Certify Teacher PPR exam questions

Select the learner that matches each activity the best. 1) Listening to a podcast 2) Color code information 3) Build a model 4) Study a chart or graph 5) Present information using a skit or dance 6) Teacher read-alouds 7) Students orally quizzing one another 8) Use manipulatives to solve a problem A) Visual Learners B) Auditory Leaners C) Kinesthetic/ Tactile Learners

1) Auditory Learners 2) Visual Learners 3) Kinesthetic/ Tactile Learners 4) Visual Learners 5) Kinesthetic/ Tactile Learners 6) Auditory Learners 7) Auditory Learners 8) Kinesthetic/ Tactile Learners

Determine if the statement is true or false. 1) The STAAR test is a norm-referenced test. 2) The STAAR test is a criterion-referenced test. 3) The STAAR test is given to students in grades 1-12. 4) The STAAR test measures students' knowledge of the TEKS. A) True B) False

1) False 2) True 3) False 4) True

Select the correct options to fill in the blanks. Mrs. Cabbage is struggling to create a more collaborative classroom environment. Her short-term goal is to share her classroom strategies with parents to enhance family involvement in student learning. She has elicited ideas from the students and parents by providing a suggestion box outside of the classroom. However, very few students and parents have participated in giving suggestions to create a collaborative environment. Mrs. Cabbage has decided to keep a journal to document any collaboration that goes on for 1 week in her classes. After three days, she noticed a trend in her morning and afternoon classes. Mrs. Cabbage has now become frustrated and losing patience in the process. Mrs. Cabbage has elicited ideas from the students and parents with no success in her endeavor. She has started a journal for her personal reflection. Mrs. Cabbage's third step in creating a more collaborative classroom environment would be to _______1_______. She also realized that the trends she identified should be discussed with the __2__. To effectively have concrete evidence of what she has seen, Mrs. Cabbage should ___3____. 1) A) Schedule an appointment with each student to get ideas. B) Group students by learning styles C) Observe a colleague who effectively implements a collaborative classroom environment. 2) A) Principal B) Mentor Teacher C) School Guidance Counselor 3) A) Discontinue her journal B) Continue to document in her journal. C) Have a parent to come and sit in her morning and afternoon classes.

1) Observe a colleague who effectively implements a collaborative classroom environment 2) Mentor teacher 3) Continue to document in her journal

Match the terms: 1) Used for data aggregation where multiple users can work on the same document in real time. 2) Used for posting homework assignments for everyone to access. 3) Platforms that invite honest reflection and critical dialogues between students and teacher and between students and their peers. 4) A cloud storage solution for storing files, especially huge ones, and allows multiples users to have access to them. 5) Digitized content that can be transmitted over the internet or computer networks. 6) A type of software that allows users to directly edit, record, sort, mathematically analyze and represent numerical data in tabular and/or graphical forms. 7) A type of software that can handle enormous amounts of data from where information can be presented in an orderly view. 8) Programs or instructions for a computer to do different things. 9) The core software in a computer that essentially controls the basic choices of input, output, storage, and processing. 10) The norms of appropriate, responsible, safe, legal, and ethical use of digital information. A) Database B) Application Software C) Class Website D) Blogs or Wikis E) Digital Citizenship F) Google Docs G) Spreadsheet H) Google Drive I) Operating System J) Digital Media

1- F 2- C 3- D 4- H 5- J 6- G 7- A 8- B 9- I 10- E

Mr. Takamoto wants to help his sixth-grade students develop critical thinking skills, so he asks a lot of questions during each class. Typically, his questions are similar to the following: "What is the longest river in the U.S.?" "How can you check your answer?" "When was the North Korean war?" To improve his questioning technique, Mr. Takamoto should do which of the following? A) Ask more divergent questions. B) Ask more questions that elivit only a "yes" or "no" answer. C) Ask more convergent questions. D) Ask more focusing questions.

A) Ask more divergent questions.

Student: Good morning...Today...........Open your books to page one.......top......page...............Today's ..........book,.....math......................book.................rectangle......two.......circles?................... Based on the information, you can conclude that Mustafa is performing at what level of language proficiency in Mrs. Young's math class? A) Beginning B) Intermediate C) Advanced D) Advanced High

A) Beginning

Amanda was repeatedly disrupting Ms. Nora's fourth-grade class. After receiving many warnings, Amanda, her desk, and her belonging were relocated to an area outside the principal's office. Amanda was told she would need to apologize to the class for her behavior and ask permission to return to the class. After several weeks of forced withdrawal, Amanda requested she be allowed back in the classroom. In addition to the above modification, which of the following is the best strategy for Ms. Nora to use? A) Create a positive environment for the student and provide her with coping strategies that can be used when the student begins to get off track with her behavior. B) Ignore the student's behavior because the disruption is taking time away from the rest of the students' instructional period. C) Make an issue in front of the class so that the student will be embarrassed enough to modify her own behavior and want to start learning. D) Keep track of the time the student is wasting in having to be disciplined and, with parental approval, have the student stay after school and make up the time.

A) Create a positive environment for the student and provide her with coping strategies that can be used when the student begins to get off track with her behavior.

Promoting respect for others helps to establish a safe and positive classroom environment. Students should also extend these values as users in the current high tech environment. Which of the following skills best promotes courtesy and respect in the digital environment? A) Digital citizenship B) Social Networks C) Web literacy D) Online collaboration

A) Digital citizenship

The fifth-grade social studies teacher is getting more and more English language learners (ELLs) in her classroom each year. She wants to make the learning meaningful to them and is looking for ways to improve her professional knowledge and skills about teaching these students. She decides to- A) Go to summer school at the local university to get the necessary classes to become certified as an ESL teacher. B) Get certified as a special education teacher by taking an online class from the University of Texas. C) Take a conversational Spanish class at the local community college. D) Try some new strategies that she observes working well for the resource teacher.

A) Go to summer school at the local university to get the necessary classes to become certified as an ESL teacher.

Scaffolding is a process in which students who are learning new or difficult task are given more assistance. Once students begin to demonstrate task mastery, what step should the teacher take next? A) Gradually decrease assistance or support B) Increase assistance and support C) No longer provide extra assistance or support D) Remain at this level of support indefinitely

A) Gradually decrease assistance or support

Mrs. Green is helping her students with creating slide shows for presenting their upcoming project on Continents. She tells the students this technology allows them to insert figures, pictures and icons, and recommends them to minimize the verbosity and make text and visuals as large as possible in their presentations. At the end she reminds the students they are responsible for locating relevant information including geography, climate and countries' populations as the content of their presentations. The reason Mrs. Green incorporated the slide show as part of the research project is MOST LIKELY to- A) Have students use productivity tools to communicate information B) Have students become familiar using a new computer application software. C) Provide students with opportunities to collaborate with peers. D) Be inclusive of all students, understanding that not all students have computers at home.

A) Have students use productivity tools to communicate information

A biology teacher used a rubric to score a science project. The graph below represents a portion of the rubric. What would be a reasonable first step in developing a rubric for grading? A) List key elements to assess. B) Define the range of performance. C) Provide the overall point system. D) Find a template or website for rubric development.

A) List key elements to assess.

Mrs. McCaffery, a health teacher, is discussing the typical sequence of physical development in adolescence with her middle school students. She's aware that the timing and rate at which puberty occurs vary widely. These differences mean that some of Mrs. McCaffery's students may be completely mature, while others have not begun puberty. Mrs. McCaffery is also likely to be aware that early-maturing girls- A) May develop precocious sexual interests. B) Are at a distinct social disadvantage over late maturers toward the end of middle school. C) Have poorer adjustment throughout adolescence than late maturers. D) Have higher self-esteem than early- maturing boys.

A) May develop precocious sexual interests.

Mrs. McCaffery, a health teacher, is discussing the typical sequence of physical development in adolescence with her middle school students. She's aware that the timing and rate at which puberty occurs vary widely. These differences mean that some of Mrs. McCaffery's students may be completely mature, while others have not begun puberty. Mrs. McCaffery is likely to be aware that late-maturing boys- A) May develop precocious sexual interests. B) Get along better with their families than early maturers. C) Are treated as older than their age by adults. D) Are better coordinated than early maturers.

A) May develop precocious sexual interests.

Mrs. McCaffery, a health teacher, is discussing the typical sequence of physical development in adolescence with her middle school students. She's aware that the timing and rate at which puberty occurs vary widely. These differences mean that some of Mrs. McCaffery's students may be completely mature, while others have not begun puberty. As a health teacher, Mrs. McCaffery is likely to be aware that nutritional deficiencies among her students are- A) More common among girls than boys. B) Common, but unimportant to health. C) Rarely encountered. D) Common mostly among the economically underprivileged students.

A) More common among girls than boys.

A fourth-grade teacher explains to her students that they will be using a new group discussion method called Reciprocal Teaching where she will first model reading and understanding, and then each student will have an opportunity to lead the discussion of a selection the class has read. The teacher's PRIMARY objective for using this method is to- A) Promote intellectual involvement and stimulate active student engagement and learning. B) Provide an alternative to the usual pattern of reading. C) Demonstrate good oral reading practices. D) Prepare the students in the use of a new method for an upcoming teacher evaluation.

A) Promote intellectual involvement and stimulate active student engagement and learning.

Mr. Lawrence, a first-year teacher, is concerned about the students' behavior in his fourth-grade class. Instructional groups are often off-task, many of the students appear bored and uninterested during lessons. All of these factors increasing the potential for misbehavior in the classroom. Which of the following would MOST likely increase student engagement? A) Relate the lessons to the needs and interests of the students. B) Use moderate punishment such as time-out when students are not paying attention. C) Praise by name the students who pay attention. D) Discuss the problem with individual students.

A) Relate the lessons to the needs and interests of the students.

Mrs. Jakes' second-grade class is beginning an integrated unit that will focus on important historical figures of the state of Texas. As part of the activities the class will create a bulletin board called "The Wall of Fame" where the biographies of these famous Texans will be highlighted. Next, she plans to extend the concept of autobiography by telling the students they too will join "The Wall of Fame." Before the project is complete, Mrs. Jakes wants to share information with parents on each student's progress. What form of communication would be the MOST effective? A) Send home a written report on the work the students have done so far and ask the students to return it the next day along with a parent's signature. B) Arrange a meeting with each of the parents and go over what the students have done and what they have left to do to complete the project. C) Tell the students to report the progress they have made to their parents and have them specifically explain the remaining tasks. D) Place a phone call to each of the parents, explain the project, the progress of their student and ask if they have questions. Leave a message if they are not available to talk to in person.

A) Send home a written report on the work the students have done so far and ask the students to return it the next day along with a parent's signature.

Which of the following professional strategies is most likely to help middle-school teachers connect with students of diverse backgrounds? A) Share and discuss literature form a variety of cultures B) Group students according to backgrounds so they will have common interests C) Allow students to select their own groups D) Pair ELLs with someone who can help them in class

A) Share and discuss literature form a variety of cultures

Which of the following is the likely result of including technology tools such as digital games in the curriculum for middle grade students? A) Student motivation for learning will increase B) Students will be distracted from obtaining learning objectives C) Students will obtain fewer learning objectives D) Students will be disengaged from learning

A) Student motivation for learning will increase

A group of teachers at the high school plan to send a letter home to each of their students' families telling them about a new interdisciplinary unit and explaining the theme, "Systems Everywhere." One strand of the unit will invite parents to be a guest speaker and talk about "Systems in My Workplace." Other opportunities will be available for parents to videotape the students' presentations. What is the BEST reason for involving families? A) Students' families should be involved in various aspects of the educational program. B) Problems from difficult parents are avoided if they feel involved. C) Parents see creative teaching techniques used. D) Parents not in favor of interdisciplinary teaching will reconsider the idea.

A) Students' families should be involved in various aspects of the educational program.

Ms. Salazar, in her first year of teaching second-grade, welcomes the first English language learner in her class whose native language in French and not Spanish. Ms. Salazar needs assistance with designing instruction for this student. She can BEST obtain help by- A) Talking with the English as a Second Language teacher about her lesson plans. B) Providing the student copies of her lesson already translated into French. C) Suggesting that the student be moved to another class with a certified bilingual teacher. D) Learning enough French to help the student along as a way of accommodating his learning.

A) Talking with the English as a Second Language teacher about her lesson plans.

A teacher has a new student in the classroom who is reading at an intermediate level of proficiency. The teacher listens to the student reads in order to assess reading ability and comprehension. Which of the following is most likely a true statement about the student? A) The learner will have the ability to read and understand simple, high-frequency English used in routine academic and social contexts. B) The learner will have the ability to read and understand, with second-language acquisition support, grade-appropriate English used in academic and social contexts. C) The learner will have little or no ability to read and understand English used in academic and social contexts. D) The student will be retained until an advances level of proficiency is achieved.

A) The learner will have the ability to read and understand simple, high-frequency English used in routine academic and social contexts.

In a classroom of students at the beginning and intermediate levels of English proficiency in listening and speaking, which of the following activities would the teacher implement to reinforce new concepts? A) The teacher should provide hands-on materials to practice new concepts. B) The teacher should provide opportunities for students to color and label new concepts. C) The teacher should provide and opportunity for students to research new concepts. D) The teacher should provide opportunities for students to write facts about concepts in groups.

A) The teacher should provide hands-on materials to practice new concepts.

The principal has received several complaints about the art teacher. Students complain that he makes fun of the work students do in his classroom. The principal cannot imagine what these complaints are in reference to and has planned a meeting with the art teacher to discuss the situation. The principal informs him that several excellent students reported that, "he rolls his eyes at my artwork." The art teacher is quick to explain that he rolls his eyes when the work is excellent. The principal suggest that the best way to communicate with students is to- A) Use verbal communication so that the explicit message is understood. B) Keep up his excellent sense of humor but make sure that the body language is not misunderstood. C) Be more serious in the classroom so that the students do not misunderstand his communication. D) Use nonverbal communication to communicate with the students who have the ability to understand the subtle meanings.

A) Use verbal communication so that the explicit message is understood.

Wikis, blogs, and discussion boards are environments that allow students to work together on group projects. Collaborative learning with technology is typically understood to be a situation in which two or more students work together to search for understanding or learning, or to solve a problem. These types of activities are deep-rooted in which of the following theories of learning? A) Vygotsky's zone of proximal development B) Erik Erikson's theory on the stages of psychosocial development C) Jerome Bruner's theory on how information is processed D) John Dewey's views of progressive education and a child-centered approach

A) Vygotsky's zone of proximal development

An English teacher notices her English language learners lack comprehension of the stories used in class. Which of the following statements best reflects ways a teacher may scaffold comprehension? A)The teacher should use stories with predictable story lines and familiar topics. B) The teacher should use pictureless stories with short, simple sentences. C) The teacher should introduce unfamiliar topics with a KWL chart. D) The teacher should use expository text with abstract concepts.

A)The teacher should use stories with predictable story lines and familiar topics.

A teacher promotes an inclusive environment though differentiating and building meaningful relationships with students. Inclusive education is important because- (Select all that apply.) A) The classroom climate impacts construction of knowledge. B) The classroom climate promotes emotions that impact attitude. C) Students gains access to multicultural literature. D) With inclusion, no one is bullied. E) It is required for special education.

A,B

An eighth-grade math teacher gives weekly math quizzes to gauge student understanding and retention of concepts. Which of the following are benefits to this ongoing assessment? Select all that apply. A) The weekly quiz results provide ongoing feedback to students B) The weekly quizzes can provide accountability to students. C) The weekly quiz results provide information about the effectiveness of instruction. D) The weekly quiz results can help show a need for a change in instructional strategy. E) The weekly quizzes use class time that could be used for instruction.

A,B,C,D

An effectively delivered lesson brings closure to students. Which of he following are benefits of providing closure in a lesson for middle grade students? Select all that apply. A) Confirm understanding of what was learned. B) Self-assess understanding of what was taught. C) Share learning with peers. D) Reinforce the concepts which were taught. E) Reflect on how they engaged with the learning.

A,B,C,D,E

Sam, a student who has cerebral palsy and is confined to a wheelchair, is in Mr. Clark's ninth-grade health and physical education class as determined by his IEP. Mr. Clark wonders how he can meet Sam's needs appropriately in his physical education class. Which of the following accommodations for Sam would Mr. Clark make in the physical education class? Select all that apply. A) Provide preferential seating for the student, if needed. B) Minimize distractions, such as colorful bulletin boards, in work areas. C) Arrange the physical layout to minimize obstructions. D) Arrange the desks so the students will be able to have privacy. E) Rearrange the seating in the classroom to be in U-shape.

A,C

Which of the following are benefits of using individual student portfolios for assessment purposes? Select all that apply. A) Allowing students the opportunity to reflect on their progress. B) Seating all the students in groups that made similar grades. C) Documentation for parents and administrators to view. D) Comparing students work to those of their peers. E) To formulate cooperative groups for projects in the spring.

A,C

Educational theories help teachers understand how students learn to make meaning through interaction and communication and provide teachers with guidance on how to use technology in teaching and learning. Which of the following theories provide direction for both the effective design of digital resources and how a teacher can best use those resources with students? Select all that apply. A) Vygotsky's zone of proximal development B)Erik Erikson's thoery on the stages of psychosocial development C) Jerome Bruner's theory on how information is processed D) John Dewey's views of progressive education and a child-centered approach E) Bandura's theory that people learn from one another

A,E

Which sentence in the passage is evidence that the teacher understands and applies the importance of clear, accurate communication for effective teaching and learning? In a high school trigonometry class, Mrs. Flowers notices that most of the students are hesitant when it comes to participating by writing their answers on the board. The students remain silent when Mrs. Flowers ask for volunteers. The teacher is unsure if the students really know the content or not. Tutoring before school was offered and not one student too advantage of tutoring before school. Mrs. Flowers even gave out sweet treats for those students who would attempt a math problem on the board. This repeated behavior in class was frustrating for both Mrs. Flowers and the students. After a week of observing the reactions of the students, Mrs. Flowers initiated support by guiding effective discussions including using questions to direct and engage the students.

After a week of observing the reactions of the students, Mrs. Flowers initiated support by guiding effective discussions including using questions to direct and engage the students.

A fifth-grade teacher must explain the results of Tim's state test, which measured his success on predetermined reading objectives. Time mastered most of the objectives, but according to the results, he needed to work on summary and main idea. Based on the information provided, what type of test did Tim take? A) Norm-referenced test B) Criterion-referenced test C) Standardized test D) Survey test

B) Criterion-referenced test

Mr. Bates uses mainly a lecture style of teaching to present information to his middle school students. This type of teaching would best meet the needs of which type of learner? A) Visual Learners B) Auditory Learners C) Kinesthetic / Tactile Learners D) All Learners

B) Auditory Learners

Each homeroom teacher uses a portion of the homeroom period to teach or review with students how to solve problems with peers. The procedure involves: -Calm down. -Verbalize the problem using "I" statements. -Discuss the problem and possible solutions. -Agree on a solution and shake hands on the agreement. This process is an example of- A) Ways to make choices B) Conflict resolution C) Team building D) Classroom rules

B) Conflict resolution

Students in Mr. Coleman's six-grade English class are asked to read and actively engage in discussion after the completion of a story or book. Mr. Coleman regularly asks questions such as, " Justify your reasons for making the previous statement," "Critique the following conversation that took place between the main characters in the book," "Establish the way you think the author should have ended the book," or "Predict what you think will happen in the next chapter." In asking these questions of his students, Mr. Coleman's focus is MOST LIKELY on- A) Checking to make sure the students read the assigned material. B) Encouraging the use of higher-order thinking skills. C) Gathering information and discovering students' knowledge, interests, and experiences. D) Receiving literal interpretation of the material students are to be reading.

B) Encouraging the use of higher-order thinking skills.

Five-year-old Tim is beginning to become more active in the classroom. One day, when it was still too early for nap time, he goes to the back of the room to get his mat. In trying to get his mat out, all the other mats belonging to his classmates come tumbling down and scatter all over the floor. What should his teacher, Mrs. Laslow, do in response to make sure this incident will not happen again? A) Have Tim accompany the aide to help pick up every one of the mats on the floor. B) Explain the appropriate time to get mats out but still be supportive of Tim's intention. C) Make sure Tim understands what he's done wrong for not following procedure. D) Send Tim to the thinking chair after clearly explaining the reason for the decision.

B) Explain the appropriate time to get mats out but still be supportive of Tim's intention.

Kiara's parents had always considered her to be a very talented child. They even spoke with her second-grade teacher and requested testing for the Gifted and Talented program. The results indicated, however, that Kiara had not met all of the criteria. Her teacher was surprised with the results and commented to the parents that it was probable the fault of the GT teacher because she was in a bad mood on the day the testing was done. In making that remark, the teacher was not- A) Using the steps specified for teachers when working with GT students. B) Following ethical guidelines according to the Code of Ethics. C) In compliance with the Every Student Succeeds Act. D) In compliance with FERPA.

B) Following ethical guidelines according to the Code of Ethics

The teacher of ninth-grade students prepares the first monthly newsletter to parents explaining her expectations for all of her students. A brief overview of cooperative learning is presented and parents are invited to come to the classroom and observe the cooperative groups at work at any time. The teacher includes a column: "Questions for the Teacher" in which she encourages parents/ guardians to ask questions. Included in this first newsletter is a question from the previous year about cooperative learning. Several other teachers ask why she treats high school students like children by writing to their parents. Which of the following is her best reply? A) I have to schedule observations and conferences and newsletters can take the place of one of those conferences. B) I have a responsibility to communicate with parents/ guardians and to respond to their questions or concerns about my teaching. C) I find that difficult parents are easier to handle if I try to send them information often. D) As a professional, these newsletters help me focus on the goals of my instruction if i make them public to the parents.

B) I have a responsibility to communicate with parents/ guardians and to respond to their questions or concerns about my teaching.

Response to Intervention (RTI) reflects a three-tiered approach to instruction. Which of the following legislative actions led to the RTI tiered model of instruction to prevent academic failure? A) Americans with Disabilities Act (ADA) B) Individuals with Disabilities Education Act (IDEA) C) Section 504, Rehabilitation Act (504) D) No Child Left Behind (NCLB)

B) Individuals with Disabilities Education Act (IDEA)

Which of the following is the act designed to ensure that students in grades 5-8 learn what they are intended to learn in a class? A) Assessment B) Instruction C) Pretests D) Assigning grades

B) Instruction

Marta is an elementary English language learner who can successfully participate in short and simple conversations on familiar topics. When she doesn't understand something you say, she will sometimes ask you to slow down or repeat it. Given this description, Marta is MOST LIKELY at which proficiency level for the listening domain? A) Beginning B) Intermediate C) Advanced D) Advanced High

B) Intermediate

Mr. Jackson gives his seventh graders a sheet with a rubric for the assignments they're about to start. What is the purpose of providing students with a rubric prior to the assignment? A) It provides the students with directions for doing the assignment so that the assignment is clear. B) It ensures that the assessment is congruent with the instructional objectives and communicates the assessment criteria standard to students. C) It is a good way from preventing parents from complaining about the grading procedures used by a classroom teacher. D) It is a norm-referenced assessment that is much more valid than those usually used in middle school classes.

B) It ensures that the assessment is congruent with the instructional objectives and communicates the assessment criteria standard to students.

Mr. Schultz has his six-grade students explore how carbon is taken from the atmosphere by observing and interacting with a touch-screen diagram that illustrates the carbon cycle before he discusses it with them. After debriefing the students, he shows a video that illustrates that plants, performing the process of photosynthesis, describe one way carbon is taken from the atmosphere. He then has the students work in pairs to write how the photosynthesis process takes place. Mr. Schultz always asks himself how science lessons he plans to meet the needs of his students might be interpreted by the various cultures represented in his class. What is the primary reason that this is such an important consideration for him? A) It represents Mr. Schultz's respect for students with diverse backgrounds and needs and an innate desire to learn. B) It represents Mr. Shultz's commitment to plan and adapt lessons to address all students' diverse backgrounds and needs. C) It represents Mr. Schultz's understanding of needs caused by the socio-economic differences in his students. D) It represents Mr. Schultz's understanding of student learning needs and his desire to address their preferences.

B) It represents Mr. Shultz's commitment to plan and adapt lessons to address all students' diverse backgrounds and needs.

Students in a third-grade class have been writing stories about animals for their library of students-made books. One student wants to download photos from a Web site on the Internet to illustrate her story. The teacher checks the copyright notice for downloading the pictures and finds they are public domain. The teacher agrees and requests that the student identify the Web site beneath the pictures in her story. Which of the following is the MOST important reason for asking the student to do this? A) It will enable other students who read her story to find that Web site readily. B) It will promote the student's understanding of the importance of citing sources for her work. C) It will facilitate the teacher's development of a catalog of useful and interesting Web sites. D) It will permit the teacher to verify the student's mastery of a specific learning objective in technology.

B) It will promote the student's understanding of the importance of citing sources for her work.

Mrs. Padua knows that her middle-grade students will enjoy school more and learn more when they are actively engaged in learning. Which of the following is NOT a good strategy for her to employ to help ensure this goal? A) Highlight how the content being learned has interest and relevance to the students. B) Maximize learning time by having students stay seated in their desks for most of the day. C) Plan time for students to interact with the teacher and interact with each other during a lesson. D) Plan for ways to address multiple learning styles within each lesson.

B) Maximize learning time by having students stay seated in their desks for most of the day.

Mrs. Green is helping her students with creating slide shows for presenting their upcoming project on Continents. She tells the students this technology allows them to insert figures, pictures and icons, and recommends them to minimize the verbosity and make text and visuals as large as possible in their presentations. At the end she reminds the students they are responsible for locating relevant information including geography, climate and countries' populations as the content of their presentations. Which of the following will best ensure that Mrs. Green has given explicit directions for both assignments? A) Allow time in class for students to discuss their thoughts of the assignments with a partner. B) Model for the students how to create a slide show, go over the outline of the project, and remain open for questions. C) For homework, have the students restate in bullet points both assignments: slide show presentation and content requirement. D) Require the students to write their understanding of both assignments- slide show presentation and content- in their journals.

B) Model for the students how to create a slide show, go over the outline of the project, and remain open for questions.

Which of the following strategies is most effective in promoting prosocial behaviors in 5 years olds? A) Inviting the principal to discuss examples of the prosocial behaviors. B) Modeling prosocial behaviors for students daily. C) Providing frequent verbal reminders to students. D) Posting rules and expectations around the classroom.

B) Modeling prosocial behaviors for students daily.

The social studies teacher has one special needs student in her classroom who has difficulty staying on-task for more than a few minutes. The students wants to work only at the computer. The teacher has instigated a system that gives the students points for every 10 minutes that the student can remain on-task. After the student has earned 50 points, the student may go to the computer for a specified period of time. The teacher's PRIMARY goal in setting up this reward system is to- A) Keep this student from causing problems in the classroom. B) Move this student from external control to self-control and self-monitoring. C) Provide a system that the student's parents will not consider too punitive. D) Model how to use positive reinforcement for the other students.

B) Move this student from external control to self-control and self-monitoring.

A seventh-grade student is caught in the turmoil of a family divorce. There student explains that his father moved out of the family home and is living somewhere else. This separation is very hard on the students and his grades have been much lower than usual. The father did not see the report card that went home and when he learns of the the boy's failure in math from a friend, he demands to see the grades. The mother refuses to show the father the report card and calls the school and tells them not to give the grades to the father. The father comes to the middle school and requests to see the math grades. In this situation, the math teacher must- A) Get a court order to allow the father to see his son's grades. B) Provide the father with the son's grades. C) Not allow the father access to his son's grades. D) Provide the father with a form to request the grades.

B) Provide the father with the son's grades.

Current trends in education suggest teachers use evidence-based practices in their classrooms. Which of the following conclusions for research relates to this trend? A) One study can provide evidence needed to support a particular practice. B) The convergence of evidence deems a practice appropriate. C) Any intervention can claim to work, so the teacher should use what works best for the students. D) Evidence-based strategies include those based on classroom observation.

B) The convergence of evidence deems a practice appropriate.

A second-grade teacher is observing her students problem-solve Math word problems. What is perhaps the MOST important drawback when students go directly to writing a number sentence first in order to solve a problem? A) They may not be able to work cooperatively when solving the problem this way. B) They may not be able to show their problem-solving strategy on paper without using manipulatives first. C) They may not be able to make connections between the problem and their work. D) They may not know the correct words to use to explain their thinking.

B) They may not be able to show their problem-solving strategy on paper without using manipulatives first.

Mr. Phillips has a student in his fourth- grade class who has been diagnosed with attention deficit/ hyperactivity disorder (ADHD). Instead of sitting quietly in her seat working on materials for the unit, Angela has trouble staying in her seat, runs in the room, talks excessively and often fails to finish her work. Which of the following suggestions is the LEAST effective in dealing with the student's disability? A) Provide for periods of mobility in the room such as stretch breaks. B) Try to change the student's habits of constant mobility by suggesting she sit still for longer periods of time. C) Role-play how to carry out the rules of the room and model appropriate behavior. D) Focus on a positive environment and review the student's behavior intervention plan.

B) Try to change the student's habits of constant mobility by suggesting she sit still for longer periods of time.

Which of the following describes the zone of proximal development that a middle grade teacher should look for when scaffolding learning for students? Select all that apply. A) The physical zone around the student that should provide a conducive environment for learning. B) The difference between a learner's ability to perform a task independently versus with guidance. C) The "window of learning" where scaffolding should happen D) The "window of learning" in which a student is learning independently E) The zone of learning which best approximates a student's areas of interest

B,C

The important role that technology plays in education gives teachers the opportunity to design meaningful learning experiences that integrate technology into the curriculum to support the learning process. This means that teachers, in evaluation the digital learning resources they might want to sue with their students, should consider those that- (Select all that apply.) A) Focus application of technology for practical purposes. B) Focus on information and activities that directly relate to schema construction. C) Have the ability to create pleasing final products. D) Clearly identify the complexity of learning materials and experience of learner. E) Engage students in activities that may not be possible in the classroom.

B,D,E

To begin the unit comparing fractions with different denominators, the fourth-grade teacher can BEST link this new knowledge with prior knowledge by saying- A) "Last year in third grade you learned something about fraction. Who can tell me what you learned?" B) "If I have on half of a bag of popcorn and you have a full bag of popcorn, who has the most? What if you eat half of your popcorn?" C) "I've brought in this pizza today and will be using it to help you compare fractions with different denominators. Let's look at the whole pizza first. If I cut it into two pieces, what will my denominator be? What if I cut it into four pieces?" D) "My objective today is for you to be able to compare two fractions with different denominators. Does anyone have a questions so far?"

C) "I've brought in this pizza today and will be using it to help you compare fractions with different denominators. Let's look at the whole pizza first. If I cut it into two pieces, what will my denominator be? What if I cut it into four pieces?"

Mr. McCullough teacher in a self-contained classroom in which history immediately follows the language arts block. Several students continue working on their writing assignment after the history lesson has started. Which of the would best help Mr. McCullough achieve a smooth transition between subject areas? A) Informing students of all assignments at the beginning of the day. B) Maximizing the amount of time between subjects so everyone will have time to finish what he or she is doing. C) Making sure he has everyone's attention before he begins the next subject area. D) Letting the students continue writing while he is teaching history so they can complete their assignments.

C) Making sure he has everyone's attention before he begins the next subject area.

The physical education teacher is a member of the Site-based Decision- Making Committee at the middle school. Several other physical education teachers express amazement that he is serving on that committee rather than something related to athletics. What is his BEST explanation for serving in the committee? A) "I know it is a drag. But the principal asked me to be on it and I just couldn't turn him down." B) "Look, I do PE stuff all day at school. This gives me a change to do something new." C) "If no one from the physical education department participates on this committee, the PE department will not be represented. This is a valuable committee for our department and for us as teachers." D) "I came here from a school where the PE department was not taken seriously. All they could do was talk about sports. I'm doing this to show that we do have good ideas."

C) "If no one from the physical education department participates on this committee, the PE department will not be represented. This is a valuable committee for our department and for us as teachers."

At the beginning of the school year, Mrs. Jackson is reviewing data regarding her fifth-grade students' performance on a variety of assessments, and she encounters grade-equivalent scores. Which of the following represents a grade-equivalent score? A) 90% B) 98 C) 6.1 D) 1240

C) 6.1

Mr. Goodson started his teaching career much later than most of his colleagues. He enjoys teaching but feels inadequate when it comes to incorporating technology in his classes. He wants his students to be exposed to the many uses that the field of technology offers in order to enhance productivity in class. Which of the following would be the most important step he could take? A) Explore online the many facets of technology. B) Subscribe to an educational journal that focuses mainly on technology. C) Consult the technology coordinator in his district and ask for suggestions. D) Participate in lively discussions with his friends as to their choices of technology.

C) Consult the technology coordinator in his district and ask for suggestions.

Mr. Marquis wants his first graders to develop a deeper and more thorough understanding of math when problem-solving. There are many opportunities for incorporating math into each day. Taking attendance, getting the lunch count, looking at the calendar, and discussing they day's schedule are all examples of- A) Ways to grade student progress in solving problems. B) Examples of daily school routines which are not conducive to problem solving in mathematics. C) Daily routines that can help develop mathematical concepts. D) Open-ended activities allowing students opportunities to memorize addition and subtraction facts.

C) Daily routines that can help develop mathematical concepts.

Lilly, a student in Ms. Ortiz's early childhood class, always has an excuse as to why she can't do something when asked to perform an activity by her teacher. She often tells her teacher that the activity is too hard. Ms. Ortiz has established a safe and supportive classroom environment for her students and encourages Lilly to participate in learning. Ms. Ortiz realizes that Lilly's negative attitude and emotional development can greatly affect- A) Classroom privileges as they are based on participation. B) After-school activities C) Development in other areas. D) Her attitude at home with siblings.

C) Development in other areas.

A third-grade teacher plans a social studies unit that will include teacher presentations, whole-class and small-group discussions, a presentation by a guest speaker, a video, a small-group activity, and a field trip. Of the following, the MOST important advantage of the teacher's instructional plan is that it- A) Facilitates the flexible pacing of lessons by the teacher in response to divers student learning needs. B) Enables the teacher to cover a greater amount of instructional content in less class time. C) Gives students with varied learning preferences multiple chances to process and reinforce unit content. D) Facilitates teacher efforts to organize and sequence instruction in a logical, coherent way.

C) Gives students with varied learning preferences multiple chances to process and reinforce unit content.

The geometry teacher, Mr. Lara, is an experienced teacher and has been asked to mentor a new first-year teacher at the school. Mr. Lara uses excellent questioning as a method to obtain information from his 11th-grade students. He uses questioning as a way of helping his students understand the importance of logical reasoning, justification, and proof in mathematics. For example, he asks, "You are able to solve math problems that use the Pythagorean Theorem, but can you prove the Pythagorean Theorem using three sheets of construction paper cut into squares? If so, show me how. If not, tell me why not?" What does this question illustrate about the geometry teacher's questioning techniques? A) He believes in asking questions at the knowledge level. B) He believes in asking low-level questions. C) He believes in asking higher-level questions. D) He knows that questions at this level produce less learning than lower-level questions.

C) He believes in asking higher-level questions.

Eighth-grade students have recently completed a unit on westward expansion. Which of the following student activities would demonstrate the highest level of critical thinking? A) Explain the major issues and events of the Mexican War. B) Write a composition about westward expansion. C) Investigate the relationship between Manifest Destiny and westward growth. D) Identify areas that were acquired to form the United States.

C) Investigate the relationship between Manifest Destiny and westward growth.

Mrs. Whitworth notes during her observation of Ms. Langkamp, a first-year teacher of fifth graders, that she calls mostly on students who raise their hand to respond open-ended questions. Mrs. Whitworth is likely to explain to Ms. Langkamp that this method of recognizing students for responses is- A) Positive, because it avoids having to call on shy students who do not know the answer and may experience embarrassment in front of the whole class. B) More effective than calling on students using a random process. C) Limited, because students who don't volunteer may miss an opportunity to be actively engaged in the lesson. D) Positive, because volunteers give a higher proportion of correct responses from which all may benefit.

C) Limited, because students who don't volunteer may miss an opportunity to be actively engaged in the lesson.

Alicia attends an early childhood center in her neighborhood. Alicia has been taught to share her toys with others and in most cases behaves very well. However, when it comes time for centers in school, Alicia runs to the beanbag chair, which is located in the reading center and claims it is hers. Her teacher can change this behavior by- A) Telling the students she may not use the center until she changes her behavior. B) Holding a discussion with the class and explaining the rules of the reading area and particularly the beanbag chair. C) Modeling turn-taking and then monitoring Alicia closely. D) Allowing the children to determine how they will resolve the problem of the beanbag chair.

C) Modeling turn-taking and then monitoring Alicia closely.

During center time in Ms. Lynn's kindergarten class, the students rotate to activities that have been introduced shared reading time. Several children at a time are at each center and are working on beginning sounds with magnetic letters, retelling a story with a flannel board, drawing pictures based on an incident from the story just read, or dictating what the picture is showing. During the time students are at centers, Ms. Lynn's MOST important role is to- A) Make sure students are on task by asking specific questions about the story that was read during the shared reading experience. B) Make sure students are communicating with each other and building friendships. C) Rotate to each center, observe students' behavior, and make sure students are on task and productive. D) Encourage children to talk about what they like best at school and who their best friend might be.

C) Rotate to each center, observe students' behavior, and make sure students are on task and productive.

The first-year ninth-grade English teacher Mr. Souza finds that most freshman do not understand how to budget time for in-class assignments. Mr. Souza writes the allotted time on the board and explains that when the time is up, groups will begin making presentations. Often when time is called, groups will say, "Wait, we're not finished Can we have a few more minutes?" Frustrated with this pattern, the teacher has gone to his mentor for advice. The mentor suggests that the best remedy is- A) Not let the students use excuses as a way to have more group time with peers. B) Insist that all groups will be graded on the product produced in the given time. C) Set aside a class period to teach, through modeling, how to pace an activity. D) Sit in with the slow group and serve as the time-keeper to help them stay on track.

C) Set aside a class period to teach, through modeling, how to pace an activity.

Mrs. McCaffery, a health teacher, is discussing the typical sequence of physical development in adolescence with her middle school students. She's aware that the timing and rate at which puberty occurs vary widely. These differences mean that some of Mrs. McCaffery's students may be completely mature, while others have not begun puberty. When Mrs. McCaffery sends three-week progress reports home, one-third of her students are failing. She wonders if physiological needs may be playing a role in her students' lack of academic achievement. Which of the following best describes their role of physiological needs in students' academic performance? A) Physiological needs have no relationship to academic performance. B) A student with unmet physiological needs may show litter interest in academic performance. C) Those with unmet physiological needs should be referred to a physician. D) Those with unmet physiological needs should be referred to a physician.

C) Those with unmet physiological needs should be referred to a physician.

A sixth-grade English teacher would like to accommodate English language learners as they respond to writing prompts in the classroom. Which of the following activities would LEAST likely support this goal? A) Allow the use of dictionaries of various types. B) Provide clarification of word meanings in the prompts. C) Use only narrative writing prompts to prevent confusion. D) Provide prompts that students with various backgrounds could address.

C) Use only narrative writing prompts to prevent confusion.

A third-grade teacher, Ms. Contreras, is planning a lesson on media literacy. One of the Ms. Contreras' goals is for students to be able to compare various forms of written conventions used in digital media. Which of the following student activities best supports the goal? A) Exploring a list of websites provided by the teacher and sorting the sites into categories based on the kind of information that is provided. B) Researching a topic using the Internet and emailing a not to a friend that includes three facts from the research. C) Using a Venn diagram to distinguish characteristics of a blog from those in a Web-based newspaper article. D) Working in groups to create a classroom website about events in the classroom.

C) Using a Venn diagram to distinguish characteristics of a blog from those in a Web-based newspaper article.

A preschool program has a set of morning teachers and a set of afternoon teacher. The success of this program probably depends most heavily on which of the following factors? A) A clear division of labor between the morning and afternoon teachers. B) A full-time administrative staff to cover all these hours. C) Matching teaching styles between the morning and afternoon teachers. D) Daily communication about issues that have come up and that affect the children.

D) Daily communication about issues that have come up and that affect the children.

Mrs. Jakes' second-grade class is beginning an integrated unit that will focus on important historical figures of the state of Texas. As part of the activities the class will create a bulletin board called "The Wall of Fame" where the biographies of these famous Texans will be highlighted. Next, she plans to extend the concept of autobiography by telling the students they too will join "The Wall of Fame." But for that, the students must first conduct an interview with their parents, asking such questions as "How did I get my name?" or "Where was I born?" Mrs. Jakes' PRIMARY objective for this exercise would be to- A) Encourage students to learn to speak to adults. B) Provide a history for the students so they will have a record of pertinent information. C) Develop friendships among a diverse class of students based on contrasts and similarities. D) Engage the parents in various aspects of the educational experience.

D) Engage the parents in various aspects of the educational experience

Ms. Brazzell, a third-grade teacher, learns in a parent-teacher conference that a parent who has three small children to support has just been laid off. Ms. Brazzell suggests that a local family service agency might be able to help and arranges a meeting with the school counselor, parent, and member of the agency. What should be the PRIMARY goal of the meeting that the teacher has arranged? A) Discuss the advantages of working with the agency and share its success stories. B) Discuss the family's financial long-term goals and address emergencies like losing a job C) Provide the parent a list of services the agency can provide. D) Evaluate the most immediate needs of the family and express interest in helping.

D) Evaluate the most immediate needs of the family and express interest in helping.

If the content objective for the lesson was to analyze the functions of the organs in the digestive system, which of the following might be an appropriate language objective? A) State five facts about the digestive system. B) Use a diagram to explain the function of the digestive system to the teacher. C) Compare the digestive system and the nervous system in a small group discussion. D) Explain the digestive system to a partner, naming/ pointing at the relevant organs.

D) Explain the digestive system to a partner, naming/ pointing at the relevant organs.

Mr. Rafael's fourth-grade social studies class was discussing the population expansion that occurred in Texas. They talked about how new businesses are springing up in every town and city, but along with that growth there are always problems. Mr. Rafael asks the class to predict how they think Texas will meet the challenges brought on by the growth of the state. In responding to the question, Mr. Rafael is hoping for what kind of response? A) He wants the students to answer the question with specific details using the social studies book as a reference. B) He wants the students to ask him what he thinks so he can make the lesson more interesting. C) He wants to know the students' backgrounds on the topic of economic growth. D) He wants the students to engage in active, inquiry learning and higher-order thinking.

D) He wants the students to engage in active, inquiry learning and higher-order thinking.

Mr. Hernandez observes that a child in his fifth-grade class is struggling to understand a new math concept. Which of the following actions would be the most appropriate way to respond to the situation? A) Set up an intervention B) Refer the child for math remediation C) Activate the student's prior knowledge of the subject D) Make the new material concrete

D) Make the new material concrete

Mr. Hernandez observes that a child in his fifth-grade class is struggling to understand a new math concept. Which of the following actions would be the most appropriate way to respond to the situation? A) Set up an intervention. B) Refer the child for math remediation. C) Activate the student's prior knowledge of the subject. D) Make the new material concrete.

D) Make the new material concrete.

Mr. Bates has several gifted students in is sixth-grade class who are underachievers. Which strategy might help him address this concern? A) Mr. Bates should provide them leadership opportunities in which they can help struggling readers with homework tasks. B) Mr. Bates should reward them for working hard in class and for submitting homework on time. C) Mr. Bates should develop a behavior plan to meet their needs. D) Mr. Bates should allow them to pursue individual interests, and to explore complex, challenging tasks.

D) Mr. Bates should allow them to pursue individual interests, and to explore complex, challenging tasks.

During teacher-parent conference night, Mr. Brown, a fifth-grade classroom teacher at Clara Sunrise Middle School braced himself as he prepares to have a face-to-face conference with Mr. and Mrs. Sims. John Sims, a student that Mr. Brown has had difficulties with for three weeks, walks into the classroom with his parents and states, "Mr. Brown these are my parents," and walks away. Although Mr. Brown has sent home several notices to inform the parents of John's inappropriate behavior in class, Mr. Brown has not received any feedback from the parents. Which of the following strategies would best support a successful parent-teacher conference between Mr. Brown and the Sims? A) Mr. Brown should direct John Sims to come back and have a seat before the meeting starts. B) To break the ice, Mr. Brown should ask the Sims why they had not responded to his notices that had been sent home. C) Mr. Brown should allow the parents to ask most of the questions so that he could keep a positive atmosphere. D) Mr. Brown should maintain a calm voice during the meeting, but yet be firm on decisions to help the student.

D) Mr. Brown should maintain a calm voice during the meeting, but yet be firm on decisions to help the student.

A student in the fifth grade is a special education student. She has difficulty doing fifth-grade work and goes to a resource room for assistance in mathematics. The mathematics teacher happens to live next door to the student and believes that the student is capable of doing the math in the regular classroom. What should the math teacher NOT do in this situation? A) Request an Admission, Review, and Dismissal (ARD) meeting to examine the student's individual education plan (IEP). B) Meet with the resource teacher and discuss the types of problems the student has and suggest ways to work with the resource teacher. C) Request an Admissions, Review, and Dismissal (ARD) meeting to examine if the student is eligible for dismissal from the special education program. D) Notify the resource teacher that the student will stay in the regular classroom for math becuase the teacher has come the conclusion that the student is capable of doing the work.

D) Notify the resource teacher that the student will stay in the regular classroom for math becuase the teacher has come the conclusion that the student is capable of doing the work.

Mr. Hicks, the social studies teacher, is planning a unit on Texas for his fifth graders. As he plans the activities for the unit, which of the following activities would help his students develop higher-order thinking skills? A) Watching the movie "The Alamo" and discussing it in class with a group of peers. B) Making a timeline of the history of the state of Texas from the beginning of Texas as a republic until it became a state. C) Defining the terms in the text book that are in italics. D) Presenting a short skit with the students depicting the challenges faced by the early Texans and how they coped with these issues.

D) Presenting a short skit with the students depicting the challenges faced by the early Texans and how they coped with these issues.

The seventh-grade team believes in using many types of assessment. They all use students portfolios with their classes. Students select items to place in the portfolio and teachers can also add work to the portfolio. Some items student place in the portfolio include student-selected goals, journal entries, teachers' comments, projects, and book reviews. The team believes the MAIN value of portfolios is to- A) Teach student organizational skills by keeping their work together, each piece dated and in chronological order, in the portfolio. B) Provide the teacher with samples of students' work to share with parents during conferences. C) Provide a form of assessment that does not require as much preparation as traditional tests. D) Promote self-assessment and feedback that will enhance the students' own learning.

D) Promote self-assessment and feedback that will enhance the students' own learning.

A biology teacher used a rubric to score a science project. The graph below represents a portion of the rubric. It is a good practice for teachers to- A) Be brief on the descriptions of performance. B) Use a 5-column scoring system. C) Provide the rubric to students after they complete the assignment. D) Provide the rubric to students before the complete the assignment.

D) Provide the rubric to students before the complete the assignment.

Mr. Laso, a second year kindergarten teacher, observed several bruises on Stephanie's right leg. He also remembered that she was present at school on Monday but absent two days after that. Stephanie is very withdrawn from her peers and prefers to sit alone during recess. Which of the following choices would be most appropriate in being Mr. Laso's first step if he is concerned that Stephanie may be suffering from abuse? A) Questioning Stephanie by using puppets during center time to find out what happened to her right leg. B) Sharing the concern with the mentor teacher. C) Calling the parents and asking for a conference at their convenience. D) Reporting the suspicions to the local Child Protective Service Agency.

D) Reporting the suspicions to the local Child Protective Service Agency.

A sixth-grade history teacher wants to accommodate textbook reading assignments for English language learners (ELLs). Which of the following activities would best support this goal? A) Providing ELLs with a recorded version of the science textbook. B) Providing extra time for ELLs to read each textbook assignment. C) Modifying the textbook content to math the instructional level of the ELLs. D) Segmenting the textbook passages into smaller sections for ELLs.

D) Segmenting the textbook passages into smaller sections for ELLs.

A biology teacher used a rubric to score a science project. The graph below represents a portion of the rubric. Which of the following statements about the rubric is accurate? A) The rubric is an objective assessment. B) The rubric is a subjective assessment. C) Stellar, well done, moderate, limited, and I need help are criteria for assessment. D) The rubric is a criterion-referenced assessment.

D) The rubric is a criterion-referenced assessment.

Mr. Rafael's fourth-grade social studies class was discussing the population expansion that occurred in Texas. They talked about how new businesses are springing up in every town and city, but along with that growth there are always problems. Mr. Rafael continues with his questioning on the population expansion in Texas. According to Bloom's Taxonomy, the highest-order question Mr. Rafael asks is- A)What city in the state of Texas has the most pollution? B) Which of the following cities has the highest population? C) Is pollution in Austin higher during the summer or winter months? D) What effect will the population expansion in Texas have on your lives 15 years from now?

D) What effect will the population expansion in Texas have on your lives 15 years from now?