Lesson planning quizzes
A 2nd-grade teacher has created an interdisciplinary project in which each student will grow their own bean plant from a seed in the classroom window. This activity would be most appropriate for teaching: A)recording and analyzing data. B)spelling and vocabulary. C)metacognitive reflection. D)experimentation and the scientific process.
A
A first-grade teacher has designed a lesson on place value that will be used during small-group instruction. As part of the lesson, the teacher will say a two-digit number, and students will complete the following tasks: Make it: Students represent the two-digit number using base-ten blocks. Chart it: Students fill in a place-value chart with the correct digits. Write it: Students write the number in standard form. In this activity, students are mainly operating at which level of Bloom's taxonomy? A)apply B)remember C)evaluate D)create
A
A language arts teacher has asked students to evaluate an example of a persuasive text by critiquing or defending the piece in a small group discussion. Which activity should the teacher plan to include a task that increases the rigor of the assignment based on Bloom's Taxonomy? A)Ask students to write their own persuasive text. B)Ask students to list the characteristics of persuasive writing. C)Ask students to compare the claims in two different persuasive texts. D)Assess whether students are able to recognize persuasive writing in the real world.
A
A new middle school science teacher is planning lessons and units for the semester. Which of the following resources would be most useful for developing these types of plans? A)a pacing guide for the district that aligns with state standards B)a blog for teachers which includes posts with lab activities and demonstrations C)a textbook which includes comprehension questions for each topic D)a set of released questions from the previous year's state standard assessment
A
A science teacher is planning an instructional unit on the laws of physics. The teacher identifies five afterschool activities that students most commonly participate in and designs learning experiences that correlate to each after school activity. The teacher allows each student to choose from the five learning experiences based on their interest in the activities. This instructional design best reflects the following learning principle: A)new ideas and concepts are better reinforced when students process information in the context of previously known information and experiences. B)understanding and learning are enhanced when students choose their learning activities. C)new ideas and concepts are better reinforced when students are allowed to actively process the new information. D)students learn best by doing and experiencing the instructional activity.
A
A second-grade teacher follows this general framework when introducing a new math skill: 1.Teacher guides students as they use manipulatives to explore the new concept or skill. 2.Teacher accompanies the manipulatives with symbolic representation. 3.Students practice the skill in context with manipulatives and symbolic representation. 4.Students move towards using symbolic representations without manipulatives. Following this framework is likely to have which of the following effects on student learning? A)Students will have a more concrete understanding of abstract mathematical concepts. B)Students will feel more comfortable working cooperatively with their peers. C)Students will feel frustrated if they are not able to complete the problems without manipulatives. D)Students will be able to make connections between newly learned math skills and other subject areas.
A
A social studies class is learning about the causes of the American Revolution. The teacher asks the students to find three reasons for the Revolution that are outlined in the Declaration of Independence. Based on Bloom's Taxonomy, which of the following is the highest level of thinking required for the assignment? A)analysis B)synthesis C)knowledge D)application
A
Mr. Estrada's middle school class is learning about genetics. He first has his students observe the traits of their classmates and take note of which traits are more common. Then, the students practice using Punnett squares and observe patterns of inheritance in the offspring. Last, Mr. Estrada asks the students to predict the most likely phenotypes of offspring without drawing a Punnett square. Which of the activities from the lesson described above would be the most likely to elicit critical thinking from the students? A)Predicting phenotypes of offspring B)Observing patterns of inheritance C)Practicing using Punnett Squares D)Observing traits of classmates
A
Mr. Mahoney teaches science in a public school and is working over the summer to plan experiments for the upcoming school year. What guiding document from the school or district will he need before beginning his planning process? A)a scope and sequence B)an inventory of science supplies C)the adopted textbook D)state standards
A
Mr. Williams is using backward design to plan the research unit. Which of the following would be the most logical first step in this planning process? A)Creating a rubric for the final project that corresponds to the state standards. B)Create a list of controversial topics that students will not be allowed. C)Create a form that allows students to submit their first- and second-choice topics as a way to increase student ownership. D)Determine what technology will be available to the class during the research process.
A
Mrs. Adams is preparing a lesson in which she will ask students to compare a portion of a book they are reading with a clip from the film version of the book. The clip has been chosen because of its unexpected interpretation of the text. On the board, in the section dedicated to the day's agenda, Mrs. Adams writes, "Determine the success of a film clip in interpreting the author's depiction of setting and characterization." Which of the following best describes the purpose of this sentence in the lesson? A)It describes the learning objective for the lesson. B)It demonstrates to the class of how the learning goal for the unit relates to the lesson. C)It helps the class build on prior knowledge about setting. D)It reminds the class that they are not viewing the clip purely for entertainment purposes.
A
Ms. Chapin is a 6th-grade language arts teacher planning a reading unit on historical fiction. Students will be split into book groups and read a novel about a true historical event. Which of the following would be the most appropriate way to make this an interdisciplinary unit? A)Work with the social studies teacher to create a research unit in which students will learn about the historical event from their book to analyze their novel for historical accuracy. B)Work with the social studies teacher to see what the students will already know about their events and build on that prior knowledge in the reading unit. C)Work with the special education teacher to differentiate the unit to make it accessible to learners at varied levels. D)Work with the science teacher to ensure that the final project for the unit is not due at the same time as a big science project.
A
Prior to a first-grade teacher reading a story about the zoo to his class, he tells his students that he wants them to learn which animals live at the zoo because they will be going on a field trip to the local zoo next week. By telling the students the objective of the reading material, the teacher best demonstrates knowledge of which teaching principle? A)When students are aware of the focus and expectations of an activity, their comprehension of the material increases. B)Students at this cognitive level best process new information by relating it to already known information or past experiences. C)Class readings should not exceed the comprehension level of the highest achieving students. D)Student learning is best achieved by relating material to students' interests.
A
The third-grade teachers at Treasure Forest Elementary School are planning a unit on Thomas Jefferson. They want to challenge their students using higher levels of Bloom's Taxonomy, so they are brainstorming ideas to replace their current activities. Which of these requires the highest level of thinking? A)Write an essay about the best character traits of Jefferson. B)Write a list of questions to ask Jefferson in an interview. C)Compare similarities and differences between themselves and Jefferson. D)Read a passage and answer comprehension questions about Jefferson.
A
When Mr. Troutner introduces scientific notation to his math class, Jerome asks why they are learning about science during math class. What is the best answer to his question? A)Math and other academic subjects work together in the real world. B)This is not a science standard, it just shares a name. C)The school is encouraging cross-curricular activities and he is trying to implement them. D)Math is the most important subject and it is used in all other subjects; this is just one example.
A
Which of the following would be appropriate for a general education teacher to do to assist an intermediate-level ELL who has been struggling to understand the content? A)incorporate more visuals, charts, and graphic organizers into the lessons B)frequently call on the student during class to check his understanding C)find a peer tutor to work with the ELL student after school D)provide the ELL student with additional homework tasks
A
Which statement below falls within the highest category of Bloom's taxonomy? A)Create a commercial advertising your favorite figure of speech. B)Identify the state capitals on a map. C)Define the organs found in a frog diagram. D)Compare the book and film versions of Tuck Everlasting.
A
Mr. Burke is preparing for a meeting where he plans to discuss the academic progress of a specific student, Xavier. Which of the following should Mr. Burke bring to the meeting? Select all that apply. A)anecdotal notes taken during small group instruction B)observational records of Xavier's behavior C)samples of Xavier's class work D)Xavier's grades on recent tests
A,C,D
A 7th-grade social studies teacher is collaborating with a 7th-grade language arts teacher to thematically link their upcoming unit. The language arts teacher is preparing for a unit focused on informational texts and the social studies teacher will share with her a variety of informational texts that are relevant to the upcoming social studies unit. What is the primary motivation for this collaboration? A)to demonstrate to students the benefits of working collaboratively with others B)to integrate the information from both classes in order to improve retention C)to gather evidence to support combining ELA and social studies classes into one subject D)to decrease the time the ELA teacher will spend finding informational texts for her lessons
B
A few students are struggling with the current learning objective. How should this observation impact the pacing of lessons for the class in this unit? A)The pacing should slow down because not all students have met the learning objective. B)The pacing should remain the same because most students have been successful. C)The pacing should speed up because the majority of students are not being challenged. D)The pacing should remain the same but the teacher should reevaluate the content of the upcoming lessons.
B
A first-grade teacher is analyzing data from a recent math assessment. The chart below lists specific skills and the students who have not yet mastered each skill. Based on these results, the teacher should plan on providing: A)after school tutoring for Miguel, Anna, and Zoey. B)one-on-one instruction for Miguel. C)small group instruction for Anna, Zoey, Ezra, and Miguel. D)Tier 3 RTI support for Miguel.
B
A fourth-grade teacher plans a science unit that includes two experiments, one class project, a teacher presentation, and a field trip. Which of the following is the most important advantage of the teacher's instructional unit? A)It gives students hands-on experience with the instructional unit. B)It allows students with varied learning styles to process the information using multiple sources. C)It allows the teacher to cover a larger amount of material with less time. D)It ensures the content is structured in a coherent, understandable manner.
B
A high school world history teacher has students use journals several times a week to answer reflection questions, either at the beginning or end of class. The following are sample questions students are asked to respond to in their journal. What was the main concept in the news clip we watched at the beginning of class? How is that news story related to what we studied today? What were the two best ideas that came from your discussion group? Which of the following learning principles best reflect the teacher's use of these questions? A)Learning occurs most effectively when students consciously use skills and procedures to acquire new information. B)Learning is reinforced when students have opportunities to actively process and reflect on new information. C)Learning occurs most systematically if students are acclimated to a regular daily routine. D)Learning is enhanced when students direct their own learning and develop motivation and responsibility.
B
A second-grade teacher is planning a language arts lesson to introduce elements of fairy tales. An appropriate lesson to begin the unit would include which of the following? A)a puppet show of fairy tales B)reading familiar fairy tales aloud and pointing out key features This activity builds upon prior knowledge and introduces the concept. C)a reading activity with comprehension questions afterwards D)having students rewrite fairy tales with their own ideas added
B
A teacher has identified the state standards associated with a unit of study. Of the following, what is the most important consideration to make as she now plans activities for the unit? A)standardized tests and district assessments over the material B)student needs, interests, and abilities C)cost of activities D)textbook information and supplemental material
B
A teacher used the scope and sequence provided by the district to plan a unit prior to beginning instruction. After reflecting on the first week's progress, the teacher realizes that the students are not ready to move on to the skill she currently has scheduled for the following week. Which of the following best describes how the teacher should move forward in this unit? A)Continue with the current plan and adjust planned assessments to reflect the current progress. B)Change the upcoming plans to meet the students' needs, but also revisit and revise the unit plan to ensure that all unit objectives will still be taught. C)Change the upcoming lesson plans to provide more time for the current objective, and carefully choose which objectives to skip now that the timeline has shifted. D)Continue with the current plan but identify opportunities in future units to include similar learning goals to those not met.
B
An ESL teacher frequently checks on her students listening and speaking skills. After her history lesson, she pairs students to discuss what was taught and takes the time to do an informal check. While walking around she overhears an ELL student speak with some language errors to his group. Which practice would benefit the student while making sure the student keeps taking risks in speaking? A)cloze procedure B)student-led conference C)create a portfolio of dated work D)administer a running record
B
Anecdotal notes are an example of what kind of data? A)diagnostic B)qualitative C)criterion-referenced D)quantitative
B
At the end of each unit, a teacher incorporates a day where no new objectives are taught. On that day, students take time to respond to a series of questions asking them to reflect on different aspects of their learning throughout the unit. What is the purpose of this instructional practice? A)give the teacher an opportunity to catch students up who had fallen behind B)provide students with an opportunity to self-assess C)accommodate the time necessary to transition the classroom supplies for the upcoming unit D)provide the teacher with an opportunity to determine which aspects of the previous unit were successful
B
During a math unit, a teacher plans a weekly quiz as a formative assessment. One week, most students miss the same two questions. The teacher can best respond to this by using which of the following approaches? A)reviewing everything taught the week before and re-administering the quiz B)reviewing the concept covered on these questions and adding a relevant question to the next quiz C)continuing on to the next concept without reviewing D)reviewing the two questions and then moving on to the next concept
B
During his science class, Mr. Patterson plays a short video clip explaining the process of forming a raindrop. At the end of the clip, he asks his students to verbally explain to a partner what they heard and understood. As students do this, Mr. Patterson circulates the room to check for understanding and clarify any points of confusion. The main purpose of this activity is to help students: A)take notes effectively. B)reinforce the information obtained from the video. C)work collaboratively in small groups. D)build their oral presentation skills.
B
Miguel is a kindergarten student who is reading a book aloud to his teacher. He is reading without assistance until the fourth page of the book, when he pauses at an unfamiliar word. Which of the following should Miguel's teacher do first? A)Encourage Miguel to guess the word based on pictures in the book. B)Watch Miguel to see which decoding strategies he uses. C)Offer Miguel a book that is more appropriate for his reading level. D)Read the word aloud to Miguel to prevent him from getting stuck or frustrated.
B
Mr. Jones is creating an assessment for his seventh-grade English class, and he wants to utilize all levels of Bloom's taxonomy within the assessment. Which of the following assessments should he choose? A)essay test in which students choose from several prompts B)multiple choice test with varying levels of rigor in the questions C)matching test in which students have to pair words with their definitions D)oral exam in which students respond to questions in class
B
Mr. Popov's students are building circuits. The ends of the conducting wires have alligator clips that students use when making connections. Mr. Popov notices that several students are connecting the alligator clips to the plastic that coats each of the conducting wires instead of connecting the metal clips to metal. What did Mr. Popov specifically forget to include in his lesson plans? A)demonstrating exactly how to set up the circuits B)activating students' prior knowledge about conductors and insulators C)cautioning students about safety rules when working with electricity D)ability grouping
B
Mrs. Clark wants to divide her class into eight sections with each section having an activity center where her students can do a hands-on science experiment to correlate with the current science instructional unit. When designing the activity centers, it is most important for Mrs. Clark to ensure that: A)the activities are performed at the beginning of the instructional unit. B)each activity clearly relates to and supports a specific concept from the instructional unit. C)every student understands how each experiment was created and the materials used in each experiment. D)each activity is easy to complete.
B
Mrs. Johnson has previously taught seventh-grade science and now has been assigned to teach science in the eighth grade. She introduces the topic of pollution by carefully crafting the following lesson using a DVD. Students are told that the DVD's objective is to cover critical information concerning water and air pollution in the US. Then, they are directed to work in groups at their tables and write five questions per group that they expect to be answered while viewing the DVD. She sets the timer for seven minutes to work. When the timer goes off, each group states two questions they wrote, trying not to duplicate responses. The teacher then explains that they will actively watch and listen to see if their questions get answered. The portion of the DVD they view takes 14 minutes. She then asks them to individually reflect on what they thought was the most interesting thing they viewed in the DVD and if their questions were answered. After a full minute of wait time, a teacher-facilitated discussion takes place concerning the students' interests and the answers to their questions. Mrs. Johnson then requests that the class members personally write in their science journals, rating the DVD on a scale of one to five, explaining why they rated the video with this score and their reflections about what they learned by its viewing. Which of the following statements would be the most accurate evaluation of this entire lesson? A)The students were allowed to collaborate to determine questions and were involved in a group discussion to determine some of their findings. B)The teacher used a variety of appropriate motivational, individual, and group activities and allocated adequate time for self-assessment and closure. C)The teacher motivated the class by having them establish their own reasons to view the DVD.' D)The teacher gave accurate and precise steps for the students to follow.
B
Research has shown that ELL students benefit from formative assessments. All of the following are benefits that formative assessments provide to ELL students except: A)They provide information about students' current knowledge/skills that can inform future lessons. B)They provide students with a grade that can be compared to peers. C)They occur on a consistent basis to help teachers stay up-to-date on student learning. D)They include feedback that is specific, timely, and related to the learning goals.
B
When planning an upcoming unit, the teacher considered the various objectives and the amount of class time that was necessary to teach the content in the previous school year. Which of the following is not necessary to incorporate into plans for the progression of learning objectives throughout the unit? A)repeated exposures to content B)remediation for students who have fallen behind C)opportunities to connect new ideas with previously learned concepts D)opportunities for reflection
B
When planning instruction, which of the following should not be a priority in the pacing and planning of daily lessons? A)include various ways to work with new information B)equally distribute time across all objectives C)provide multiple opportunities to work with material D)include time for reflection
B
Which of the following is the highest level of thinking according to the modern Bloom's Taxonomy? A)evaluation: the ability to build and recognize patterns B)create: the ability to produce original thoughts or ideas C)evaluation: the ability to judge the quality and value of ideas D)create: the ability to troubleshoot or solve a problem
B
Which of the following practices is more integral to standards-based education than to other education models? A)horizontal PLC meetings B)backward planning C)use of interactive instructional strategies D)creating a scope and sequence
B
Which of the following scenarios illustrates that the teacher knows how to implement scope and sequence in their planning? A)10th-grade literature teacher decides to teach Hamlet instead of Romeo and Juliet for the Shakespeare unit. B)A 4th-grade teacher decides to teach the unit on annotation and note-taking prior to the start of the research unit. C)A 2nd-grade teacher puts in a behavior referral for a student who is biting fellow students when he is upset. D)A kindergarten teacher creates labels for objects in the classroom to help students with literacy skills.
B
While reviewing the syllabus at the beginning of the school year, a science teacher informs students that the course will have weighted grades in which 40% of the grade will be made up of assessment items, and 60% of the grade will be made up of classwork, homework, and participation grades. What is the advantage of this assessment practice? A)This provides the teacher with enough data to drop the lowest grades at the end of the semester. B)This ensures the student will be graded fairly and that the teacher will have information about students who are falling behind. C)This allows students to monitor their grades carefully so they are not surprised by report card grades. D)This allows students to develop and enhance their study skills.
B
A teacher is disappointed by her students' exam results and decides that it's necessary to re-teach some of the concepts, as the students need a strong grasp on these concepts before continuing on to the next unit. To effectively reteach, which of the following should the teacher do? Select all answers that apply. A)ensure all of the concepts covered with full detail again B)use a different approach from the one used in the previous instruction C)group the students who have similar needs D)assess a different skill using the same content
B,C
Ms. Lopez, a 9th-grade science teacher, is trying to determine students' progress in memorizing the anatomy and function of plant cells in the middle of a unit on the differences between human and plant cells. She plans to use the data to group students for small-group learning stations that she will facilitate the following class period. To achieve this objective, she plans to hand out a sheet near the end of the period with several open-response questions asking students to explain the functions of certain parts of a plant cell. Students will be expected to answer each question and hand in their responses before leaving the room for the day. This plan is flawed for which of the following reasons? Select all answers that apply. A)This assessment is unlikely to provide information that will help her determine students' level of understanding B)This assessment is likely to take students too long to complete in a few minutes before leaving the room C)The teacher is unlikely to be able to grade this assessment quickly as would be required to apply the data to the following lesson D)Students are unlikely to be interested in this topic and are, therefore, unlikely to do well on this assessment.
B,C
An 8th-grade history teacher is teaching his students about past presidents. As part of the unit, he plans to have a mock election, in which each student acts as a former president and presents a persuasive campaign speech. The following steps will be performed over a week. Step 1: Students will be shown a video clip of two presidential nominees giving a campaign speech. Students will be asked to share their opinions on the candidates. The teacher will reveal who the candidates are and who won the election. Step 2: The teacher will present the elements of a persuasive speech. The students will watch another video and identify the elements within the campaign speeches. Step 3: Students will be asked to name some former presidents and their accomplishments. Students will complete a graphic organizer matching each president to his major accomplishment. Step 4: Students will be assigned a president to research and act as when giving a campaign speech. The teacher will randomly select sets of two presidents to compete against one another in a modern-day mock election. Step 5: Students will research their president and prepare a 2-3 minute campaign speech, addressing the issues of today, for a mock election. Additionally, students will prepare a campaign slogan and poster. Step 6: Students will give their speeches and classmates will vote for a winner. Which two of the following standards would fit well with this unit? Select all answers that apply. A)gather relevant information from multiple print and digital sources and quote or paraphrase the data and conclusions of others B)write persuasive texts to influence the attitudes or actions of a specific audience C)translate quantitative or technical information expressed in words in a text into visual form D)produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience
B,D
A first-grade teacher would like to incorporate physical education into a lesson on plant life cycles. Which of the following student activities would best support the teacher's goal? A)singing songs to help remember the stages of the plant life cycle B)counting the number of petals on a flower and doing the corresponding amount of jumping jacks C)participating in stretching or yoga poses that mimic the stages of the plant life cycle D)going on a walk around the outside of the school to look at different plants
C
A first-year teacher is nearing the end of a grading period and notices that there will not be time to teach all of the necessary content standards. What should the teacher do in order to avoid this in the future? A)Spend less instructional time on science and social studies standards. B)Use a diagnostic assessment to determine which content standards can be skipped. C)Use a calendar to plan how many days to spend on each topic at the beginning of the grading period. D)Reduce the amount of time spent on activities such as morning meetings or transitions.
C
A high school social studies teacher shows a documentary about the role of women during the Civil War. The teacher hands out a worksheet to be completed during the video which asks students several questions about the ideas conveyed in the video, and how the role of women during wartime has changed. This worksheet best reflects the following learning principle: A)Students who are self-motivated demonstrate a higher retention rate and better understanding of new concepts. B)Learning new concepts is best accomplished through a visual medium. C)New ideas and concepts are better reinforced when students are allowed to actively process the new information. D)Understanding and learning are enhanced when students form their own rules based on their knowledge of specific information.
C
A kindergarten teacher notices that every day during free play time, many of the children choose to play with the dump trucks and diggers in the sandbox. With this knowledge, she decides to devote a week to construction equipment. During this week she reads the children stories about the different types of construction equipment (dump truck, backhoe, etc.), practices basic addition and subtraction with dump trucks and blocks, and has children experiment with mixing sand, rocks, and water. In doing this, the teacher is demonstrating her understanding that: A)children develop and learn more when they have challenging, but achievable goals. B)children develop skills in a predictable order, from simple to more complex. C)thematic units are an effective way to integrate different subjects. D)most children are kinesthetic learners.
C
A mathematics teacher gives her class a two-question clicker quiz at the end of each class period and tabulates their answers according to their mathematical understanding, misconceptions, and error patterns. If her goal is improvement in her students' mathematical proficiency, her best use of the data would be to use it to: A)create a display highlighting mathematical vocabulary for English-language learners. B)develop instruction that connects mathematical concepts and procedures. C)inform upcoming instructional strategies. D)teach students to model and solve problems in other disciplines.
C
A new teacher is planning a unit of study. Which of the following should their mentor teacher remind them to first consider when planning for instruction? A)how many weeks will be needed to complete the unit B)what method of assessment will be used at the conclusion of the unit C)what will be the main concepts or skills addressed during the unit D)how many points can students earn for assignments completed during the unit
C
A teacher creates an assessment that includes questions at varying levels of understanding from basic memorization and recall to analysis and synthesis. Which of the following individuals researched these varying levels of understanding? A)Erikson BPiaget CBloom D)Maslow
C
A third-grade teacher is planning a new geometry unit based on the state curriculum. Which of the following questions should the teacher ask to ensure an effective first lesson? A)Which lessons are the most fun for students in math? B)How does the textbook align with the state standards? C)What is the extent of the students' prior knowledge of geometry? D)What level of Bloom's taxonomy does the lesson fall into?
C
After a quiz over plant systems, Mr. Wyatt sees that most of his students believe that all plants cells have chloroplasts and chlorophyll. Which of the following activities would best correct this misconception? A)Show students a short video about pollination and explain that this does not require chloroplasts. B)Tell students that each part of the plant carries out a different function, so cells from different parts of the plant have different organelles. C)Ask students to identify the function of chloroplasts and chlorophyll and whether all cells in the plant carry out this function. Have students view root cells under a microscope and tell whether or not these structures are present. Ask students to reflect on why. D)Correct the question on students' quizzes and provide written feedback so students may refer back to it.
C
An elementary teacher wants to be sure the lessons offered are presented in a logical manner that enhances student understanding. The teacher sets learning goals and then plans the unit around these goals. This method is often referred to as: A)feedback loops. B)formative assessment and instruction. C)backwards planning. D)scaffolding.
C
At the start of each lesson, Mr. Goodman asks his students to raise their hands and state something important that they learned in the previous lesson. He writes their responses on the board and then refers back to them during the class that day. What is the main purpose of doing this? A)This is a way to ensure students know how to take notes. B)This is a way to encourage student participation. C)This is a way to help students retain new knowledge. D)This is a way to informally assess students.
C
Before introducing a new concept, a middle school teacher always uses a K-W-L activity. Which of the following is the primary reason for the teacher to use this activity at the start of each lesson? A)This activity can easily be differentiated for higher and lower-achieving students. B)This activity is familiar to the students and helps the teacher to maintain a consistent classroom routine. C)This activity provides a baseline for students' current knowledge so that instruction can be planned accordingly. D)This activity reduces the amount of planning time for the teacher when beginning a new unit of study.
C
During a math lesson, a teacher notices that many students are doodling on their notes page or fidgeting in their seats. Which of the following is the best instructional approach to the situation? A)Give a pop quiz over the material covered, but do not count it as a grade. B)Take a classroom break and encourage students to use the restroom or get water. C)Incorporate a small group activity that requires students to move. D)Warn students they will lose recess time if they cannot focus.
C
Formative assessments provide information that can be used for which of the following? A)as an exit exam for credit at the end of the term B)in place of a semester exam C)to change and improve instruction D)to promote or retain a student
C
In order to evaluate the effectiveness of instruction when introducing a new unit, a teacher should do which of the following? A)assign homework that is graded in class the next day B)administer a quiz the next day on new vocabulary terms C)periodically question the students during the presentation D)offer rewards for students who can answer difficult questions
C
Mr. Barrios is teaching a unit on multiplication to his fifth-grade class. On the very first day he gives an exit slip with the following problem on it: 123.456×789= _______ Every single student gets the question correct. How should he adjust his teaching? A)Reteach the lesson because students are failing to understand the material. B)Give more difficult exit slips. C)Teach more advanced multiplication content to challenge his students. D)Continue with his unit as planned; his students are clearly understanding the material.
C
Mr. Burnett's 10th-grade chemistry class had a very low class average on their most recent exam, which focused on the fundamentals of chemical structure. He is worried that because of the students' limited comprehension of this core information, they will struggle with the next unit on chemical bonding. What should he do? A)Ask the students to stay after school to review the results of their assessment. B)Provide the students with a take-home assessment to replace the results of the in-class exam. C)Reteach the core concepts using a varied instructional approach. D)Continue with the curriculum plans and begin the next unit.
C
Mr. Frango is teaching his ELL students how to write persuasive essays, but they are still struggling to correctly use subordinate conjunctions to express their ideas. Is it necessary for him to reteach his students? A)No, if they have an understanding just below what is expected of their grade level. B)Yes, if they are beginning-level students and understand the concept at a minimal level. C)Yes, if they are high-intermediate students and understand the concept at a minimal level. D)Yes, if they haven't mastered the topic, even if they have an understanding at grade level.
C
Mrs. Archer is planning the first unit for her upcoming school year. Which of the following best describes the role of the Texas Essential Knowledge and Skills (TEKS) in her planning process? A)The TEKS provide assessment questions for teacher use. B)The TEKS are not required instruction, but serve as a general outline of the class focus. C)The TEKS should be used as a guide to determine instructional goals. D)All students should be familiar with the TEKS, recognize standards, and understand how each day's lesson relates to a standard.
C
Mrs. Cates has assigned a group project that requires students to create multimedia presentations about a historical event that was an effect of the Civil War. The students' presentations contain many graphics and large fonts but lack quality content. Mrs. Cates decides that for future projects she will need to make an adjustment to the project requirements and expectations. Of the following, which would be the most effective strategy to promote quality content among student projects? A)Engage the class in a discussion of how best to research historical events. B)Allow students to choose the members of their group. C)Provide a rubric with clear expectations and requirements. D)Allow students to choose their project topic and the medium through which they present the material to the class.
C
Ms. Abel gave her tenth-grade biology students an exit ticket with five questions and found that 27 out of 30 students did not respond correctly. What is the best next step for Ms. Abel in this situation? A)Ms. Abel should not test the students on this content again because it is too complicated for them. B)Ms. Abel should tell students they can visit her office hours for tutoring if they need further explanation. C)Ms. Abel should revisit this content with the entire class, using a different method to communicate the content to the students. D)Ms. Abel should not take the exit ticket as a grade.
C
Ms. Venegas is teaching her students how to use Punnett squares to predict the offspring of a genetic cross. Her students pick up on this topic more quickly than she anticipated, and they finished their activity in one day instead of two. What would be the best course of action for Ms. Venegas to follow? A)Give the students a free day as a reward for their hard work. B)Give the students more practice worksheets to help bring their grade average up. C)Move on with the unit and use the extra day for a challenging activity later on in the year. D)Ask the students to clean her classroom with the extra time they now have.
C
What is the highest level of Bloom's taxonomy that a teacher could use? A)understand B)analyze C)create D)evaluate
C
What is the purpose of a scope and sequence document? A)This guide is used for district employees to map what standards are being tested by the state. B)This document is used for counselors to determine whether a student has adequate courses to graduate. C)This document, usually provided by the district, gives a high level view of information and skills that students are expected to learn over the course of the year in a reasonable and useful order. D)This document is used for teachers to show students how they will be graded and communicate due dates for specific parts of a long term project.
C
Which of the following accurately compares qualitative and quantitative assessments? A)One measures knowledge throughout the learning process, while the other measures mastery at the end of a unit. B)Qualitative assessments are easy to grade, but it is difficult to create a fair prompt for a quantitative assessment. C)Quantitative assessments are objectively measured and qualitative assessments measure attitudes, perspective, and observations. D)One kind of assessment has a high value and the other occurs often.
C
Which of the following best describes the benefits of ending each class period with a closure activity turned in as students leave the room? A)Closure activities establish a predictable routine and assist students with the transition between classes. B)Closure activities provide time for the teacher to conference with students individually. C)Closure activities help the teacher to reinforce key concepts from the lesson and identify any gaps. D)Closure activities are a quick way to prevent students from wrapping up work too early.
C
Which of the following final projects would be the most appropriate summative assessment for the 6th grade ELA standard below? Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. A)Students write a mock letter to the editor in which they support a claim with evidence. B)Students work in groups to research a topic and create a slideshow to present their findings. C)Students write and record a podcast about a topic of their choice. D)Students adapt a short story into a graphic novel.
C
Which of the following learning goals is most appropriate when teaching an eighth-grade class about cultural contributions to mathematics? A)Students will be able to understand the base 10 number system. B)Students will be able to identify which culture developed algebra. C)Students will be able to explain how various cultures have contributed to the development of mathematics throughout history. D)Students will be able to describe the mathematicians who contributed to the development of modern geometry.
C
A 10th-grade math teacher is teaching a difficult concept. The teacher knows that they need to gather data on the students' progress as they teach the unit. Which of the following data types would not be helpful given this objective? A)quantitative data B)qualitative data C)formative assessment data D)summative assessment data
D
A first-year ninth-grade teacher, Ms. Simpson, is planning learning goals for an upcoming instructional unit. One of the goals is that students will be able to enjoy music from various cultures. The most significant problem with this learning goal is that: A)Ms. Simpson did not consult with her principal before planning the learning goals. B)the number of cultures is not clearly identified. C)ninth-grade students are not capable of appreciating music from different cultures. D)it is difficult to objectively assess a student's progress or achievement.
D
A fourth-grade math teacher would like to integrate more language arts skills into the curriculum. Which of the following activities would be an effective and appropriate way for the teacher to do this? A)Students read a passage, then calculate the average number of words in each sentence. B)The teacher reads a book about basic two-dimensional shapes and their attributes. C)Students work in groups to create bar graphs of their favorite books. D)In their own words, students write a brief summary of how to add fractions.
D
A history teacher is planning a unit on The Great Depression. The teacher is developing the following activities for this unit: an analysis of common illnesses and how they impacted the population in the absence of certain vaccines, a review of typical wages and a budgeting activity for a fictional family of six during this time period, and a reflection of themes exhibited in a poem written during the time period. Which of the following strategies is the teacher using based on these activities? A)enabling students to work cooperatively B)considering ideas from multiple viewpoints C)applying knowledge to the world beyond school D)providing interdisciplinary instruction
D
A language arts teacher writes the following learning objective for the day's lesson: The students will learn about the differences between similes and metaphors. How should this teacher revise the learning objective? A)include an example of a simile and a metaphor in the statement B)clarify whether the similes and metaphor will be in a text or isolated C)focus on either similes or metaphors, not both D)make the desired outcome measurable
D
A second-grade teacher follows this general framework when introducing a new math skill: 1.Teacher guides students as they use manipulatives to explore the new concept or skill. 2.Teacher accompanies the manipulatives with symbolic representation. 3.Students practice the skill in context with manipulatives and symbolic representation. 4.Students move towards using symbolic representations without manipulatives. What is one of the greatest benefits to this teacher's instructional approach? A)It provides extension activities for students who master new concepts quickly. B)It allows students to move through the curriculum at their own pace. C)It allows the teacher to quickly identify students who need intervention. D)It provides students with scaffolded instruction for new concepts and skills.
D
A seventh-grade math teacher is teaching a lesson that involves creating graphs to chart data from word problems in order to find sums and averages. The teacher has provided direct instruction, and now students are working independently to create graphs. While circulating in the room, the teacher notices that many students are not charting data on their graphs correctly. Which of the following is the best way for the teacher to address this? A)Remind students to refer to the chapter in the textbook that discusses graphs and data points. B)Encourage students to stop and check their work with a partner. C)Allow students who do not finish all the questions to complete the assignment for homework. D)Pause the class from independent work and demonstrate how to identify key information and chart data points on the graph.
D
A student is struggling with behaviors despite multiple interventions. A special education teacher observes the student in various classroom settings over the course of a week. What type of assessment is being conducted? A)cognitive B)summative C)formative D)qualitative
D
A teacher asks her students to compare and contrast a pair of thesis statements. According to Bloom's Taxonomy, what level best aligns with this task? A)evaluate B)remember C)understand D)analyze
D
A teacher uses backward design when planning to ensure that she teaches all necessary components of a concept. Which of the following should the teacher create first when using this approach to lesson planning? A)a pre-assessment B)a closure activity C)a summative assessment D)learning objectives
D
A teacher wants to introduce a new concept to the students. During the student's first experience in working with the new concept, which of the following should be the main focus of the teacher? A)The main focus should be having the students review each other's work, checking for mistakes. B)The main focus should be encouraging the students to increase the difficulty of the problems they attempt. C)The main focus should be persuading the students that the new concept is important. D)The main focus should be analyzing the students' understanding of the concept and providing constructive feedback.
D
After her students have learned the names and descriptions of various volcanoes, Ms. Garcia asks her class to read some scientific research on volcanoes followed by a discussion on why we study volcanoes. By extending her lesson this way, Ms. Garcia most likely intended to move her students beyond the knowledge level of Bloom's taxonomy to: A)comprehension and evaluation. B)perceiving and adapting. C)valuing and characterizing. D)analysis and synthesis.
D
After learning about the importance of providing young children with a broad understanding of a new concept, a second-grade teacher is evaluating how to incorporate interdisciplinary learning into her classroom. Which of the following will best support this teacher's instructional goal? A)cooperative learning B)blended learning C)reading groups D)thematic units
D
An elementary teacher wants to incorporate a group science experiment into an upcoming unit. Which of the following aspects should the teacher put the most consideration towards when planning the experiment? A)whether or not the students will enjoy the experiment B)the type of product students could create during or after the experiment C)how to group students for the experiment D)how well the experiment aligns with the instructional objectives and state standards
D
At a grade level team meeting, second-grade teachers share data that they have gathered from formative assessments during a unit on three-dimensional shapes. Which of the following is likely the main purpose of this meeting? A)to plan for an upcoming unit on volume of three-dimensional shapes B)to discuss which students may need Tier 2 RTI support C)to determine which teacher's class has been the most successful during this unit D)to collaborate on future instruction of three-dimensional shapes
D
How can a teacher use informal assessment to guide instruction? A)The teacher can use the time while students are taking the assessment to plan for future classes. B)The teacher can use the results to gauge the proficiency level of the students. C)The teacher can compare students' performance with others at their age or grade. D)The teacher can target students' specific problem areas and adapt instruction to address those areas.
D
In order to help students integrate information and make it easily available for recall, teachers should plan: A)a review at the beginning of each unit. B)core subjects independently of each other. C)language arts and social studies together and science and math together, as they use similar skills. D)thematic units that include all core subjects.
D
In summarizing an instructional unit, it is most important for the teacher to: A)understand how the students relate the information to prior knowledge. B)ensure that students are satisfied with the delivery and scope of the content. C)make sure the assessments cover all of the material discussed throughout the instructional unit. D)convey the importance of the information and content being taught, as well as help the students see the content as a coherent whole.
D
Mr. James plans to assess his students' knowledge during a unit on linear functions and would like feedback from the students on how well they feel they are learning the concepts. Which of the following assessment would be the most appropriate for Mr. James to use during the unit? A)Weekly Friday quizzes that cover the objectives from that week. B)An observation checklist that Mr. James uses to check off student names when they get a problem right. C)An end of unit project that incorporates all of the objectives learned in the unit into one task. D)Daily open-ended formative assessment in which the students complete a problem, with justification and any questions they still have about the material from that day.
D
Mrs. Smithers teaches language arts and is beginning a nonfiction unit. Which of the following should she consider when planning this unit, in order to link instruction with other content areas? A)Emphasize the ways nonfiction writers can use imagery and figurative language to make the writing more interesting. B)Only focus on writing nonfiction since her students receive plenty of practice reading nonfiction in other content area classes. C)Try to find nonfiction texts for her class to read that are very different from anything else being studied, to avoid students perceiving the texts as redundant. D)Meet with the social studies and science teachers to see if there is any content she could support with her nonfiction instruction.
D
The seventh-grade teachers at Malcolm Middle School have a collaborative meeting each summer to discuss how best to implement the interdisciplinary units for the upcoming school year. The first step the teachers should take in planning the units should be to: A)decide what teachers want to cover with interdisciplinary instructional units. B)have each teacher give a presentation on their subject area. C)create assessments and rubrics for the interdisciplinary units. D)create a clear, overarching outline to identify skills, themes, or concepts that overlap between subject areas.
D
Weather maps can be quite complex, often showing wind speed, isobars, fronts, and precipitation. Which technique is most likely to enable upper elementary students to begin to learn to read weather maps? A)Have the students interpret cartoon maps which use drawings instead of symbols, for example wind indicated by a face blowing air. B)Have students interpret a single map with all the different weather symbols, but teach about only one symbol each day. C)First teach all of the weather symbols separately until students are proficient, then have them interpret a weather map with all the different weather symbols on it. D)Have students interpret several maps, one at a time, which each show only one type of weather symbol.
D
Which activity would be most beneficial for students learning the structure and functions human body systems? A)An activity in which students play a matching game to match the organs to the body system. B)A lab in which students must identify the body system from the types of tissue. Students are given unlabeled prepared slides and must view them under a microscope to categorize them. C)An activity in which students create a diagram of the human body with all body systems labelled and colored. D)A project in which students run an election campaign for their assigned body system. Students write campaign speeches about why their body system is the most essential, make posters, and have a vote at the end of the project.
D
Which of the following best identifies an observable and measurable instructional objective for a unit of study on poetry? A)Students will identify the influence of Shakespeare's sonnets on theater. B)Students will be able to recognize the role of poetry in the history of literature. C)Students will understand the theme of a free verse poem written by a rapper. D)Students will compare and contrast haikus and cinquain poems using a Venn diagram.
D
Which of the following is a learning technique that incorporates increasing intervals of time between practice of previously learned materials? A)timed practice B)rote learning C)positive reinforcement D)spaced repetition
D
Who is generally responsible for creating the scope and sequence of a curriculum? A)teachers at the campus level working collaboratively B)individual teachers based on the learning standards approved by the state C)campus principals with input from department heads D)instructional facilitators at the district level
D
