PPR Practice Questions

Ms. Nguyen notices that a boy in her kindergarten class comes to school very irritable and is hyperactive most of the day. He was trouble concentrating and frequently fights with other children. Which of the following actions would be the most appropriate first response to this situation? A. Referring the child to the school nurse for possible attention deficit/hyperactivity disorder symptoms. B. Monitoring and documenting the behavior to be used at the parent teacher conference in a few months. C. Setting up a conference with the child's parents to discuss behavior at home and sleep schedules. D. Collaborating with an administrator to develop an interventions plan to address behavior.

C. Setting up a conference with the child's parents to discuss behavior at home and sleep schedules.

Mr. Campbell, a middle school reading teacher, has the following discussion with Aseem about the high school's football game. Mr. C: I saw you at the football game on Friday. Did you have fun? Aseem: Yes, I have fun. I watch brother. Mr. C: Oh, is your brother on the team? Aseem: She.. he play the band. He playing drums. Mr. C: Well, that's nice of you to go out and support him. Based on the conversation, Aseem demonstrates speaking at the intermediate level of English language proficiency because he: A. Struggles to connect ideas in sentences. B. Speaks using common abstract vocabulary. C. Struggles to use the simple past tense. D. Speaks using primarily memorized phrases.

C. Struggles to use simple past tense.

A third grade teacher is planning a lesson on media literacy. One of the teacher's goals is for students to be able to compare various forms of written conventions used in Digital media. Which of the following students 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 note 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 characterics of a blog from those in a Web-based newspaper article.

According to Piaget's stages of cognitive development, which of the following thought processes best distinguishes a student at the formal operational stage? A. Abstract thought B. Logical thought C. Concrete thought D. Intuitive thought

A. Abstract thought

Mr. Perez is organizing his new kindergarten classroom and planning his instruction. In his initial planning, he will make decisions that include the thematic unit for the beginning of the school year, the positioning of the learning centers, and the daily schedule. When making those decisions, he wants to make sure to create developmentally appropriate and effective activities and routines that are sensitive to the needs of all students. Which of the following learning centers will be most beneficial for Mr. Perez to position next to the classroom library? A. Block center B. Writing center C. Sand and water center D. Dramatic play center

B. Writing Center

The most important reason for planning an entire unit before beginning instruction in it is to: A. Facilitate moving from one topic to another in the unit according to students interests and needs. B. Allow the unit's summative assessment tool to be created before developing lesson plans. C. Ensure that the content and learning activities are sequenced in a logical and coherent manner. D. Determine whether the topic of the unit is appropriate given the age and developmental level of the students.

C. Ensure that the content and learning activities are sequenced in a logical and coherent manner.

Ms. Miranda asks the students in her high school English class to write a paragraph describing school in their home countries. The following is a student's sample. I like going to school, I attendid school in Cuba. In Cuba, I went to school during the day and I workd at night on homework. I went to school to learn English. I studyed hard before I came to Texas. Ms. Miranda can best help the student by focusing on which of the following? A. Future tense verbs B. Present tense verbs C. Past tense verbs D. Subject verb agreement

C. Past tense verbs

During the opening weeks of school, a high school teacher places particular emphasis on ensuring that students understand and follow standard classroom routines. The major advantage of this practice is that it: A. Reduces the amount of time the teacher must devote to planning. B. Eliminates the uncertainty caused by daily variations in sequence and type of instructional activities. C. Promotes the efficient and effective use of learning time. D. Enhances the teachers ability to monitor students levels of interest and attention.

C. Promotes the efficient and effective use of learning time.

A fifth-grade science teacher wants to accommodate science textbook reading assignments for ELLs. Which of the following activities would best support the goal? A. Providing the ELLs with an audiotape version of the science textbook. B. Modifying the textbook content according to the instructional level of the ELLs. C. Segmenting textbook passages into smaller sections for the ELLs. D. Providing extra time for the ELLs to read each textbook assignment.

C. Segmenting textbook passages into smaller sections for the ELLs.

Students in an 8th grade class are going to be working on individual research projects. The teacher, Mr. Hernandez, takes the class to the school library/media center so that the students can learn about the various resources the are available. Among the resources are several technology based resources and multiple computer stations. As part of a general introduction to the library/media center, Mr. Hernandez describes and demonstrates how to use the various types of resource available, including books, magazines, educational journals, videotapes, music CDs and interactive CD-ROMs. Which of the following is most important benefit of making these various media available to the students? A. Accommodating students individual learning preferences. B. Conveying high teacher expectations for all students learning. C. Enabling students to work quickly and efficiently. D. Promoting a sense of class collaboration and cohesiveness.

A. Accommodating students individual learning preferences.

When teachers create unit test, it is most important to ensure that the tests: A. Address previously defined learning goals and are closely aligned with what students have been taught. B. Include questions that are written at various levels of difficulty and in a range of assessment formats. C. Offer students opportunities to respond to both fact-based and opinion based questions. D. Are designed in ways that will yield a substantial range of variation in student scores.

A. Address previously defined learning goals and are closely aligned with what students have been taught.

Ms. Ramirez is a fifth grade teacher planning a unit on the environment. The students will work collaboratively to conduct internet research that will culminate in a group computer based slide show persuading community members to participate in helping to protect the environment. When constructing her lesson plans for the unit, Ms. Ramirez anticipates potential challenges that may arise while students are conducting their research. She decides to conduct several mini-lessons before students begin their research. -Mini lesson 1: How to distinguish relevant from irrelevant information. -Mini lesson 2: How to refrain from plagiarism. -Mini lesson 3: How to keep their research organized To most effectively facilitate the student' understanding of the third mini lesson, Ms. Ramirez should: A. Allow students computer access to record ideas and develop an outline. B. Require students to keep a journal to reflect on their progress. C. Allow the librarian to demonstrate how books and journals are organized. D. Require students to search for images that corresponds to their ideas.

A. Allow students computer access to record topic ideas and develop and outline.

As an informal assessment, a high school career and technology teacher has students complete an online job application and create an online resume. The assessment is most beneficial because it allows students to: A. Apply their learning to real like. B. Identify their vocational skills. C. Apply metacognitive strategies. D. Identify instructional goals.

A. Apply there learning to real life.

An English teacher plans to assign a major research project to students in a mixed ability class. The teacher wishes to implement the project in a way that will build confidence and positive expectations among the class's lower achieving students. Which of the following approached is most likely to help the teacher achieve this goal? A. Break the project into a series of manageable subtasks, and be available to provide students with ongoing assistance in planning and accomplishing tasks as needed. B. Allow students substantial choice in determining the research topics they wish to pursue and the timelines and procedures they wish to use to complete their projects. C. Give students a checklist emphasizing process skills and have them complete the checklist as the project progresses. D. Pair lower achieving students with higher achieving peers, and encourage the student pairs to use flexibility in carrying out their respective project roles.

A. Break the project into a series of manageable subtasks, and be available to provide students with ongoing assistance in planning and accomplishing tasks as needed.

During the middle school years, young adolescents' need for an increasing sense of autonomy can best be met by: A. Designing activities and assignments to permit student choice among a range of options. B. Using democratic processes to make decisions affecting the whole class (where to go on a field trip). C. Routinely including blocks of instructed time in students' daily schedules. D. assigning grades based primarily on students' self-evaluations of their performance.

A. Designing activities and assignments to permit student choice among a range of options.

When planning and setting up activity centers in a classroom to accompany an instructional unit, it is most important for a teacher to adhere to which of the following guidelines? A. Each activity should be designed to support a specific objective or set of objectives related to the unit. B. The centers should be designed to be visited in a predetermined sequence rather than randomly. C. Each activity should be simple enough that students can complete it in a short amount of time. D. The centers should be introduced only after the class is about halfway through the unit.

A. Each activity should be designed to support a specific objective or set of objectives related to the unit.

A teaching team in a middle school class is planning an assignment in which students will spend several weeks examining the costs and benefits of various human activities. Examples of topics studied by students in the past include (Dirt Biking in Wilderness Areas) (The Use of Pesticides on Crops, and Watching Television). The teachers will help students identify an activity they are interested in, develop an appropriate plan for collecting information, and decide what type of presentation to make to the class at the end of the project. The requirement to examine both the costs and benefits of a particular activity is a valuable exercise for middle school students primarily because it: A. Eliminates the misconception that there is always one ideal solution to any problem. B. Promotes students growing capacity to consider a topic from more than one point of view. C. ensures that students final conclusions will be based on reason rather than an opinion. D. requires students to generate ideas on their own rather than simply making use of received information.

A. Eliminates the misconception that there is always one ideal solution to any problem.

When using conflict resolution techniques to address a dispute between two students, a teacher's primary goal should be to: A. Encourage the students to work toward a mutually agreeable settlement. B. Determine which of the students instigated the dispute. C. Provide the students with a sympathetic third party to whom they can express their concerns. D. Make a final judgment that both students will agree is fair.

A. Encourage the students to work toward a mutually agreeable settlement.

A kindergarten teacher wishes to enable the children in his classroom to engage independently in purposeful, on task behavior. The teacher can best achieve this goal by using which of the following approaches? A. Establish regular schedules and routines for children's participation in free choice activities, and keep frequently used materials accessible to the children. B. Identify several children in the class who exhibit purposeful, on task behavior, and encourage their peers in the classroom to use these children as role models. C. Invite the children to participate in the development of their class's learning centers, and ensure that the centers in the classroom are changed frequently. D. Develop the children's awareness of their own learning strengths and needs, as well as factors that may affect their learning in various contexts.

A. Establish regular schedules and routines for children's participation in free-choice activities, and keep frequently used materials accessible to the children.

A high school junior tells a teacher that he intends to drop out of school because school is a waste of time and full time job would be enable him to earn a lot of money. The teacher is most likely to be able to discuss this issue effectively with the student if the teacher is aware that many students at this age: A. Focus on the present and have trouble appreciating long term consequences. B. Are not yet able to recognize and distinguish the diverse roles of individuals and groups in society. C. Find it difficult to apply reasoning skills to any issues that are affecting their own lives. D. View the authority figures in their lives, including teachers, as being able to make the best decisions.

A. Focus on the present and have trouble appreciating long term consequences.

Which of the following teacher actions will most effectively promote a positive climate in an elementary classroom? A. Greeting students as they enter the classroom. B. Setting the same goals for all students. C. Allowing students to form their own groups during group work. D. Proving lessons that are easy for students.

A. Greeting students as they enter the classroom.

A third grade teacher meets with a student who is having trouble understanding a chapter of a story the student is reading. The teacher begins by asking the student to describe what she has read so far. Of the following, the primary benefit of this approach is that it will: A. Help the teacher provide instruction that is responsive to the students specific needs. B. Prompt the student's development of a sense of ownership of her own learning. C. encourage the student to apply higher-order thinking skills to the task. D. Promotes the students awareness of her own learning strengths and needs.

A. Help the teacher provide instruction that is responsive to the students specific needs.

Danielle is a 4 year old who prefers to play by herself and is not comfortable interacting with other children. To best facilitate Danielle's transition into the next stage of play development, the teacher should provide a variety of: A. Individual activities and materials that children can do side by side. B. Small group and child directed activities. C. Play props and cooperative activities. D. Interesting and age appropriate individual activities.

A. Individual activities and materials that children can do side by side.

A high school biology teacher has students use learning logs on a regular basis. Following are some reflection questions the teacher asked students to address in their logs during a recent unit on biology and society. What did you learn from the video we saw today? Do you think the work we just read by Rachel Carson, a biologist and environment who wrote decades ago, is as relevant today as it was when it was written? Why or why not? How did your group's research contribute to your understanding of the ethical dimensions of biological science? These questions best reflect the teacher's use of which of the following principles related to learning? A. Learning is enhanced when students are challenged to formulate general rules and principles on their own based on their knowledge of specifics. B. Learning tends to be most meaningful when students' acquisition of knowledge and skills is self-motivated. C. Learning occurs most effectively when students are prompted to consciously regulate the skills and procedures they use to obtain new knowledge. D. Learning is reinforced when students are provided with opportunities too actively process new information.

A. Learning is enhanced when students are challenged to formulate general rules and principles on their own based on their knowledge of specifics.

The students in an 8th grade class represent a wide range of levels of cognitive development, from concrete operational to formal operational thought. The teacher's best strategy for adapting instruction to accommodate this degree of cognitive variation among students would be to: A. Make use of experiential and hands on activities to complement and illustrate more abstract content. B. Group students as much as possible according to level of cognitive development. C. Plan to work with students one on one to the greatest extent possible. D. Target instruction at the average level of cognitive development represented by the class overall.

A. Make use of experiential and hands on activities to complement and illustrate more abstract content.

Which of the following teaching strategies best supports intermediate-level-english-langauge learned in the development of speaking English in academic settings? A. Modeling pronunciations of key academic vocabulary. B. Reviewing the concepts within the content through repetition. C. Providing native language translations of academic vocabulary. D. Connecting academic vocabulary.

A. Modeling pronunciations of key academic vocabulary.

A first grade teacher recently created a new science learning center and wishes to evaluate its effectiveness. The teacher can best do this by using which of the following strategies? A. Observe students as they work in the new center and use the materials that are available there. B. Compare students overall interest in science before and after the new center was created. C. Try using the new center as students are expected to use it to determine whether it functions as intended. D. Create a system for monitoring how many students use the new center each day and the number of times individual students return to the center.

A. Observe students as they work in the new center and use the materials that are available there.

Which of the following is the most effective way for a teacher to monitor students understanding of a task during group activities? A. Observing student interactions while circulating around the room. B. Remaining in an accessible location to answer student questions. C. Asking one member of the team to report on the group's activity. D. Providing a questionnaire for group members to evaluate one another.

A. Observing student interactions while circulating around the room.

Rachid, a high school ELL, wrote the following paragraph in his history class. The Kaunstion of the america was writing in 1787. the Kaunstion had creating a three parts for the government. The three parts are a Kongress president and a supreme Kourt. Also made the system federal of country. Based on Rachid's writing, which of the following accommodations would best help improve his writing? A. Providing Rachid with sample sentence stems that are more grammatically complex than his sentences. B. Allowing Rachid to draw his responses for future writing assignments. C. Providing Rachid with a list of high-frequency words that had been used throughout the year. D. Assigning Rachid new writing tasks that are above his current level of content understanding evident in his sentences.

A. Providing Rachid with sample sentence stems that are more grammatically complex than his sentences.

A 1st grade teacher has readers who are below grade level, each at a different level. In planning individualized instruction, which of the following is the best first step for the teacher to take? A. Providing an assessment to identify students reading strengths and weaknesses. B. Incorporating daily drills for students to practice reading skills. C. Having students pulled out of the classroom for small group reading instruction. D. Developing students oral language and writing skills.

A. Providing an assessment to identify students reading strengths and weaknesses.

Which of the following strategies would be most effective in helping intermediate and advanced ELLs improve their reading fluency? A. Providing frequent opportunities for students to read and reread texts written at their independent reading levels. B. Expanding students' vocabulary knowledge by assigning challenging texts at and beyond their instructional reading levels. C. Encouraging students to use various comprehension strategies, such as self-monitoring, predicting and questioning. D. Administering timed reading test to students monthly to motivate them to read more quickly and accurately.

A. Providing frequent opportunities for students to Rea and reread texts written at their independent reading levels.

In a physical education class that includes several English-language learners (ELLs) at various levels of language proficiency, the physical education teacher displays at list of vocabulary words related to basketball. Which of the following strategies will best support the ELLs' understanding of the vocabulary words? A. Reviewing the definitions during each class period. B. Pantomiming the words with the class. C. Reading the words aloud as a whole class. D. Modeling the pronunciation of the words as a class.

A. Reviewing the definitions during each class period.

Mr. Perez plans for the following morning schedule. -8:30-8:50 = Whole group circle -8:50-9:50 = Activity and play in learning centers -9:50-10:10 = Cleanup and snack -10:10-10:35 = Shared storybook reading -10:35-11:05 = Outdoot play -11:05-11:35 = Songs, poems and movement The schedule most clearly demonstrates that Mr. Perez understands which of the following about early childhood students. A. Sitting and listening times should be balanced with movement times. B. Young children should have time to rest during the preschool day. C. Morning activity time should be whole-group activities that are structured. D. Activities should primarily be led by the teacher with a few activities being led by students.

A. Sitting and listening times should be balanced with movement times.

A teacher is evaluating the effectiveness of a class discussion that occurred in one of her classes. Which of the following features of the discussion should concern the teacher most? A. Students often did not listen to what their classmates were saying. B. Students frequently directed comments to one another rather than to the teacher. C. Students sometimes failed to wait to be called on before speaking. D. Students spent more time disagreeing about key points than agreeing.

A. Student often did not listen to what their classmates were saying.

A teaching team in a middle school class is planning an assignment in which students will spend several weeks examining the costs and benefits of various human activities. Examples of topics studied by students in the past include Dirt Biking in Wilderness Areas, The Use of Pesticides on Crops and Watching Television. The teachers will help students identify an activity they are interested in, develop an appropriate plan for collecting information and decide what type of presentation to make to the class at the end of the project. Which of the following adjustments to this instructional plan would be most responsive to the typical development characteristics of middle school students? A. Take advantage of students' interest in social interactions by having them work on the assignment in pairs or small groups. B. Limit students' choice by establishing one standard format for everyone's final presentation. C. Promote students' development of organizational skills by scheduling the assignment over a three-day period rather than over several weeks. D. Make better use of students' desire for relevance by having them select individual topics related to their school or community.

A. Take advantage of students interest in social interactions by having them work on the assignment in pairs or small groups.

Which of the following best explains why ELLs need to receive direct instruction in the use of nonverbal elements of English? A. The meanings of gestures and body language vary from culture to culture. B. People need explicit instruction in nonverbal communication because they lack instinctive communication skills. C. Cultures associated with English tend to have more taboos related to the body than other cultures. D. Nonverbal gestures only have meaning when they are connected to specific phrases in the oral language.

A. The meanings of gestures and body language vary from culture to culture.

Mr. Hall, a middle school teacher, has the following goals while creating his behavior management program. Goal 1: Develop an effective set of behavior expectation for students, including rewards and consequences. Goal 2: Establish positive relationship with students' parents to get support for the behavior management program. The most appropriate guideline to help Mr. Hall reach the first goal is to incorporate. A. Three to five general standards that guide productive learning. B. Ten to fifteen standards that provide detailed information. C. Three to five standards that define consequences. D. Ten to fifteen standards that teachers implement across classes.

A. Three to five standards that guide productive learning.

A third-grade teacher finds that her class includes a number of ELL who have varying levels of English language proficiency. As the school year begins, the teacher is considering ways to adapt instruction and assessment to meet these students needs. When assessing the ELL in his classes, the teacher can best ensure accurate assessment of the students learning by: A. Using various assessments, including written, oral, and performance measures, to allow students multiple opportunities to show what they have learned. B. Permitting the students to determine on their own when they are ready to be assessed in particular areas of instructional content. C. Assessing the students frequently (on a weekly basis) so that intervals between tests are short and the amount of material assessed at any one time is minimized. D. Placing equal emphasis on the teacher's assessment of student learning and students assessment of their own learning.

A. Using various assessments, including written, oral, and performance measures, to allow students multiple opportunities to show what they have learned.

Ms. Jordan, a preschool teacher, approaches Mariana and Carlos, two fours year olds who are crying over a disputed object. In this situation, Ms. Jordan can best facilitate communication with Mariana and Carlos by using which of the following nonverbal techniques? A. Maintain continues eye contact with the child the teacher perceives as being most at fault. B. Bend or kneel to bring herself down to the children's level. C. Smile frequently at each child to soften any negative messages that may need to be communicated. D. Pause regularly to enable the children to absorb her message.

B. Bend or kneel to bring herself down to the children's level.

Ms. Ramirez is a 5th grade teacher planning a unit on the environment. The students will work collaboratively to conduct Internet research that will culminate in a group computer based slide show persuading community members to participate in helping to protect the environment. When constructing her lesson plans for the unit, Ms. Ramirez anticipates potential challenges that may arise while students are conducting their research. She decides to conduct several mini-lessons before students begin their research. -Mini-lesson 1: How to distinguish relevant from irrelevant information -Mini-lesson 2: How to refrain from plagiarism -Mini-lesson 3: How to keep their research organized Which of the following skills must Ms. Ramirez include in the introduction to the second mini-lesson? A. Using a thesaurus B. Citing sources in a bibliography C. Determining the accuracy of the source D. Verifying the effectiveness of quotations

B. Citing sources in a bibliography.

A second grade teacher learns that a student with multiple disabilities will be entering her classroom. The student, Jerome, will have a full time aide assigned to work with him in the classroom. The computer stations in the schools library/media center have access to the Internet. Mr. Hernandez would like to use the research project assignment as an opportunity to develop students proficiency at using the internet. One of the students is using an Internet browser to conduct a search for information about a particular topic when she receives the message from the search engine that there are over 6,800 entries for that topic. Which of the following teacher approaches would be most likely to help the students use this resource more effectively? A. Suggest that the students select a different research topic that will generate fewer entires. B. Clarify and demonstrate the procedure for composing search strings. c. Enter the proper search information for the student and allow her to continue browsing. D. Show the students how to select only the first 10 or 20 entries to review for her research.

B. Clarify and demonstrating the procedure for composing search strings.

Ms. Lyons observes that a majority of the students in her class are not following a recently taught math process on how to regroup while subtracting. Which of the following would be the best way to reteach the math process? A. Selecting more complicated examples to better demonstrate the process. B. Connecting the underlying concepts to the process. C. Using abstract terms to explain the process. D. Presenting the process to a small group of students.

B. Connecting the underlying concepts to the process.

A seventh grade teaching team is in the beginning stages of planning interdisciplinary units for the upcoming year. Which of the following would be the best initial step to take in this process. A. Brainstorm content units that are likely to have immediate appeal to students. B. Create a curriculum map to help identify themes and skills that overlap across content areas. C. Decide how many of such units there will be and space them evenly across the school year. D. Develop a list of topics that individual members of the team are especially interested in teaching.

B. Create a curriculum map to help identify themes and skills that overlap across content areas.

A number of students arrive in Mr. Fitch's government class one morning debating the results of a federal election that are being contested nationwide. The class is due to study election-relate content later in the semester as part of a carefully planned instructional sequence. Which of the following would be Mr. Fitch's best response in this situation? A. Begin the class by Praising students for their interest in the election and urging them to continue pursuing that interest; then have them turn their attention to the planned lesson. B. Devote this class period, and additional periods as appropriate, to addressing principles and issues related to the current public debate. C. Assure students that the class will address the election in depth after they have progressed through a series of prerequisite lessons. D. Encourage interested students to begin collecting election related information in preparation for writing their final term paper.

B. Devote this class period, and additional periods as appropriate, to addressing principles and issues related to the current public debate.

A sixth grade classroom includes students with special needs who regularly spend time in the schools resource room. In planning and organizing instruction for this class, it is most important for the teacher to take steps to ensure that the students with special needs: A. Focus on learning experiences that emphasize collaborative rather than individual work. B. Do not experience feelings of social isolation from their peers. C. Spend most time engaged in self-selected activities geared toward their own strengths and preferences. D. Have ample opportunity to interact with others who have similar needs.

B. Do not experience feelings of social isolation from their peers.

When planning how to implement computer instruction in a preschool classroom, the teacher should focus primarily on promoting children's; A. Application of computer technology. B. Exploration of the computer's uses and capabilities. C. Ability to create pleasing final products. D. Acquisition of computer skills at a relatively steady pace.

B. Exploration of the computers uses and capabilities.

A preschooler has a pitcher of milk. After pouring milk from the pitcher into three cups, the preschooler announces that she now has more milk. The teacher's best assessment of this incident would be that the student: A. Appears to be showing signs of a developmental delay. B. Has not grasped the concept of conservation of volume. C. Appears to be showing signs of a visual disability. D. Has not developed the concept of object permanence.

B. Has not grasped the concept of conservation of volume.

Leon and Ms. Foster further conclude that Leon needs to improve his organizational skills. After they devise a method for keeping track of homework assignments, Ms. Foster suggests that they meet weekly for a few weeks. These steps are likely to benefit Leon most directly by: A. Prompting him to develop a more positive attitude toward school and toward learning in general. B. Helping him learn how to monitor his own progress and performance more effectively. C. Promoting his ability to modify activities to suit his individual strengths and needs. D. Encouraging him to use metacognitive techniques in his approach to learning.

B. Helping him learn how to monitor his own progress and performance more effectively.

A science teacher concludes a lecture as follows. As you recall, we started out last week learning about different types of ecological communities, and now we've examined the food chains that exist in ecological communities. Next time, we'll begin exploring ways in which the actions of humans can affect those food chains. Some of the ways were suggested in today's lesson when we discussed the strong interdependence among the species in food chains and communities. The primary benefit of this type of conclusion is that it: A. Prompts students to assess their own learning and identify potential areas of misunderstanding. B. Helps students see how content covered over time ties together and makes a coherent whole. C. Promotes students recognition of the importance and relevance of the content being taught. D. Summarizes for students the key concepts they should have learned about a topic.

B. Helps students how content covered over time ties together and makes a coherent whole.

Rachid, a high school ELL, wrote the following paragraph in his history class. The Kaunstion of the america was writing in 1787. the Kaunstion had creating a three parts for the government. The three parts are a Kongress president and a supreme Kourt. Also made the system federal of country. Which of the following English language proficiency levels best describes Rachid's writing? A. Beginning B. Intermediate C. Advanced D. Advanced high

B. Intermediate

Students in a third grade class have been writing stories about animals for their library of student made books. One student wants to download photos from a Web site on the Internet to illustrate her story. 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 students understanding of the importance of citing sources for her work. C. It will facilitate the teachers development of a catalog of useful and interesting Web sites. D. It will permit the teacher to verify the students mastery of a specific learning objective in technology.

B. It will promote the students understanding of the importance of citing sources for her work.

When students are practicing new skills, Ms. Robinson plans to have them spend time working in pairs or small groups to assess and suggest ways to improve one another's performance. Which of the following approaches is most likely to lead to positive and constructive interactions among her eighth graders during these peer assessment activities? A. Pairing or grouping students who have widely differing strengths and skill levels. B. Modeling for students appropriate ways of communicating evaluate feedback. C. Encouraging student pairs or groups to identify a set of common performance criteria before beginning work. D. Allowing students to select the student or students they wish to work with during class.

B. Modeling for students appropriate ways of communicating evaluate feedback.

Joshua is a three-year old boy who often chooses to play in the block corner during free play time. For several weeks, Joshua's block constructions have consisted primarily of repetitive rows made by placing the blocks end to end horizontally or by stacking them vertically. Based on this information, the BEST assessments of Joshua's play with the blocks is that he is: A. Too limited in his approach and needs to be stimulated to explore other types of block construction. B. Passing through a predictable stage in his exploration of the block medium. C. Exhibiting signs of cognitive delay and should be tested for possible cognitive deficits. D. Showing the effects of a home environment in which materials other than blocks are used to provide cognitive stimulation.

B. Passing through a predictable stage in his exploration of the block medium.

Before the beginning of the school year, a fourth grade teacher obtains assessment results from the previous year for students who will be in his class. The teacher can most appropriately use this assessment information to: A. Determine how best to group these students for various types of learning activities. B. Plan instruction that effectively addresses this group of students'. particular strengths and needs. C. Assess the need for teacher aides in the classroom. D. Select the methods of assessment on which the students perform most successfully to use in his own class.

B. Plan instruction that effectively addresses this group of students particular strengths and needs.

Four year old Tamara, whose parents were recently divorced, divides her time each week between her parents homes. Early each morning, Tamara is left with a babysitter, who drops her off at preschool at 9:00. Tamara stays at the preschool until noon. Two days a week, Tamara is taken to a playgroup after preschool. For the remaining three days each week, Tamara goes to another babysitters house until one of her parents picks her up at dinnertime. Tamara's preschool teacher is considering how to meet Tamaras needs. Based on the information provided, the teacher should give the highest priority to ensuring that: A. Preschool staff encourage Tamara to make one or two very close friends at the preschool with whom she can interact on a regular daily basis. B. Tamaras preschool program is characterized by predictability in teacher practices and daily classroom routine. C. preschool staff regularly find ways to reinforce with Tamara basic concepts related to families and their functioning. D. Tamaras preschool program sets aside a block of time each day for children to express and explore their feelings.

B. Tamara's preschool program is characterized by predictability in teacher practices and daily classroom routines.

A middle school science teacher is planning a lesson to introduce a class to the concept of equilibrium in various types of systems. Which of the following teacher strategies is most likely to help promote student understanding of a concept of this type? A. Begin the lesson by having students write down what they believe the word equilibrium might mean based on their prior knowledge of related words (equal equivalent) B. Use examples that are familiar to students from their own lives and experiences to illustrate the concept. C. Give students a list of the lesson's key terms and their definitions, and have students refer to back to the list as each term is used in the lesson. D. Incorporate into the lesson ample time for teacher repetition of main ideas and for student questions.

B. Use examples that are familiar to students from their own lives and experiences to illustrate the concept.

A second-grade teacher plans to address the following science objective with his class. The student knows that systems are made up of parts, and that systems may not work when parts are separated from the whole. Which of the following strategies is most likely to help the teacher communicate this concept effectively to his second graders? A. Repeating the concept a number of times, using somewhat different words to describe it each time. B. Using a familiar example to illustrate the concept, such as showing that a flashlight without a battery will not work. C. Drawing a diagram of a simple system on the board, and showing how the parts of the system connect. D. Defining key words for students (System, whole, part) before beginning an explanation of the concept.

B. Using a familiar example to illustrate the concept, such as showing that a flashlight without a battery will not work.

Mr. Campbell, a middle school reading teacher, has the following discussion with Aseem about the high school's football game. Mr. C: I saw you at the football game on Friday. Did you have fun? Aseem: Yes, I have fun. I watch brother. Mr. C: Oh, is your brother on the team? Aseem: She.. he play the band. He playing drums. Mr. C: Well, that's nice of you to go out and support him. Which of the following does Mr. C practice in the conversation to promote Aseem's speaking development? A. Expanding his use of figurative language to improve expression. B. using authentic topics to expand vocabulary. C. Rephrasing incorrect responses to develop grammar. D. Providing supportive language cues to prompt responses.

B. Using authentic topics to expand vocabulary.

A middle school teacher begins a lesson on U.S. history by asking the class, "What do you think of when you hear the word conflict?" This method of opening the lesson helps promote widespread student engagement in learning primarily because it: A. Establishes the principle that students will have opportunities to demonstrate their knowledge across a wide range of formats and forums. B. Communicate to students that the teacher is also a learner and that everyone involved will be making new discoveries about the concept. C. Addresses a topic that most students will probably have some ideas about while making it clear that no single correct answer is expected. D. Alerts students to the fact that the teacher expects everyone to make a contribution and that they will be called on if they do not answer.

C. Addresses a topic that most students will probably have some ideas about while making it clear that no single correct answer is expected.

Ms. Miranda asks the students in her high school English class to write a paragraph describing school in their home countries. The following is a student's sample. I like going to school, I attendid school in Cuba. In Cuba, I went to school during the day and I workd at night on homework. I went to school to learn English. I studyed hard before I came to Texas. Based on the writing sample, the student's English language proficiency level for writing is best classified as: A. Beginning B. Intermediate C. Advanced D. Advanced high

C. Advanced

Which of the following statements made by a teacher at the beginning of a group problem-solving activity would probably be most effective in encouraging student risk taking and creativity? A. "This class did a great job the last time we worked on a problem solving activity similar to the one we're doing today. I know you'll do just as well this time?" B. "Your performance on this activity will be graded, and I want each group to evaluate its own work based on criteria that each group will develop." C. "As you work in your groups, keep in mind that there's no one correct answer to this complex problem, and in fact there may be many good answers." D. "Once you start working, you'll be on your own. You'll have 15 minutes to figure out how to get the job done right."

C. As you work in your groups, keep in mind that there's no one correct answer to this complex problem, and in fact there may be many good.

A middle school science teacher often has students engage in group activities. There are a few students who do not participate fully in their groups. Which of the following approaches would best meet these students' needs? A. Place these students in a separate group, and permit them to join other groups only after they have met specified criteria for participation in group work. B. Provide these students with external reinforcers, such as free time, that will be withdrawn over time as the students' attitudes and performance improve. C. Assign clear roles and responsibilities to each member of all groups and rotate the roles among all students. D. Assign high achieving students leadership roles within all groups to serve as models for the nonparticipating students.

C. Assign clear roles and responsibilities to each member of all groups and rotate the roles among all students.

When posing a question, the amount of wait time a teacher allows before calling on a student for a response primarily depends on the A. Familiarity of the concept being discussed. B. Amount of time allotted for the lesson. C. Cognitive level of the question being asked. D. Number of students with their hands raised.

C. Cognitive level of the question being asked.

A first grade teacher accompanies his class to the school's computer lab three times a week for computer instruction. Which of the following is the most important education principle that should be followed with regard to this program? A. Computer classes should consist of skills lessons that are presented in a predetermined sequence at a standardized pace. B. Computer instruction should focus primarily on the skills and software of greatest interest to the majority of students in the class. C. Computer skills should be taught primarily in the context of what students are learning in their regular classroom. D. Computer skills should be presented primarily in a drill and practice format to allow the most efficient use of time and resources.

C. Computer skills should be taught primarily in the content of what students are learning in their regular classroom.

Mr. Hall, a middle school teacher, has the following goals while creating his behavior management program. Goal 1: Develop an effective set of behavior expectation for students, including rewards and consequences. Goal 2: Establish positive relationship with students' parents to get support for the behavior management program. Which of the following will best help with effectively reaching the first goal? A. Posting a list of specific behavior standards on a poster at the front of the classroom. B. Allowing the students to discover the consequences of misbehavior through trial and error before discussing the importance of the behavior standards. C. Creating the behavior standards as a classroom community with student input and discussion. D. Inviting the school principal to participate during the discussion of the importance of the behavior standards.

C. Creating the behavior standards as a classroom community with student input and discussion.

Which of the following questions would be most important to consider for a teacher who wishes to evaluate classroom climate? A. Does my instruction reflect a consistent and coherent educational philosophy? B. Do my students have opportunities to participate in varied types of learning experiences? C. Do my lessons promote all students intellectual involvement and active engagement in learning? D. Have I put mechanisms in place to ensure ongoing individual accountability in regard to student learning?

C. Do my lessons promote all students intellectual involvement and active engagement in learning?

A second grade teacher learns that a student with multiple disabilities will be entering her classroom. The student, Jerome, will have a full time aide assigned to work with him in the classroom. The teacher is considering strategies to use to ensure a positive classroom climate for Jerome after his arrival to the classroom. Which of the following teacher strategies is most likely to help achieve this goal? A. Assign all students in the class to serve as peer helped for Jerome on a rotating basis. B. Before Jerome's arrival, develop specific guidelines describing how students should interact and communicate with Jerome in varied types of classroom situations. C. Exhibit attitudes and behaviors that model acceptance of Jerome as a valued member of the class. D. Immediately after Jerome's arrival, conduct an all-class meeting to give students ample opportunity to ask Jerome about himself and his disability.

C. Exhibit attitudes and behaviors that model acceptance of Jerome as a valued member of the class.

To best ensure that all students in a 4th grade inclusion classroom receive quality instruction, which of the following should lesson plans always include? A. Individual assignments for each student and planned time for whole class reteaching. B. Activities at varying difficulty levels to allow for students to make self directed choices. C. Extra time for reteaching and needs-based modifications of student activities. D. Blocks of time for small group instruction for students with learning disabilities.

C. Extra time for reteaching and needs-based modifications of student activities.

Before beginning a unit on plant life, students in a class answer the questions, "What questions do you have about plant life?" in their learning journals. At the end of the unit, the teacher has students return to their list of questions and answer as many as they can. A primary reason for using this activity is to help the teacher. A. understand students opinions about plant life. B. Encourage interaction between students about plant life. C. Foster students ownership in their learning about plant life. D. Develop students scientific vocabulary about plant life.

C. Foster students ownership in their learning about plant life.

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 diverse 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.

Which of the following instructional strategies would be communicate high teacher expectations to a 1st grade student who has significant academic needs? A. Focus the student's learning in areas of academic strengths and reduce the emphasis on tasks that may be especially challenging. B. Provide the student with frequent opportunities to work in heterogeneous groups with both group rewards and individual accountability. C. Help the student set challenging learning goals, and provide the student with the assistance necessary to achieve the goals. D. Provide the student with frequent praise and meaningful rewards, even when performance does not meet standards of acceptability.

C. Help the student set challenging learning goals, and provide the student with the assistance necessary to achieve the goals.

Mr. Kinu, an elementary teacher, has several intermediate-level ELLs in his class. During work station time, all students participate in language workstations, and Mr. Kinu takes anecdotal notes as students work at the stations. Each station has a stack of note cards with a word written on each card. The following directions and cards are at station one. 1. Work with a partner 2. Make a sentence using these words 3. You must use all words 4. You may not add any words 5. You and your partner must agree on the sentence 6. Write the sentence in your notebook To most appropriately accommodate beginning level ELLs in station one, Mr. Kinu should: A. Incorporate addition word cards with sight words. B. Model how to manipulate the word cards. C. Include corresponding illustrations on the word cards. D. Allow non participation.

C. Include corresponding illustrations on the word cards.

Before students in a chemistry class begin an experiment, their teacher routinely asks them to write a few sentences explaining the objective of the experiment and how the procedures will help achieve the objective. Which of the following is the greatest benefit of this teaching strategy? A. It increases the likelihood that most or all of the experiments will yield the desired results. B. It promotes students ability to work quickly and efficiently. C. It facilitates students development of a conceptual framework to guide their work. D. It helps ensure that all students start the activity with an equal chance of success.

C. It facilitates students development of a conceptual framework to guide their work.

A middle school teacher makes a point of marking and returning daily homework assignments by the next day, or within two days at the most. Of the following, the greatest benefit of this practice is that it: A. enables students to keep ongoing track of what their final grade in a given subject is likely to be. B. Facilitates the teacher's assembling of up to date portfolios for each students in various content areas. C. Motivates students to make continual efforts to improve their own performance. D. Facilitates the teacher's monitoring of competition of assignments.

C. Motivates students to make continual efforts to improve their own performance.

Which of the following best describes the role that parents/guardians should play in assessment in an early childhood classroom? A. Teachers should ask parents/guardians to serve as advisors as to what tests should be administered to their children and under what conditions. B. Parents/guardians role in assessment should focus on a child's personal growth rather than the child's cognitive or academic growth. C. Parents/guardians should be urged to provide and help interpret information about their Childs educational program. D. Teacher should not expect parents/guardians to play a role in assessment.

C. Parents/guardians should be urged to provide and help interpret information about their child's educational program.

A high school teacher classes include students from different cultural backgrounds. The teacher notes that relations among diverse student groups are sometime tense and include occasional verbal conflict. The teacher can best respond to the observed tensions by using which of the following approaches? A. Reinforce student recognition of the benefits of cooperation by setting up a system in which some members of the class receive meaningful rewards for exhibiting positive behavior during specified periods of time. B. Use a seating arrangement that separates students from different groups, and organize group work to accommodate students preferences regarding peers with whom they would like to work. C. Work with students to create a set of clearly defined guidelines for behavior and interactions in the classroom, and insist that all students consistently adhere to the guidelines. D. Implement a grading system in which student attitudes toward peers are as important as performance on classroom projects and assessments in determining students course grades.

C. Work with students to create a set of clearly defined guidelines for behavior and interactions in the classroom, and insist that all students consistently adhere to the guidelines.

Teachers on a middle school teaching team are planning to have their students prepare multimedia presentations as part of a multidisciplinary unit. The teachers want to ensure that the presentations are substantive and that students do not focus on the design of their presentations at the expense of content. The teacher could address this issue most effectively by talking which of the following steps before students being work on their presentations? A. Prompting students to work simultaneously on both the content and the design of their presentation. B. Requiring students to submit a rough outline of the design and content of their proposed presentations. C. Working with students to develop a rubric that defines the relative importance of content and design features. D. Creating a list of unit related topics from which students must select the subject of their presentations.

C. Working with students to develop a rubric that defines the relative importance of content and design features.

5th grade students have just completed a social studies unit in which they explored pioneers' everyday life during the westward expansion. Which of the following students activities would show the highest level of critical thinking? A. Creating a timeline of important events. B. Completing a multiple choice assessment about pioneers during westward expansion. C. Writing a journal entry from the perspective of a pioneer during westward expansion. D. Drawing a picture showing a pioneer during westward expansion.

C. Writing a journal entry from the perspective of a pioneer during westward expansion.

A third-grade teacher finds that her class includes a number of English Language Learners who have varying levels of English language proficiency. As the school years begins, the teacher is considering ways to adapt instruction and assessment to meet these students' needs. The teacher plans to modify lessons and materials for the English Language Learners in ways that will address their language needs and facilitate learning. In making the modifications, it is most important for the teacher to create modified lessons and materials that: A. Present simplified, less academically demanding versions of the content and concepts that are included in the original lessons. B. Include only those words and language structures that are already familiar to the ELL. C. Focus mainly on acquisition of basic knowledge through teacher presentations and guided practice. D. Address the same instructional goals and objectives as those addressed in the original lessons.

D. Address the same instructional goals and objectives as those addressed in the original lessons.

Ms. Ramirez is a 5th grade teacher planning a unit on the environment. The students will work collaboratively to conduct Internet research that will culminate in a group computer based slide show persuading community members to participate in helping to protect the environment. When constructing her lesson plans for the unit, Ms. Ramirez anticipates potential challenges that may arise while students are conducting their research. She decides to conduct several mini-lessons before students begin their research. -Mini-lesson 1: How to distinguish relevant from irrelevant information -Mini-lesson 2: How to refrain from plagiarism -Mini-lesson 3: How to keep their research organized Ms. Ramirez presents students with a broad topic and an internet article related to the topic. To best address the first mini-lesson, which of the following activities should students complete next? A. Highlighting the first and last sentence of each paragraph in order to focus on the information pertinent to the research question. B. Note taking based on the information that the photograph captions provide about the research questions. C. Discussion the search engine parameters used to obtain the article, including key words from the research question. D. Annotating applicable points in the article that focus on the information pertinent to the research question.

D. Annotating applicable points in the article that focus on the information pertinent to the research questions.

The efficiency of which of the following tasks would be most improved by using an electronic spreadsheet? A. Taking attendance at the beginning of each class period. B. developing daily, weekly, and monthly lesson plans. C. Tracking the receipt of forms signed by students parents/guardians. D. Applying a weighting formula to determine students final grades.

D. Applying a weighting formula to determine students final grades.

A first grade teacher plans to spend time each day reading aloud to her class. The primary goal of this activity is to promote students' appreciation and enjoyment of reading. In selecting books for his purpose, it is most important for the teacher to ensure that the books she chooses: A. Reflect situations likely to be equally familiar to all students. B. Have clear connections to the content that students will be learning. C. Feature controlled vocabulary with which all first graders should be familiar. D. Are engaging and of interest to the students.

D. Are engaging and of interest to the students.

Julie Robinson is a new physical education teacher. She is planning for her coed 8th grade classes, each of which is expected to include about 40 students. To promote an equitable environment in coed classes such as hers, it is most important for Ms. Robinson to: A. Specify distinct expectations for male and female students that reflect gender-related attitudinal and behavior differences. B. Select a variety of activities that together address the interests and strengths of both males and female. C. Develop separate criteria for evaluating the performance of male and female students for each activity. D. Avoid selecting any activities that are likely to appeal more to students of one gender than the other.

D. Avoid selecting any activities that are likely to appeal more to students of one gender than the other.

Early in the school year, the students in a 7th grade class have proven particularly difficult to manage, so the teacher decides to split the class into two teams. A team gets a check mark whenever a students in the group breaks a classroom rule, and the team with the fewest check marks at the end of the day receives a privilege. If both teams receive fewer than a predetermined number of check marks, both are granted the privilege. This strategy is likely to be effective primarily because it takes advantage of adolescents' inclination to: A. Be more willing to take risks than when they were younger. B. Assert their independence from adult authority. C. Feel strongly empathetic for and supportive of their peers. D. Behave in ways that will meet with their peers' approval.

D. Behave in ways that will meet with their peers approval.

Five year old Anita enrolls in a kindergarten class halfway through the year. Although anecdotal school records and parent conferences indicate that Anita has highly developed social skills, her new teacher observes that her play is typical of much younger children. In assessing this situation, it is most important for the teacher to recognize that: A. The children in the class may be more socially advanced than the children with whom Anita is used to playing. B. A child's reversion to a less advanced stage of play should be discouraged quickly and strongly. C. The information about Anita's previous social history may not be accurate. D. Children often revert to a less advanced levels of play in response to situations that they find stressful.

D. Children often revert to a less advanced levels of play in response to situations that they find stressful.

The children in a kindergarten classroom often become so engaged in their activities that the teacher has trouble getting them to stop what they are doing and begin transitioning to another activity. The teacher can best address this problem by using which of the following approaches? A. Organize each activity in ways that prompt children to begin at a high level of energy and then shift gradually to lower energy levels. B. Establish a routine in which the teacher begins each day by discussing with the class the planned schedule of activities for that day. C. Assign individual children, on a rotating basis, to help the teacher monitor and direct transitions from one activity to the next. D. Establish an agreed-upon signal, such as clapping or ringing a bell, that alerts children that it is time to pay attention.

D. Establish an agreed-upon signal, such as clapping or ringing a bell, that alerts children that it is time to pay attention.

A high school teacher is planning a research activity that will require students to collect various types of information on the Internet, organize and analyze the information they collect, and create multimedia presentations to share what they have learned with their classmates. The teacher is aware that some students in the class have had limited opportunities to learn to use technological tools. The teacher can best respond to the needs of these students by using which of the following strategies? A. Incorporate flexibility into the schedule for completing each phase of the research so that all students may have extra time for particular task. B. Offer students options for conducting their research with mainly paper-based texts and for developing presentations that do not require computer technology. C. Provide students with a carefully organized, comprehensive set of written instructions that they may refer to as they work on the various phases of their projects. D. Have students implement the activity in small, heterogeneous groups structured to give all students access to equipment and opportunities that allow them to play a role in all activity components.

D. Have students implement the activity in small, heterogeneous groups structures to give all students access to equipment and opportunities that allow them to play a role in all activity components.

During a lesson on environment health, students in a health class begin discussing a local dispute. A refinery may be built in the community, and while some citizens believe this would be good thing, others disagree. Students have strong opinions on the topic, and during the discussion there are several exchanges like the one below. Student A: The smoke from that refinery would make people sick. Little kids would get asthma, and older people could even die. Student B: No they wouldn't. I heard on the news that it wouldn't pollute the air at all. Based on these comments, the teacher could best promote students lifelong learning skills by: A. Encouraging students to express their opinions in writing to local officials. B. Dividing the class into two teams and having them spend the rest of the period debating the issue. C. Asking students to determine the actual level of support for each position among their classmates. D. Having students gather evidence that will help them evaluate the situation objectively.

D. Having students gather evidence that will help them evaluate the situation objectively.

Of the following, a teacher's best strategy for improving the functioning of small groups in the classroom would be to: A. Permit students to have a voice in determining the membership of their working groups. B. Identify students with dominant leadership skills and ensure that at least one such student is assigned to each group. C. Base students' grades for group work largely on how effectively the group collaborated. D. Help students conduct post-project evaluations to review their group's performance and generate principles of effective collaboration.

D. Help students conduct post-project evaluations to review their groups performance and generate principles of effective collaboration.

In discussing the coming school year with her mentor, a physical education teacher with many years of experience. Ms. Robinson decides to develop a set of goals for herself with regard to teaching her classes. After giving the matter some careful thought, she develops the following list. 1. Be enthusiastic and positive. 2. Communicate goals of activities to students. 3. Give clear, concise directions. 4. Keep to a minimum the time spent explaining activities. 5. Learn all students names as soon as possible and address them by name. 6. Establish clear behavior guidelines. Ms. Robinson's adherence to which of the following principles will best ensure the effectiveness of the student behavior guidelines noted in goal 6? A. Create guidelines that focus on prohibited student behaviors. B. Offer students training in monitoring and reporting on peers' behavior. C. Show flexibility in enforcing the guidelines. D. Include students in the process of developing guidelines.

D. Include students in the process of developing guidelines.

A 9th grade teacher has brainstormed a list of potential learning goals that she is considering using for an upcoming instructional unit. One of the learning goals is, "Students will appreciate the aesthetic beauty of works of are from various cultures." What is the most significant problem associate with using this learning goal? A. It requires a level of prior content knowledge that most 9th graders do not yet possess. B. It is worded so ambiguously as to make it difficult to create meaningful instructional activities. C. It addresses an outcome that is likely to be of little interest to most 9th graders. D. It is difficult to assess students achievement of this goal in an objective, meaningful way.

D. It is difficult to assess students achievement of this goal in an objective, meaningful way.

A middle school mathematics teacher writes the following note to a student on a homework assignment. Good job! I see you know how to solve these problem - you've used the right formula throughout. However, some of your computations are wrong. You need to remember that when you multiply two fractions, your answer may be smaller than either original fraction 1/2 x 1/2 = 1/4. Please review the problems I've indicated and correct your work. According to research on instructional feedback, which of the following is the most accurate evaluation of the teacher's response? A. It will probably be ineffective in promoting learning because it tells the student exactly what he or she did wrong rather than prompting the student to identify and correct his or her own errors. B. It will probably be effective in promoting learning because it places more emphasis on identifying what the student did right in completing the assignment than on identifying the students mistakes. C. It will probably be ineffective in promoting learning because it sends the student a mixed message regarding whether the teacher considers the assignment to be of acceptable quality. D. It will probably be effective in promoting learning because it recognizes good work while informing the student about a specific type of error that is causing problems in the students work.

D. It will probably be effective in promoting learning because if recognizes good work while informing the student about a specific type of error that is causing problems in the students work.

A new teacher has been observed by a mentor during a couple of class periods. Following the observations, the mentor makes the following comments to the teacher. You may not be aware of this, but you tend to direct most questioning at your higher achieving students, and then you give them a lot of cues to help them get the right answer and promote strong performance. With lower-achieving students, however, you ask fewer and easier questions, and you give them less time to respond. You're less likely to prompt them when they're stuck and also seem to be more accepting of their incorrect answers. Which of the following best indicates how the practices described by the mentor are most likely to affect the teacher's classroom? A. The teacher's use of easy questions with lower-achieving students and the lack of insistence on correct answers will give the lower achievers a strong sense of achievement and academic success. B. Excessive teacher pressure on higher achieving students will increase resentment toward their lower-achieving peers. C. The teacher's provision of a large number of cues to higher-achieving students will diminish the level of effort the higher achievers are willing to expend and reduce their motivation to learn. D. Low teacher expectations will reinforce the sense among lower-achieving students that they are unable to achieve.

D. Low teacher expectations will reinforce the sense among lower-achieving students that they are unable to achieve.

In discussing the coming school year with her mentor, a physical education teacher with many years of experience. Ms. Robinson decides to develop a set of goals for herself with regard to teaching her classes. After giving the matter some careful thought, she develops the following list. 1. Be enthusiastic and positive. 2. Communicate goals of activities to students. 3. Give clear, concise directions. 4. Keep to a minimum the time spent explain activities. 5. Learn all students names as soon as possible and address them by name. 6. Establish clear behavior guidelines. The most likely effect of goals 1, 2 and 4 on students will be to encourage them to: A. Apply higher-order thinking in a variety of classroom contexts. B. Evaluate their own performance and determine strategies for improvement. C. Set their own goals and identify methods for achieving them. D. Maintain their interest in class activities and their motivation to participate.

D. Maintain their interest in class activities and their motivation to participate.

Which of the following is the most important consideration for students and teachers with regard to students use of the Internet as a research tool? A. The name of a Web site does not always give a clear indication of the contents of the site. B. The rapid expansions of the Internet makes it difficult to obtain the very latest information on a given topic. C. Different search engines use different formulas for matching Web sites to search strings. D. Much of the information on the Internet has not been reviewed and verified by experts in relevant fields.

D. Much of the information on the internet has not been reviewed and verified by experts in relevant fields.

Mr. Perez is organizing his new kindergarten classroom and planning his instruction. In his initial planning, he will make decisions that include the thematic unit for the beginning of the school year, the position of the learning centers, and the daily schedule. When making those decisions, he want to make sure to create developmentally appropriate and effective activities and routines that are sensitive to the needs of all students. At the beginning of the year, which of the following thematic unit topics will be most effective for developing students knowledge of self-concept? A. Things that grow B. World of color C. My neighborhood D. My family

D. My family

A high school teacher is aware that the students in a class differ significantly in their prior experience with the subject matter and their current level of knowledge and skill. In this situation, the teacher can best create a positive and supportive learning environment for all students by using an assessment systems in which: A. Different standards of performance are used to determine grades for different groups of students. B. Tests and quizzes administered to the class include questions at varying levels of difficulty. C. Feedback given to students is based on peer assessment as well as assessment by the teacher. D. Process and progress are considered as well as product in determining grades.

D. Process and progress are considered as well as product in determining grades.

A high school teacher wants to acknowledge students who participated in the state science fair by posting pictures on the school site. Which of the following would be the most appropriate way for the teacher to proceed? A. Posting the photographs with no identifying information. B. Obtaining each students written permission. C. Reviewing the district fair-use policy. D. Reviewing the district acceptable use policy.

D. Reviewing the district acceptable use policy.

A second grade teacher learns that a student with multiple disabilities will be entering her classroom. The student, Jerome, will have a full time aide assigned to work with him in the classroom. The computer stations in the schools library/media center have access to the Internet. Mr. Hernandez would like to use the research project assignment as an opportunity to develop students proficiency at using the internet. The students will be conducting online research over the course of several days. Mr. Hernandez can best facilitate their work by: A. Printing out all the pages containing relevant information that students encounter in the course of their search. B. Advising students to take careful notes of all relevant information during their online sessions. C. Allocating specific computer stations to individual students for the duration of the project. D. Showing students how to create their own person bookmarks/favorites file to save useful URL addresses.

D. Showing students how to create their own personal Bookmarks/Favorites file to save useful URL addresses.

Mr. Campbell, a middle school reading teacher, has the following discussion with Aseem about the high school's football game. Mr. C: I saw you at the football game on Friday. Did you have fun? Aseem: Yes, I have fun. I watch brother. Mr. C: Oh, is your brother on the team? Aseem: She.. he play the band. He playing drums. Mr. C: Well, that's nice of you to go out and support him. Aseem would most benefit from additional instruction in which of the following? A. Subject verb agreement B. Gender pronouns C. Comparative adjectives D. Verb forms

D. Verb forms