the sources within the presentation B. Allowing students to use pictures that they scanned from available books C. Having students use photographs that they took with a digital camera D. Allowing students to use digital photographs that they purchased to use in the presentation

C. Having students use photographs that they took with a digital camera copyright permission is not needed; since the students are taking the pictures themselves, they have the right to include the pictures in their presentation.

A third-grade teacher has several English-language learners (ELLs) at varying language proficiency levels in the class. Which of the following best ensures that the ELLs will participate in whole-class discussions? A. Modeling different sentence structures found in English and having the ELLs repeat the sentences B. Pairing ELLs with native English speakers and encouraging conversation between them C. Increasing wait time to allow ELLs to process information before contributing ideas D. Incorporating systematic documentation to record when ELLs participate

C. Increasing wait time to allow ELLs to process information before contributing ideas Option (C) is correct because increasing wait time is a research-based tool for teachers to use to improve student participation, because, as the option states, it allows ELLs the time necessary to process and understand the information. Option (A) is incorrect because having the ELLs simply repeat the different sentence structures in English does not promote their ability to participate in discussions about the actual content material. Option (B) is incorrect because pairing ELLs with native English speakers will not contribute to whole-class discussion; rather, it may lead to side conversations between the student pairs. Option (D) is incorrect because, while such documentation is a good thing for the teacher to keep, the documentation does not provide linguistic support across the varying proficiency levels.

Question: During a face-to-face conference about a student, which of the following strategies best ensures open communication between the teacher and parents? A. Beginning with a discussion of the student's behavioral weaknesses B. Minimizing opportunities for parental suggestions on classroom management C. Limiting the use of education-specific terminology D. Maintaining a demeanor that emphasizes authority

C. Limiting the use of education-specific terminology

After meeting with her mentor teacher, Ms. Galloway devises a folder system for student work. Each student is given a record sheet stapled inside a folder for keeping all lab work together during the semester. The folders are kept in boxes on a table in the back of the classroom, with each class having its own in-box and out-box. When lab notes and reports are ready for Ms. Galloway to review, students place their folders in the in-box. After Ms. Galloway looks through a folder and notes any problems, she places the folder in the out-box. Students pick up their folders as soon as they enter the classroom and place them in the appropriate box at the end of the period. The following is part of a record sheet from one student's folder. The student folders can best be used as a tool for which of the following? A. Creating closure of lessons for students B. Helping students connect lessons to the world beyond school C. Monitoring students' understanding of the content D. Activating students' prior knowledge about the content

C. Monitoring students' understanding of the content

A teacher can best simplify language for an English-language learner with which of the following strategies? A. Eliminating nonverbal facial expressions and gestures B. Avoiding the use of cognates while doing group work C. Reducing the number of pronouns used in spoken instructions D. Using slang commonly spoken by students of that age group

C. Reducing the number of pronouns used in spoken instructions Option (C) is correct because reducing the use of pronouns will increase comprehension by eliminating the ELL's need to guess what the pronouns are referencing. Option (A) is incorrect because an ELL often depends on nonverbal facial expressions and gestures to comprehend what is being said; reducing such support potentially reduces the ELL's comprehension. Option (B) is incorrect because using cognates, which are words in English that are similar to words in other languages, during any type of instruction, is an excellent way to simplify instruction for ELLs; therefore, such support should be used when appropriate, not avoided. Option (D) is incorrect because using slang may hinder comprehension and may cause the ELL, without understanding of the terminology, to feel marginalized.

Emily, a student in Ms. Hess's class has recently been boasting to other students about her connections to a local gang. Emily's friends are intrigued and preoccupied by what she says and does, and they are also showing an interest in the gang. Which of the following is the most appropriate action for the teacher to take in the situation? A. Alerting administrators to the problem and having them create and implement a punishment for the students involved B. Calling the local authorities to alert them to the situation and to have them deal with the students at an official level C. Requesting that a law-enforcement officer educate all of the students on gang activities and possible consequences D. Ignoring the situation, assuming a lack of interest will diminish the students' interest in the gang

C. Requesting that a law-enforcement officer educate all of the students on gang activities and possible consequences Option (C) is correct because bringing in a law-enforcement officer will provide an opportunity to educate students about the realities of gang involvement, correct any misinformation the student is providing the class, and remove any glamorization that students perceive. Option (A) is incorrect because administrators can not create and implement a punishment, since no inappropriate activity has taken place at this point. Option (B) is incorrect because no illegal activity has taken place; therefore alerting the police is not appropriate at this point. Option (D) is incorrect because potential gang activity is a serious problem among youth, so the teacher should address students' growing interest by taking action rather than ignoring the situation.

While reviewing student data from a recent mathematics exam, a high school teacher notices that a majority of students do not understand a key concept. Which of the following actions should the teacher take first to address the students' deficiency in understanding? A. Readministering the exam to improve student performance B. Allowing students to make corrections to their original answers C. Reteaching the essential concept before covering any new material D. Presenting the original lesson using the same instructional methodology

C. Reteaching the essential concept before covering any new material

Which of the following is the most effective way for a teacher to establish a solution-focused approach to parent-teacher conferences? A. Providing school safety procedures to each parent B. Explaining student behavior management structures C. Seeking to establish a partnership with each parent D. Conveying interest in each student's hobbies

C. Seeking to establish a partnership with each parent Option (C) is correct because the goal of a parent-teacher conference is to establish a strong working relationship with the parents to best ensure the success of the student. Option (A) is incorrect because information about safety procedures is not generally a priority during a parent-teacher conference. Rather, the focus should be on the specific successes and needs of the student. Option (B) is incorrect because explaining classroom expectations is best accomplished with students rather than parents. Focusing on a specific disruptive behavior and the related classroom expectation is appropriate at times, but sharing the entire management structure should not be the goal of a parent-teacher conference. Option (D) is incorrect because conveying interest in a student's hobbies may be a part of getting to know each student, but it does not effectively create a solution-focused approach to parent-teacher conferences.

A high school English-language arts teacher wants to ensure that students successfully complete a content-specific essay. Which of the following actions by the teacher will best help students understand the teacher's expectations for the assignment's format? A. Supplying students with more information about the topic B. Asking students if they have any questions about the task C. Showing students examples of what to do and what not to do D. Assigning students a related reading and reviewing the content with them

C. Showing students examples of what to do and what not to do

A group of teachers work together to create a common assessment for an upcoming unit. Which of the following features of word processing software is best to use for facilitating collaboration among the teachers on the assessment? A. Capturing screen shots B. Inserting a table C. Tracking changes D. Converting to Web format

C. Tracking changes

At the beginning of the school year, a sixth-grade language arts teacher gives students a hand-shaped cutout and tells them to write an "I" statement on it focusing on something they like to do in relation to language arts. Students then present their statements to the class and put their cutouts up on a classroom bulletin board. Which of the following teacher's goals is best achieved through the activity? A. Assessing students' current skill levels and learning styles to appropriately differentiate instruction B. Establishing a means to monitor students' academic goals throughout the year C. Using students' diverse skills and interests to create a sense of community within the classroom D. Planning instruction that helps students identify their goals for future careers

C. Using students' diverse skills and interests to create a sense of community within the classroom Option (C) is correct because the teacher is trying to promote a learning community where students are aware of their peers' interests and skills and can seek out one another as resources. Option (A) is incorrect because the activity cannot be used to assess a skill level or guide instruction. Option (B) is incorrect because the activity does not offer a way to monitor academic growth; one written statement is insufficient for assessing a student's abilities. Option (D) is incorrect because the activity addresses students' interests, not their goals for future careers.

For the units in her high school physics class, Ms. Galloway develops a series of experiments for students to work on independently at their own pace within a specified time frame. After each experiment, students turn in their lab notes and a detailed report, and Ms. Galloway notes any problems for students to review. Students determine how to improve and revise their work according to Ms. Galloway's feedback before they can move on to the next experiment. As the school year progresses, Ms. Galloway is very pleased with the overall improvement in her students' lab skills, scientific thinking, and writing skills. However, she feels overwhelmed by the amount of time she spends reviewing student work and maintaining student records. Ms. Galloway discusses the issue with her mentor teacher who helps her list the specific problems she is having, as shown below. 1. Too much class time gets wasted collecting and passing out student papers. 2. Too much time is spent sorting and matching lab notes and reports before they can be read. 3. Students sometimes misplace or lose part of their earlier sets of notes on a particular experiment, making it difficult to monitor their progress. Ms. Galloway's discussion with her mentor teacher is effective primarily because it involves A. Ms. Galloway and her mentor sharing personal experiences with similar situations. B. Ms. Galloway and her mentor examining their personal philosophies of teaching. C. a reflective process for Ms. Galloway to use to improve her instruction. D. a review of proactive ideas for how Ms. Galloway can avoid future problems.

C. a reflective process for Ms. Galloway to use to improve her instruction.

Ms. Yan is using a weekly interactive online journal to encourage her middle school students to write about mathematics and to discuss concepts with each other. Students write entries related to one of the topics Ms. Yan has posted. She hopes that the interactive online journal will encourage ongoing dialogue among her students, both online and during class. Ms. Yan wants to increase the level of ongoing dialogue and student investment in the interactive online journal. She could best promote positive student engagement by A. requiring students to answer questions in their journal entries that will clarify misconceptions. B. increasing the number of times a week students are expected to log in to the online journal. C. allowing students to add new topics and questions to which other students respond. D. posting assignments and student solutions to homework and test questions.

C. allowing students to add new topics and questions to which other students respond. providing student choice and ownership in an activity is a strong motivator for students. By allowing students to post new topics and answer each other's questions, the teacher can effectively increase student interest and promote their engagement in the interactive online journal.

During a lesson about the American Revolution, the teacher asks students the following questions. • Why did the Americans rebel? • Where did the Revolution begin? • What is a Patriot and what is a Tory? By asking these questions, the teacher best demonstrates an understanding of how to A. foster students' inquiry skills. B. measure students' evaluation skills. C. assess students' recall of the content. D. promote students' critical thinking about the content.

C. assess students' recall of the content. Option (C) is correct because these questions help the teacher see if the students have learned and are able to recall the content. Option (A) is incorrect because students are not asking questions, so this will not foster their inquiry skills. Option (B) is incorrect because these questions are not asking students to evaluate or draw conclusions about what occurred. They are only determining students' understanding of the content. Option (D) is incorrect because these questions, which are lower-level Bloom's taxonomy questions, are determining students' basic understanding and will not promote critical thinking.

Claire is a 10-year-old student who is unable to focus on any academic task for more than a couple of minutes at a time. She spends much of her work time tapping her pencil, bothering others, rummaging through her desk, or crawling on the floor. She is currently receiving special education services and has a behavioral intervention plan (BIP). When Claire disrupts the class, the teacher's most appropriate course of action is to A. send Claire to the principal's office so that other students' learning is not disrupted. B. inform Claire that she will not attend her elective classes that day or the next. C. document Claire's behavior and implement the consequences detailed in her behavioral plan. D. remind Claire that she must follow the school's discipline plan.

C. document Claire's behavior and implement the consequences detailed in her behavioral plan.

After the groups have compiled their research, students are to choose and present relevant facts. Ms. Soto brings them to the school computer lab to give them time to create their group slide shows. Before having the students begin their assignment, Ms. Soto reviews how to create a slide show with the students. After their group presentations, students are given an assignment that will count as their final assessment for the unit. They are to choose one endangered animal from their group and compose song lyrics to the tune of a nursery rhyme or popular song. The song lyrics should describe the animal. To make the final assessment most valid, the teacher should instruct the students to A. tell a fictional story about the animal in the song. B. use a familiar song. C. include facts about the animal in the song. D. memorize the song.

C. include facts about the animal in the song.

A high school teacher realizes during a direct-teach lesson that many students seem confused and are not participating. To best respond, the teacher should continue the lesson by A. maintaining the established lesson sequence. B. establishing collaborative groups as support. C. making adjustments to the instructional approach. D. introducing a different topic to the class.

C. making adjustments to the instructional approach. when students are confused the teacher should make adjustments in the teaching to ensure student understanding. Option (A) is incorrect because continuing the lesson may frustrate students and does not accomplish the learning goal. Option (B) is incorrect because if students don't understand the material, they will not be engaged in group work. Option (D) is incorrect because changing the topic may further confuse and frustrate the students.

Mr. Wylie, a seventh-grade Texas history teacher, is planning a unit to help his students understand the structure and functions of government as created by the Texas Constitution. To address the objective, he plans to have pairs of students work together to interview a city official. He gives students the following handout that provides a timeline of activities for student pairs to perform during the project. Straight From the Source: Learning About Our City Government Day 1 Brainstorm a list of ten to fifteen possible questions to ask a city official to help you learn how the Texas Constitution affects decisions that city officials make every day. The questions should elicit a variety of answers. Day 2 Share your list of potential questions in small groups to get feedback. Revise your questions. Day 3 Practice your interview using role-playing with at least two different members of the class (other than your partner). Take turns as the interviewer, asking your questions and taking notes. Day 4 Use your experiences from Day 3 to reflect on the quality and scope of your questions. Refine your list of questions based on your reflection. Day 5 Conduct yourself appropriately during the interview and take good notes. Write a summary of the information you learned from your interview. Day 6 Make a brief oral presentation to the class to share what you learned. PART 2 In preparing for the interviews, Mr. Wylie develops a list of officials who have an office in the city hall building. Then he contacts the officials to determine if they are interested in the project and their availability for interviews. Before arranging for his students to leave the school grounds for the project on Day 5, it is most important for Mr. Wylie to A. notify the students' other teachers in writing. B. create a trip schedule to present parents with procedures to ensure students' safety. C. obtain a consent form signed by a parent from each student. D. provide information to each student about their legal rights with regard to the trip.

C. obtain a consent form signed by a parent from each student. Option (C) is correct because the teacher must have permission from the students' parents before students can leave the campus for the field trip. Option (A) is incorrect because although notifying other teachers of the students' departure is helpful, it is not required. Option (B) is incorrect because a teacher may create a trip schedule for parents that includes procedures to ensure students' safety, but it is not required. Option (D) is incorrect because it is not necessary to provide information to students about their rights; however, a teacher does need to ensure students' rights by providing a safe environment and ensuring that emergency contact information will remain confidential.

For the units in her high school physics class, Ms. Galloway develops a series of experiments for students to work on independently at their own pace within a specified time frame. After each experiment, students turn in their lab notes and a detailed report, and Ms. Galloway notes any problems for students to review. Students determine how to improve and revise their work according to Ms. Galloway's feedback before they can move on to the next experiment. As the school year progresses, Ms. Galloway is very pleased with the overall improvement in her students' lab skills, scientific thinking, and writing skills. However, she feels overwhelmed by the amount of time she spends reviewing student work and maintaining student records. Ms. Galloway discusses the issue with her mentor teacher who helps her list the specific problems she is having, as shown below. 1. Too much class time gets wasted collecting and passing out student papers. 2. Too much time is spent sorting and matching lab notes and reports before they can be read. 3. Students sometimes misplace or lose part of their earlier sets of notes on a particular experiment, making it difficult to monitor their progress. The teaching approach Ms. Galloway uses with her students can best be described as developmentally appropriate because it provides A. academic support from peers. B. challenges through competition. C. opportunities for reflection. D. content from varied perspectives.

C. opportunities for reflection. opportunities for reflection are provided when the students make decisions about how to improve and revise their work based on the teacher's notes. Reflection is developmentally appropriate for the high school students because students develop confidence and independence as they complete their work well. Intellectual interests gain importance as students begin to consider their career paths. Option (A) is incorrect because while working with peers is important for students of this age, they are working independently in this scenario. Option (B) is incorrect because no form of competition is described in the scenario, and enjoying competition is a trait of students in late elementary grades. Option (D) is incorrect because the content is not presented from varied perspectives. The content is based upon a series of experiments which are standardized according to a procedures section. The standardized procedures are in line with concrete thinking which is mainly developed during middle school.

Mr. Wylie, a seventh-grade Texas history teacher, is planning a unit to help his students understand the structure and functions of government as created by the Texas Constitution. To address the objective, he plans to have pairs of students work together to interview a city official. He gives students the following handout that provides a timeline of activities for student pairs to perform during the project. Straight From the Source: Learning About Our City Government Day 1 Brainstorm a list of ten to fifteen possible questions to ask a city official to help you learn how the Texas Constitution affects decisions that city officials make every day. The questions should elicit a variety of answers. Day 2 Share your list of potential questions in small groups to get feedback. Revise your questions. Day 3 Practice your interview using role-playing with at least two different members of the class (other than your partner). Take turns as the interviewer, asking your questions and taking notes. Day 4 Use your experiences from Day 3 to reflect on the quality and scope of your questions. Refine your list of questions based on your reflection. Day 5 Conduct yourself appropriately during the interview and take good notes. Write a summary of the information you learned from your interview. Day 6 Make a brief oral presentation to the class to share what you learned. PART 2 In preparing for the interviews, Mr. Wylie develops a list of officials who have an office in the city hall building. Then he contacts the officials to determine if they are interested in the project and their availability for interviews. To best help students accomplish their task on Day 4, Mr. Wylie should provide them with a A. semantic map. B. sample script. C. performance rubric. D. behavior checklist.

C. performance rubric. Option (C) is correct because a rubric helps students to evaluate and reflect on the quality of the questions they wrote and to improve them. Option (A) is incorrect because a semantic map is primarily used for vocabulary comprehension and would not be helpful in reviewing the effectiveness of the questions that students' composed. Option (B) is incorrect because a sample script would be helpful for Day 2, not Day 4. Option (D) is incorrect because the activity on Day 5 requires students to focus on their behaviors, not the activity on Day 4.

A high school teacher observes that English-language learners (ELLs) at the beginning level of language proficiency in speaking do not participate in classroom discussions. The most effective way to help the ELLs is to A. have native-language-speaking peers interpret discussion points and provide responses for the ELLs. B. have English-speaking peers model discussions and then allow the ELLs to rehearse before participating. C. provide short sentence stems and terms related to the discussion for the ELLs to practice before participating. D. provide one-on-one oral language instruction and then practice discussing a wide range of topics with the ELLs.

C. provide short sentence stems and terms related to the discussion for the ELLs to practice before participating. providing short sentence stems and terms for practice before conversations is an appropriate way to encourage speaking skills in beginning-level ELLs. Option (A) is incorrect because although beginning-level ELLs may draw on native-language peers, allowing native-language peers to participate in place of these students is not the best way to encourage participation.

If a teacher suspects a student is being abused or neglected, it is the teacher's primary responsibility to A. interview the student thoroughly to determine the exact details of the injuries or neglect. B. contact a parent or family member to inquire about the student's injuries or neglect. C. report the suspected abuse or neglect to law enforcement or family protective services within 48 hours. D. ask a school administrator to report the abuse or neglect to law enforcement or family protective services within 24 hours.

C. report the suspected abuse or neglect to law enforcement or family protective services within 48 hours.

Before students begin their research, Ms. Soto posts the broad mathematics goal on the chalkboard. The following is the class discussion. Ms. Soto: OK, I have written the mathematics goal on the board, "To practice estimation skills." We completed an estimation unit about a week ago. We used a jar of jelly beans to start out the unit... does anyone remember what estimating is in measurement? Corey: It's when you figure how much something weighs or how many things there are, or something like that. I mean, not exactly how much, but around how much. Ms. Soto: Yes, that's correct. You give an educated guess. We estimated how many jelly beans were in a jar based on the size of the jar and the size of the jelly beans. Now, for our research, we are going to use estimation to help others understand the size of the animal based on things that we already know. For example, let's look at this science textbook. We don't know how much it weighs, but what can you tell me about its weight? [No one volunteers to answer the question.] Well, let's see, is the textbook heavier or lighter than this magazine? Several students: Heavier! Ms. Soto: Good! Now what's another question you could ask to help us estimate its weight? Ms. Soto: Good! Now what's another question you could ask to help us estimate its weight? Amanda: You could ask if it's heavier or lighter than a student dictionary, and it's lighter. [The conversation continues, and students practice estimating the relative heights and volumes of different objects.] Ms. Soto: So for each of the endangered animals you research, you will be responsible for helping us understand its height and weight in terms of estimation based on things that we already know. For example, an African elephant can weigh more than four tons and stand twelve feet tall. In terms that we can understand, that's the weight of three average-sized cars and the height of a tall man standing on the shoulders of another tall man. Which of the following excerpts from the discussion best indicates that Ms. Soto adjusted instruction based on students' needs? A. Yes, that's correct. You give an educated guess. B. ...but what can you tell me about its weight? C. ...we are going to use estimation to help others understand... D. ...is the textbook heavier or lighter than this magazine?

D. ...is the textbook heavier or lighter than this magazine?

After reading from a science textbook written in English, an English-language learner at the advanced-high level of proficiency completes the following activity card by listing a definition for precipitation, listing its part of speech, and listing an example. precipitation: moisture falling to the ground noun rain Which of the following is a primary purpose of the activity? A. Applying English phonetics B. Understanding English syntax C. Assessing reading comprehension D. Building academic vocabulary

D. Building academic vocabulary the activity is a four-corners activity designed to build vocabulary understanding. The card contains a term, its definition, the part of speech, and a synonym. Option (A) is incorrect because if the activity required the application of phonetics, it would require the sounding out of each word. Option (B) is incorrect because the activity is not about understanding the arrangement of words in sentences and the relationship of their component parts. Option (C) is incorrect because the focus of the activity is on developing, not assessing, comprehension.

Which of the following approaches would most effectively support kindergarten students' social development when they participate in learning centers? A. Balancing the students' time between quiet learning and the activity of centers B. Keeping the same groups of students together as they rotate through the learning centers C. Assessing students' strengths and weaknesses in the skills that the centers emphasize D. Creating opportunities for interaction among students during learning center activities

D. Creating opportunities for interaction among students during learning center activities

For the units in her high school physics class, Ms. Galloway develops a series of experiments for students to work on independently at their own pace within a specified time frame. After each experiment, students turn in their lab notes and a detailed report, and Ms. Galloway notes any problems for students to review. Students determine how to improve and revise their work according to Ms. Galloway's feedback before they can move on to the next experiment. As the school year progresses, Ms. Galloway is very pleased with the overall improvement in her students' lab skills, scientific thinking, and writing skills. However, she feels overwhelmed by the amount of time she spends reviewing student work and maintaining student records. Ms. Galloway discusses the issue with her mentor teacher who helps her list the specific problems she is having, as shown below. 1. Too much class time gets wasted collecting and passing out student papers. 2. Too much time is spent sorting and matching lab notes and reports before they can be read. 3. Students sometimes misplace or lose part of their earlier sets of notes on a particular experiment, making it difficult to monitor their progress. Ms. Galloway's system for noting problems with completed assignments will primarily benefit students by which of the following? A. Enhancing students' awareness of the cognitive processes involved in problem solving and decision making B. Encouraging students to apply teacher-directed methods to promote their own learning C. Helping students understand relationships between specific content learned and broader learning goals D. Developing students' sense of personal responsibility for their own achievement

D. Developing students' sense of personal responsibility for their own achievement the responsibility is put on students to decide how to improve their own work rather than simply doing what the teacher tells them. Option (A) is incorrect because students have to determine how to improve their work, and they do not have to be aware of the cognitive processes involved to complete the assignments. Also, they will not become aware of these processes without direct instruction that requires them to focus on the processes. Option (B) is incorrect because the teacher is allowing students to select their own methods to make the suggested revisions without any direction. Option (C) is incorrect because according to the description, Ms. Galloway's teaching method focuses students on one specific learning goal at a time as they complete independent experiments.

Jim leaves class each day to take medication in the nurse's office. A student asks the teacher why Jim leaves each day. Which of the following is the most appropriate teacher response? A. Asking the class not to inquire about Jim's condition B. Telling the student to ask Jim the question upon his return C. Using the opportunity to clarify for the class why Jim leaves D. Letting the student know that Jim is fine and will return shortly

D. Letting the student know that Jim is fine and will return shortly

Which of the following is a realistic role for a mentor teacher in supporting a first-year teacher? A. Facilitating the new teacher's parent conferences B. Replacing the administrator as the new teacher's evaluator C. Enforcing behavioral consequences for the new teacher's students D. Modeling instructional strategies for the new teacher

D. Modeling instructional strategies for the new teacher Option (D) is correct because modeling instructional strategies for the new teacher will provide the new teacher with skills to enhance classroom instruction. It also allows for follow-up discussions reflecting on the modeled behaviors. Option (A) is incorrect because the mentor teacher should not assume the primary responsibilities of the new teacher, including facilitating parent conferences. The knowledge of each student's strengths and weaknesses is understood by daily interactions with those students. This is best communicated by the new teacher to parents during conferences. Option (B) is incorrect because evaluating the new teacher is not a role played by a mentor teacher. Taking on an assessor's role will compromise open, honest, and reflective discussions. Option (C) is incorrect because the new teacher must establish his- or herself as the authority in the classroom. This is not a role that can be handled by anyone else if the new teacher expects to establish a well-managed classroom.

Erin is a kindergartner who can skip, jump, dress herself, and trace a square. Which of the following best describes this area of development? A. Emotional development B. Cognitive development C. Social development D. Motor development

D. Motor development Option (D) is correct because skipping, jumping, dressing oneself, and tracing a square are skills that require gross and fine motor skills, which are part of the motor-development process. Options (A) and (C) are incorrect because social development and emotional development refer to how a person interacts with others in social and intellectual ways, and also include the development of self-concept and self-esteem. Option (B) is incorrect because cognitive development refers to how a person perceives things and gains understanding of his or her world.

Middle school students are working in cooperative learning groups on a project. While monitoring the classroom, the teacher notices that some students are not actively working on the project. Which of the following techniques should the teacher implement first to address the issue? A. Having students complete the remainder of the project independently B. Reassigning group members based on the teacher's observations C. Asking students to view their project from a different perspective D. Reviewing assigned roles for the project with members of each group

D. Reviewing assigned roles for the project with members of each group

A high school science teacher has students keep a personal dictionary of content-related vocabulary words. The teacher first models for the students and then asks them to come up with personal learning connections for each word, such as graphics, lab notes, and references to enhance understanding. Which of the following skills will the activity most likely help the students develop? A. Abstract thinking B. Stimulus-response learning C. Critical thinking D. Self-directed learning

D. Self-directed learning Option (D) is correct because students are self-directing their own learning. They are making their own connections and enhancing their understanding of the words. Option (A) is incorrect because the assignment lends to more fact-level learning because students are concerned with the denotation of the word. Option (B) is incorrect because students are not responding to a stimulus so that they can learn a behavior. Option (C) is incorrect because this assignment is a very concrete, fact-level task that does not lend itself to critical thinking directly.

A middle school teacher observes an unusually high number of behavior problems in one class. The students are violating multiple rules during a typical class period despite having watched a presentation on class expectations at the beginning of the school year. Which of the following strategies is the best next step for the teacher to take to help improve the behavior of the class? A. Rewarding the class when the students keep violations below a predetermined number B. Setting up a video camera to record student violations to show parents at conferences C. Assigning extra work for the class to make up for instruction time that was lost due to violations D. Sending any student who violates the same rule more than once to the principal's office

D. Sending any student who violates the same rule more than once to the principal's office Option (A) is correct because an incentive system is an effective way to motivate students to want to maintain correct behavior. Option (D) is incorrect because sending students to the office after more than one violation is too harsh a consequence and, therefore, would not be the next best logical step in helping improve their behavior.

Ms. Yan is using a weekly interactive online journal to encourage her middle school students to write about mathematics and to discuss concepts with each other. Students write entries related to one of the topics Ms. Yan has posted. She hopes that the interactive online journal will encourage ongoing dialogue among her students, both online and during class. After the teacher briefly explains the process of making an entry in an interactive online journal, which of the following teacher actions would best ensure that the students are successful with the journal? A. Giving detailed, step-by-step directions before students begin working on their own B. Modeling the journal-entry process in great detail, using complex technology terms C. Allowing students to write a journal entry independently and to ask questions while they are working D. Using a projector to display and model how to write a journal entry before students begin working

D. Using a projector to display and model how to write a journal entry before students begin working using a projector to display and model the journal-entry process allows students an opportunity to see the action completed correctly. This will best provide students with auditory and visual information needed to correctly complete the task independently

Ms. Stevenson: Minh, I saw you at the football game last Friday. Did you have a good time? Minh: Yes, I am liking American football. I am liking every sports. Ms. Stevenson: You should join a team here at school. Minh: I am studying. Ms. Stevenson: Oh, I see. Well, I hope you'll get some free time soon. Minh: I hoping. Based on the grammatical errors Minh makes in the conversation, he would benefit most from focused English-language instruction on which of the following skills? A. Applying the proper endings to plural nouns B. Ensuring proper subject-pronoun agreement C. Placing parts of speech correctly in the sentence D. Using the correct form of present-tense verbs

D. Using the correct form of present-tense verbs Minh uses two verbs incorrectly, "liking" and "hoping." These verbs are nonaction verbs; therefore, they must be used in the simple, not progressive, tense. Option (A) is incorrect because Minh never displays errors in the use of plural nouns. Option (B) is incorrect because Minh never demonstrates incorrect use of pronouns. Option (C) is incorrect because Minh correctly places parts of speech such as nouns, verbs, and adjectives in his sentence.

Mr. Smigla's students are reading a novel in history class. He provides twenty minutes for sustained silent reading each class period. Near the end of the established time frame, one of the students asks Mr. Smigla a question about a character in the novel. He answers the question, and this sparks a conversation about the novel that involves the whole classroom. The best way for Mr. Smigla to respond to this situation is by A. extending the time frame for the sustained silent reading. B. stopping the discussion and having the students write any comments they may have in their journals. C. giving an impromptu quiz after the students have finished the conversation. D. allowing the students to continue the conversation while he monitors the discussion.

D. allowing the students to continue the conversation while he monitors the discussion. allowing the students to continue the conversation best takes advantage of the unplanned opportunity for students to gain insight from each other—a teachable moment.

Mr. Wylie, a seventh-grade Texas history teacher, is planning a unit to help his students understand the structure and functions of government as created by the Texas Constitution. To address the objective, he plans to have pairs of students work together to interview a city official. He gives students the following handout that provides a timeline of activities for student pairs to perform during the project. Straight From the Source: Learning About Our City Government Day 1 Brainstorm a list of ten to fifteen possible questions to ask a city official to help you learn how the Texas Constitution affects decisions that city officials make every day. The questions should elicit a variety of answers. Day 2 Share your list of potential questions in small groups to get feedback. Revise your questions. Day 3 Practice your interview using role-playing with at least two different members of the class (other than your partner). Take turns as the interviewer, asking your questions and taking notes. Day 4 Use your experiences from Day 3 to reflect on the quality and scope of your questions. Refine your list of questions based on your reflection. Day 5 Conduct yourself appropriately during the interview and take good notes. Write a summary of the information you learned from your interview. Day 6 Make a brief oral presentation to the class to share what you learned. PART 2 In preparing for the interviews, Mr. Wylie develops a list of officials who have an office in the city hall building. Then he contacts the officials to determine if they are interested in the project and their availability for interviews. The project design primarily demonstrates Mr. Wylie's understanding of the importance of A. establishing an environment that respects diversity. B. helping students make potential career decisions. C. monitoring teacher effectiveness during instruction. D. connecting students' learning to the real world.

D. connecting students' learning to the real world.

Ms. Ellis, a high school biology teacher, is struggling to maintain student engagement throughout her lessons. Although she has begun to use several motivational strategies, the situation has not improved. The most appropriate next step for Ms. Ellis to take is to discuss the issue with the A. assistant principal. B. school counselor. C. district science coordinator. D. head of the science department.

D. head of the science department. Chain of command

A high school teacher is creating a mathematics unit assessment for the class. It is most important for the teacher to align the assessment questions with the A. objectives in the national mathematics standards. B. content of the previous mathematics unit as a review. C. interests of the students during the mathematics unit. D. material taught during the mathematics unit.

D. material taught during the mathematics unit.

While teaching a new science unit on weather, a teacher wants to measure the instructional effectiveness of lessons that have been presented against specific science Texas Essential Knowledge and Skills (TEKS). The best way to determine the lessons' effectiveness is to A. incorporate cooperative learning activities into the unit and have students reflect on their contribution to the group. B. record how much time students are actively engaged and on task during the unit. C. ask students to develop learning goals for the unit and to reflect on their progress. D. monitor students' learning by asking specific questions and measuring students' performance on assignments.

D. monitor students' learning by asking specific questions and measuring students' performance on assignments. monitoring student learning informally through asking questions will allow the teacher to adjust instruction quickly. Monitoring student performance on assignments will allow the teacher to objectively measure student mastery toward specific TEKS objectives.

Elementary students are presenting to their classmates descriptive paragraphs that they wrote. The teacher asks students to name each new descriptive word they hear and post the new words on a word wall. The primary purpose of the activity is to A. use various discussion methods. B. incorporate authentic learning. C. stimulate higher-order thinking. D. promote active engagement.

D. promote active engagement. by having students record new descriptive words as classmates present their paragraphs, the teacher is promoting active listening and encouraging students to write and name the vocabulary words.

For the units in her high school physics class, Ms. Galloway develops a series of experiments for students to work on independently at their own pace within a specified time frame. After each experiment, students turn in their lab notes and a detailed report, and Ms. Galloway notes any problems for students to review. Students determine how to improve and revise their work according to Ms. Galloway's feedback before they can move on to the next experiment. As the school year progresses, Ms. Galloway is very pleased with the overall improvement in her students' lab skills, scientific thinking, and writing skills. However, she feels overwhelmed by the amount of time she spends reviewing student work and maintaining student records. Ms. Galloway discusses the issue with her mentor teacher who helps her list the specific problems she is having, as shown below. 1. Too much class time gets wasted collecting and passing out student papers. 2. Too much time is spent sorting and matching lab notes and reports before they can be read. 3. Students sometimes misplace or lose part of their earlier sets of notes on a particular experiment, making it difficult to monitor their progress. To best help Ms. Galloway identify potential solutions for the listed problems, the mentor should suggest that Ms. Galloway A. initiate a personal blog of classroom management teaching experiences. B. chat with an online community of teachers about managing materials. C. join a professional educational association that focuses on classroom management. D. review research-based educational articles about managing materials.

D. review research-based educational articles about managing materials. it is important to use resources that are backed by research; otherwise, the problems may just be exacerbated. Option (A) is incorrect because blogging will promote further reflection rather than possible solutions. Option (B) is incorrect because classes and teachers vary, so it is more effective to examine best practices that are research driven rather than to chat with other teachers about potential solutions. Option (C) is incorrect because joining such an organization only provides access to a limited amount of additional resources. There is no guarantee the resources will provide Ms. Galloway with any solutions.

According to the Code of Ethics and Standard Practices for Texas Educators, an educator can reveal confidential information concerning a student only when the disclosure A. is beneficial to the student's community. B. is requested by the media for investigative purposes. C. improves the student's educational opportunities. D. serves a lawful professional purpose.

D. serves a lawful professional purpose. Option (D) is correct because the Texas Administrative Code outlines the Code of Ethics and Standard Practices for Texas Educators in standard 3.1. The regulation states that an educator shall not reveal confidential information concerning students unless disclosure serves a lawful professional purpose or is required by law. Options (A), (B), and (C) are incorrect because benefitting a student's community, a request from the media, and improving educational opportunities are not lawful professional purposes or required by law; so confidential information should not be disclosed in these circumstances.