Diagnostic Test
Technology is best utilized in the classroom when it can accomplish which of the following? A) enhances the learning objective B) decreases the cost to the school district C) decreases the time the teacher must spend on instruction D) allows students to complete their homework more quickly
A) enhances the learning objective Technology is best used to enhance the learning objective of the lesson.
Mr. Ortiz is a paraprofessional that provides in-class support for sixth-grade students with emotional disabilities. The students will receive five minutes of free choice time if they complete work independently. Mr. Ortiz often prompts the students to begin working and reminds them of their free choice activities, but he doesn't consistently follow through with providing free choice options before moving onto the next activity. How can his supervisor help with the implementation? A) Explain the effects of assigning consequences and not following through on them, especially with students who have behavior concerns. B) Threaten Mr. Ortiz with disciplinary action as he is not following the procedure. C) Keep data that shows the number of times Mr. Ortiz offers free choice but moves onto the next assignment instead. D) Reassign implementation to the sixth-grade teacher because Mr. Ortiz should not be responsible for behavior.
A) Explain the effects of assigning consequences and not following through on them, especially with students who have behavior concerns. This should help Mr. Ortiz understand. If Mr. Ortiz does not implement the plan, he is not encouraging work completion.
)Before the start of her first year of teaching, a sixth-grade teacher with multiple class periods decides to survey her peer teachers for ways to organize her classes so that appropriate routines and procedures are effective during group work. The experienced teachers offered several suggestions. Which of the following would be the best way to address this important need? A) Have desks put together in groups of six, and provide labeled color-coded baskets in which each class period is to submit their assignments. B) Have name tags on each desk so that students will have to sit alphabetically, and appoint row monitors by putting an asterisk by the name on each front row seat. C) Place group supplies in a centralized location in the classroom. D) Create attractive bulletin boards to instruct students on group-work rules and procedures.
A) Have desks put together in groups of six, and provide labeled color-coded baskets in which each class period is to submit their assignments. This is the best answer choice since it sets the tone for collaborative learning and the expectations for behavior from the beginning.
Mr. Martin is planning an instructional unit and wants to adjust the lesson to meet the needs of the English Language Learners (ELL) in his class. Each student has a varying level of English proficiency. What is the best strategy to adjust the instructional unit to meet the student's needs? A) Make dictionaries accessible to the students and allow for additional time to complete the assignments while other students can work independently. B)Adjust the content to make the presentation and homework assignments simpler to accommodate varying language proficiencies. C) Allow the ELL students to work together during group activities to promote English proficiency. D) Send the ELL students to the resource room for supplemental instruction during presentations.
A) Make dictionaries accessible to the students and allow for additional time to complete the assignments while other students can work independently. By allowing students a dictionary and additional time, the teacher is adjusting instruction to meet the needs of the ELL students while promoting English proficiency and grade-level appropriate content.
A tenth-grade English teacher wants her class to use a wide variety of resources and technology in their end-of-year project. She asks each student to use three online sources and two written sources and incorporate a multimedia presentation to show the class. After class, four students who have limited opportunities and technological resources outside of school approach her and express their concern that they may not be able to fulfill all the project requirements because of their limited means. The teacher can best respond and meet the needs of the students using which of the following strategies? A) Place students into small groups that consist of students of varying means and abilities while also structuring class time so all students have equal access to the school's equipment. It will be important to let each student know the after-school hours available to access the school resources. B) Place the four students into a group and allow them to have more class time with the school resources than the other groups. C) Design the project so each activity can be completed using only the school library and a paper notebook. The teacher can give an opportunity for extra credit for the use of outside resources and technology. D) Give each student a clear set of written instructions for the project so they can reference the expectations throughout the activity.
A) Place students into small groups that consist of students of varying means and abilities while also structuring class time so all students have equal access to the school's equipment. It will be important to let each student know the after-school hours available to access the school resources. Using groups of students of varying means allows the responsibilities between the students to be split to best accommodate individual situations. Also, giving each student equal access to the school resources provides all students the means to meet the minimum requirements of the project.
A new teacher is giving her first social studies test and needs to modify it for her students with an IEP. She is unsure of how to change the questions so she just spaces them out and removes one answer choice. Overall, the students who take this test do poorly. What should the special education teacher do? A) Talk with the new teacher and offer to modify the test together next time so that it is aligned with the IEP goals. B) Talk with the new teacher and have her excuse the students from the tests. C) Reassure the new teacher that she did the right thing and that special education students often perform poorly on exams. D) Offer the new teacher a conference or professional development seminar on modifying tests.
A) Talk with the new teacher and offer to modify the test together next time so that it is aligned with the IEP goals. This approach ensures collaboration and allows the teacher to learn how to properly modify tests.
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) Student learning is best achieved by relating material to students' interests. C) Class readings should not exceed the comprehension level of the highest achieving students. D) Students at this cognitive level best process new information by relating it to already known information or past experiences.
A) When students are aware of the focus and expectations of an activity, their comprehension of the material increases. When students are aware of the purpose of an assignment, they are better able to understand and process the information.
Which of the following can be communicated through an open forum where all students, parents, and teachers can view the information? A) classroom-specific homework assignments and due dates B) students' progress reports C) students' learning disability diagnoses and curriculum modifications D) standardized testing scores
A) classroom-specific homework assignments and due dates This is public information and can be shared through a public medium.
When asking a student a question, which of the following should be the primary consideration of the teacher for response time by a student? A) the difficulty level of the question B) the length of the class period C) the number of other students who have raised their hands to answer the question D) how closely the question correlates to the instructional content being taught by the teacher
A) the difficulty level of the question This is the best answer option as more complex and difficult questions require longer periods of time for students to formulate and communicate responses.
Mrs. Baldor promotes learning when introducing her eighth-grade English class to a short story about fear by asking her students to brainstorm their thoughts on the word "fear." She then lists all their responses on the board. Her reasoning for using this open-ended strategy can best be explained by: A) the use of a motivational technique promoting engagement due to common knowledge and experiences, plus the acceptance of all responses. B) a desire to demonstrate how a word may have many different connotations. C) the need for students to demonstrate their knowledge of etymology. D) the fact that all students will be asked to share their thoughts freely, thus enabling a fluency of ideas.
A) the use of a motivational technique promoting engagement due to common knowledge and experiences, plus the acceptance of all responses. This is the best answer choice because Mrs. Baldor knows that most of her students will have some personal familiarity with this topic and will be willing to share because their responses are validated and there is no single right answer.
Mary Ann is an exemplary student in all of her classes. Her English teacher, Mr. Ray, requires his students to journal every week about a new topic, with the most recent assignment being to journal about an event that has shaped the way the student views the world. As Mr. Ray reviews Mary Ann's journal entries, he is astonished to find Mary Ann discussing being molested by a friend of her parents. Which of the following is the best next step for Mr. Ray to respond to Mary Ann's journal entries? A) Refer Mary Ann to the school counselor for an interview about the journal entries. B) Contact law enforcement officials about the journal entries. C) Refer Mary Ann to the school nurse for a physical. D) Ignore the entries because Mary Ann seems well-adjusted.
B) Contact law enforcement officials about the journal entries. A teacher who suspects child abuse or molestation is required by law to report the suspected abuse or molestation to the authorities so that the authorities can investigate.
In planning a morning schedule for kindergarten students, which of the following guidelines should the teacher take into account? A) Most activities should be directed by the students to maintain an active engagement in the learning process. B) Instructional activities should be balanced between allowing students to be active during instruction and requiring students to be still and listen. C) Morning activities should not be active because students may not be fully alert. D) Students should be able to sit still for long periods of time, and the instruction needs to encourage this.
B) Instructional activities should be balanced between allowing students to be active during instruction and requiring students to be still and listen. This is the best option. Early education students are probably not able to sit still for long periods of time and the teacher should recognize and plan instructional activities accordingly.
Ricardo is an English-language learner (ELL) from Brazil. On his progress report, his teacher, Mr. Carlson, writes the following: "Ricardo has made much improvement in listening. He can usually understand simple, short discussions on familiar topics. He still needs a lot of help with unfamiliar topics, which is typical of students at his level. We will work on this more in the coming months." Based on this description, what listening proficiency level is Ricardo most likely at? A) Beginning B) Intermediate C) Advanced D) Advanced High
B) Intermediate This description describes a student with an Intermediate level of listening proficiency.
What is the primary benefit of a teacher working with a student to think about the step-by-step causes of a problem and the possible solutions? A) It demonstrates how small issues can lead to large problems and how to identify a problem's cause in order to avoid it. B) It sets an example for problem-solving strategies that the student can use in multiple situations. C) It demonstrates the use of higher-order thinking skills in identifying multiple solutions to one problem. D) It provides a real-world context for classroom instruction and higher-order thinking skills.
B) It sets an example for problem-solving strategies that the student can use in multiple situations. Having students think through problems and their causes allows the students to develop problem-solving strategies. These strategies can apply to multiple situations.
Mrs. Buff receives a letter from the mother of one of her fourth-grade science students about the amount of time it is taking to do the homework for her class. Mrs. Buff has been working with all her students on developing appropriate study skills, including setting timelines for homework. Mrs. Buff responds to the letter from the parent with an invitation to the mother and her husband to meet with her concerning this issue. Which of the following would be the best strategy for Mrs. Buff to begin the conference? A) Ask the parents how much time their child spends studying each night. B) Listen to the parents' concerns and then explain the study skills that have been taught and discussed in her classroom. C) Explain they are the only parents who have ever complained about homework. D) Ask the parents how much homework their child has in other classes.
B) Listen to the parents' concerns and then explain the study skills that have been taught and discussed in her classroom. This is the correct answer because the best way to approach these parents would be to listen first and then explain.
Mr. Sanders is preparing a lesson for the following TEKS History standard: The student understands how individuals, events, and issues shaped the history of Texas during the 20th and early 21st centuries. The student is expected to: (A) explain the political, economic, and social impact of the oil industry on the industrialization of Texas. Which of the following would be an example of a learning goal to support this TEKS standard? A) Students will outline the reason for an increased demand of oil. B) Students will differentiate between the Texas economy before and after the rise of the oil industry. C) Students will understand how individuals, events, and issues shaped the history of Texas during the 20th and early 21st centuries, including the political, economic, and social impact of the oil industry on the industrialization of Texas. D) Students will read an article describing the pre-oil economy then work with a peer to predict what changes occured because of the high demand of oil.
B) Students will differentiate between the Texas economy before and after the rise of the oil industry. This would be an example of a learning objective that would partially cover the provided TEK.
Which of the following would be a developmentally-appropriate activity for typical students? A) sixth-grade students writing independent research papers over a broad topic B) first-grade students using manipulatives to understand addition and subtraction C) fifth-grade students raising caterpillars to butterflies, to understand life cycles D) second-grade students using manipulatives to learn 2D shapes
B) first-grade students using manipulatives to understand addition and subtraction This is developmentally appropriate and students of various levels can be given questions with more or less difficulty.
Ms. Smith follows a particular theory of child management. In her classroom, you will see: Ms. Smith does not discipline students often. She does not want to punish or impede a student's natural desire to improve. Students manage their own behaviors with subtle guidance from Ms. Smith, such as eye contact or a gentle pat on the shoulder when misbehaving. What theory of child management does Ms. Smith employ? A) interactionist B) non-interventionist C) interventionist D) non-interactionist
B) non-interventionist Non-interventionists assume people are naturally striving to be good and they want to improve, and thus the teacher does not need to intervene regarding behavior issues. Non-interventionists believe that adults need to allow children as much room as needed so they can grow and improve naturally on their own.
As Mrs. Matthews, an ELAR teacher, grades a required composition, she writes a note concerning each of her students' work. According to research on instructional feedback, which elements would be the best method for providing feedback to students? A) promoting a positive learning environment by putting more emphasis on what the students did correctly rather than specifically identifying the students' mistakes B) using an established rubric with further notes of the specific positives and informing the student about the specific errors that need to be addressed C) giving both positive and negative feedback in general D) informing the student of specific individual errors
B) using an established rubric with further notes of the specific positives and informing the student about the specific errors that need to be addressed This is the best answer choice. Students would have already been introduced to and understand that this type of rubric will be used for grading and that they will benefit from specific feedback.
The human body has many parts that work together as a person develops. Which of these examples correctly expresses a delay in one area that impacts growth in another? A) A child with social delays from a speech disorder is academically delayed. B) A child with a physical disability from a car wreck is academically delayed because he uses a wheelchair. C) A child with developmental delays is socially delayed because he struggles to relate to peers. D) A child with a learning disability in math reasoning is also going to be physically delayed.
C) A child with developmental delays is socially delayed because he struggles to relate to peers. This is often true as children with developmental delays will have interests different than typical peers.
A fourth-grade science teacher plans an experiment where students can freely manipulate the material, compare progress, and share their conclusions with their classmates. Which of the following is best demonstrated in the teacher's instructional strategy? A) Students must have peer interaction to obtain new knowledge. B) The students' ability to learn is greatest when they direct their own learning. C) Active engagement in the instructional activities greatly increases students' learning ability. D) Student involvement in classroom activities increases with a decrease in classroom structure.
C) Active engagement in the instructional activities greatly increases students' learning ability. The experiment allows students to be actively engaged, which research suggests greatly increases students' learning ability.
Franco is a third-grade English-language learner from France. He occasionally mispronounces words, but he is usually understood by his teachers and native English-speaking peers. What ELPS speaking proficiency level does Franco have? A) Beginning B) Intermediate C) Advanced D) Advanced High
C) Advanced ELLs with an advanced speaking proficiency level sometimes mispronounce words but are usually understood by the average person, who is unaccustomed to dealing with English learners.
Mr. Ivin's algebra class is learning the pythagorean theorem. He has two students that are auditory learners and are struggling with the concept. What activity would best help them learn the theorem? A) Create a mnemonic device with motions so students "act out" the theorem. B) Assign an essay over the development of the theorem. C) Teach the class a short song that has the key components of the pythagorean theorem. D) Have students draw triangles and assign number values to the sides that fit with the theorem.
C) Teach the class a short song that has the key components of the pythagorean theorem. This is best suited for auditory learners to retain information.
A department meeting with fifth-grade and sixth-grade language arts teachers is held to discuss a lack of student ability to recognize and understand the use of root words and affixes in the vocabulary-building process. A new teacher states that at the elementary school, a big emphasis is made to align different roots and affixes by each grade level so that a logical progression can be made from one grade to the next. The intermediate teachers decide to meet with the teachers at the elementary feeder school to see what approaches have been used successfully in the fourth grade to reinforce these concepts. In addition, the teachers thought it might be beneficial to meet with the seventh-grade LA teachers to determine if there is any pattern in student reading or writing skills that would indicate a lack of a quality foundation that they could be reinforcing at the intermediate level. Which of the following would be the best way to affect this plan? A) The new teacher calls the elementary school principal and makes the request for a collaborative meeting between the two schools' LA teachers. B) The new teacher writes a formal letter to the LA department head at the middle school presenting the request that was discussed at the meeting. C) The new teacher is asked by the department head to help present the idea to their principal and solicit his help by discussing it with the middle school principal. D) The new intermediate teacher has a friend at the middle school who teaches LA seventh grade. She decides to ask her friend to get together with the other LA teachers to arrange the collaborative meeting between the two schools.
C) The new teacher is asked by the department head to help present the idea to their principal and solicit his help by discussing it with the middle school principal. This is the best answer choice because the department head is above the new teacher in the chain of command and they both must answer to the principal. The department chair is recognizing the leadership ability in the beginning teacher, and is giving her the opportunity to demonstrate this to the principal. It is the principal's decision to approve or disapprove the request and take the next step in making the meeting happen.
When beginning a parent-teacher conference, who should start the conversation? A) The parent should, because they can explain the concerns about their child. B) The teacher should, because the child is a student in their classroom. C) The person who requested the conference should, so they can share all of their concerns and focus the meeting. D) The administrator should, because they have the most authority in the conference.
C) The person who requested the conference should, so they can share all of their concerns and focus the meeting. The person who requested the conference should start the conversation. They should be given the opportunity to express all of their concerns before other parties respond.
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 gave accurate and precise steps for the students to follow. C) The teacher used a variety of appropriate motivational, individual, and group activities and allocated adequate time for self-assessment and closure. D) The teacher motivated the class by having them establish their own reasons to view the DVD.
C) The teacher used a variety of appropriate motivational, individual, and group activities and allocated adequate time for self-assessment and closure. This is the best answer because it evaluates the whole lesson from the beginning to the end and explains what the students and the teacher do.
Mr. Valdez planned a revision lesson where he shows the class before and after examples of the rough and final draft of an essay. He then provides class time for students to begin revising their work, but many students are emphatic that their essay is done and want to turn it in as is. Mr. Valdez backs up and models the process of revision, and writes a list on the board, specifying what to look for as they revise. What does Mr. Valdez demonstrate in this scenario? A) the ability to empathize with his students B) a willingness to allow students to learn from their mistakes C) flexibility and the ability to adjust a lesson that is not working as intended D) cross-curricular collaboration
C) flexibility and the ability to adjust a lesson that is not working as intended Modeling the process of revising and setting clear, specific expectations would allow Mr. Valdez to have concrete steps for the students to process through before turning the paper in. This will enable him to require specific steps before accepting a draft.
Mr. Ray's seventh-grade class continually disrupts instruction and is proving difficult to manage. Mr. Ray decides to create a system where each disciplinary infraction results in the class earning a checkmark. If, at the end of the week, the class has below a certain number of checkmarks, they receive a class-wide reward. This classroom management strategy is likely to be a success because: A) Mr. Ray has shown he is serious about classroom management and will earn the students' respect. B) each student will want to show Mr. Ray they are not the cause of the disruption. C) it creates an incentive for students to behave to meet the approval of their peers. D) the parents of the students will ensure their children do not hinder the class earning the reward.
C) it creates an incentive for students to behave to meet the approval of their peers. If students have a reward they value, they will alter their behavior to obtain the reward. This will cause students to hold each other accountable; students at the seventh-grade level have a high desire to conform to their peers and if their peers wish to obtain a reward, they will not want to be singled out in a negative way for hindering their peers' goal.
Mr. Prince teaches fourth-grade math. He records his lessons and posts them online for students to watch when they need to review. He explains verbally and writes down instruction. He also offers manipulatives for the class to use when needed. Mr. Prince's way of teaching is a great example of: A) visual teaching style. B) working too hard to teach simple concepts. C) using varied strategies and adjusting communication to reach all students. D) using technology to teach students.
C) using varied strategies and adjusting communication to reach all students. Students learn in different ways (for example: visual, auditory, tactile) and teachers should try to present concepts with explanations in the varying modalities of learning to maximize student engagement and learning success. Have students listen, write, stand, and interact with the subject matter in order to ensure understanding.
Which of the following would not be considered protected speech in an educational setting? A) A students speaks out in a history class about his personal religious beliefs. B) A teacher discusses the history of a religious figure within the context of the curriculum. C) A student wears a shirt supporting a certain candidate for president. D) A senior history teacher discusses presidential candidates during class to attempt to persuade a newly 18-year-old student to vote for the candidate the teacher supports.
D) A senior history teacher discusses presidential candidates during class to attempt to persuade a newly 18-year-old student to vote for the candidate the teacher supports. This is the correct answer. While at school, a teacher is seen as acting as a representative of the school district and their freedom of speech is limited. The most important factor to decide whether something is allowed is the teacher's intent. Teachers are allowed to inform students of curriculum-related political or religious issues, but attempting to persuade a student to vote a certain way is not staying within the curriculum and would not be allowed.
Adriana is a second-grade English-language learner from Mexico. Her teacher, Ms. Jacobs, asks her to write about her weekend. She writes the following: "On Satrday my family and me went to the zoo. We saw lots of animals there. I even fed the monkys! The zookeeper said "your doing a great job." I felt very happy. We ate lunch at the zoo. My mom packed peanut butter sandwichs and after lunch, we had some ice cream with choclate sprinkels. Yum! It was a great day. I hope we will go back again soon!" Based on her writing, what is Adriana's most likely proficiency level? A) Beginning B) Intermediate C) Advanced D) Advanced High
D) Advanced High Adriana's writing is detailed and clear with a variety of grammatical structures. It is comparable to the writing of a native English-speaking second grader.
Arturo moved to the US from Mexico two years ago, and his teacher has noticed major progress in his reading. In fact, on his progress report, his teacher notes that Arturo can read grade-level texts with appropriate rate, speed, intonation, and expression. This is a characteristic of which reading proficiency level? A) Beginning B) Intermediate C) Advanced D) Advanced High
D) Advanced High ELLs do not typically read with appropriate rate, speed, intonation, and expression until they reach an advanced high level of reading proficiency.
A new teacher is setting up her classroom and wants to ensure the space is ideal for learning. Which of the following is the least important question this teacher should ask when determining the layout of the room? A) Do all students have a clear view of the teacher if needed? B) Are there any things in the space that might hinder a students ability to perform in the space? C) Are all students able to access what they need in the space? D) Are the colors matching in the space and does it look appealing?
D) Are the colors matching in the space and does it look appealing? While it is nice to have a lively and appealing classroom with colors and patterns that match, this is not the most important question a new teacher should ask when setting up the classroom. Sometimes, teachers forget about the basic layout and importance for all students to have access when setting up a room. This can cause issues for students.
At the year's beginning, a new teacher becomes unsure about all of her responsibilities, including instruction and required documentation and record keeping. Which of the following would be the most effective way for this teacher to secure help? A) Use the professional library on campus to research how teachers can use their time more efficiently. B) Go online to get ideas from teacher blogs, etc. C) Revisit college textbooks and notes on instruction and procedures. D) Ask the department head or team leader for advice and request a mentor teacher with whom to work.
D) Ask the department head or team leader for advice and request a mentor teacher with whom to work. This would be the most effective manner by which to receive help because a mentor would be able to give specific suggestions and ideas to help the new teacher quickly and to offer ongoing help throughout the year. Too many beginning teachers quit the profession early in their career because they do not ask for help and they do not have a mentor with whom to share resources and verbal support.
If Mr. Melton desires to evaluate the learning environment in his classroom, which of the following would be the most important question to ask himself? A) Is my personal philosophy toward instruction and continuing education in touch with students of the 21st century? B) Do I engage my students in thinking critically and consistently use appropriate wait time? C) Have I fully covered the state standards assigned to my subject area? D) Do I consistently address all my students' intellectual involvement and active learning preferences when I design my lessons?
D) Do I consistently address all my students' intellectual involvement and active learning preferences when I design my lessons? This is the best answer choice, because without peer collaboration and different levels of effective intellectual stimulus, students will not be engaged in active learning.
Students in second grade are learning about metamorphosis. What is the best way for them to learn this concept? A) Create a worksheet that directs students to color and cut out pictures and then place them in the right order. B) Read "The Very Hungry Caterpillar" and have them discuss metamorphosis. C) Go on a nature walk during science time on a set day each week and look for caterpillars, cocoons, and butterflies. D) Have them raise a caterpillar and document each day what they observe as it forms a chrysalis and becomes a butterfly.
D) Have them raise a caterpillar and document each day what they observe as it forms a chrysalis and becomes a butterfly. This hands-on experience allows them to observe the process of metamorphosis and learn while they are documenting.
During the summer, a teacher obtains the standardized test results of the previous year for her upcoming students. This information can be best used to: A) Identify the best students in the upcoming class and plan instructional units to meet their needs. B) Identify students with similar struggles in order to place them into groups. C) Discuss the results with other teachers to plan interdisciplinary units. D) Identify the instructional needs of each student and plan instruction to address gaps.
D) Identify the instructional needs of each student and plan instruction to address gaps. Using the results from last year gives the teacher an up-to-date profile of the students' academic capabilities and needs. Using this, the teacher can identify potential weaknesses or areas where students need further instruction.
A seventh-grade teaching team plans instruction that could involve language arts, math, science, and social studies objectives. They decide to have students collect data related to school and community recycling and design and implement a plan to address identified needs. What is the best developmental reason for selecting this approach? A) It provides students a context for skill development in core subjects. B) It demonstrates a supportive attitude toward students' ideas and attitudes. C) It gives students an opportunity to provide service to their school and community. D) It recognizes students' increasing ability to develop abstract thinking and focus on the world beyond the school setting.
D) It recognizes students' increasing ability to develop abstract thinking and focus on the world beyond the school setting. All four choices have instructional merit in supporting middle school interdisciplinary instruction. Having students involved in collecting data and designing and implementing an action plan demonstrates a supportive attitude toward students' ideas, provides a real-world context for core instructional objectives, and provides students an opportunity to serve their school and community. However, focusing on the world beyond the school setting targets middle school students' increasing ability to develop abstract thinking and focus on the world outside their own experience.
After a long day at school, Miss Jackson gets home and opens up Facebook. She is frustrated because a parent has been complaining about her teaching methods and behavior management. Which of the following is acceptable to post as a status update on her social media page? A) "Education would be great if it weren't for parents! Such a long day!" B) "I love my job, but it can be so frustrating sometimes." C) "Can't wait until June when I don't have to deal with parent meetings." D) Nothing. As a teacher, it is unprofessional to post negative comments about education.
D) Nothing. As a teacher, it is unprofessional to post negative comments about education. The professional life of a teacher should not be discussed on social media.
Which of the following would most help students develop time-management skills while working on a multi-step project that extends across many weeks? A) Require students to journal their progress and describe their next steps at the end of each class period. B) Allow students to create and have access to a computer folder to store and maintain their research notes and outlines. C) Ask the librarian to demonstrate to students how best to maintain research notes through a research project. D) Provide calendars to the students with the project due date marked, then ask them to create a plan for when each part of the project should be completed along the way.
D) Provide calendars to the students with the project due date marked, then ask them to create a plan for when each part of the project should be completed along the way. Providing calendars and giving students the responsibility of setting a timetable within the project will encourage time-management skills and give students more ownership over their learning.
A second-grade teacher develops an activity to promote word identification and spelling skills among her class. The teacher writes "_ug" on the whiteboard and asks students to fill in the blank with a letter to make different words. Each time a student says a letter to make a new word, the teacher has the class write down the word in their notebooks. Which of the following additional activities is most likely to address the developmental levels of all children? A) Have students say aloud each new word as they write the word in their notebooks. B) Allow each student, one-by-one, to think of as many words using the original prompt. Once one student is finished, allow the next student to repeat the exercise until the whole class has a turn. C) Encourage the class to spell the word aloud before writing the word in their journals. D) Provide students with two additional prompts, "_at" and "__one", and have them create sentences in their notebooks with as many words using the additional prompts.
D) Provide students with two additional prompts, "_at" and "__one", and have them create sentences in their notebooks with as many words using the additional prompts. This activity allows students to work at their own pace and dictate the level of higher-order thinking skills used. Less-able students can think of simple words to use in simple sentences while more advanced students are able to think of complex sentences, and possibly narratives, to use with the word prompts. This is an individual activity that allows each student to maximize their ability.
Mr. Hampton, a seventh-grade mathematics teacher, receives an email from a parent, Mrs. Anderson. She is complaining about the amount of homework required of her child each night, arguing that the workload is too extensive for any middle school student. Mrs. Anderson requests a parent-teacher conference with Mr. Hampton to discuss the situation. Which of the following strategies is the best option for Mr. Hampton to ensure a productive meeting with Mrs. Anderson? A) Bring other seventh-grade teachers to speak with Mrs. Anderson and verify that the amount of work required is not excessive. B) At the beginning of the meeting, explain how the workload is not too difficult and other students are handling the work requirements without incident. C) Allow Mrs. Anderson to voice her frustrations with the workload and then offer to lighten the workload for her child. D) Seek to understand Mrs. Anderson's concern with the workload and offer the reason for requiring such work.
D) Seek to understand Mrs. Anderson's concern with the workload and offer the reason for requiring such work. The teacher should first seek to understand the parent and then be understood by the parent. Letting the parent address her concern first allows Mr. Hampton to address the parent's concern and show the parent that Mr. Hampton values her concern. It is not required that Mr. Hampton adjusts the workload, but rather he addresses the parent's concern and lets her know the reason for the work.
Carl is a hardworking, respectful tenth grader until his teacher notices his grades are slipping, that he is having trouble concentrating during class, and that he is easily agitated by other students. Out of concern, the teacher asks Carl to stay after class to discuss his slipping performance. He confides in the teacher that he has been working two part-time jobs because his mother was recently laid-off, and he knows the stress is hurting his academic performance. Of the following principles, which of these is best illustrated in the example? A) School can be an escape from a student's problems and instruction needs to be adapted to best meet the needs of the student. B) The motivation for students to perform in school is hindered by a part-time job and distractions. C) Teachers and parents should share information to help meet the academic and non-academic needs of the student. D) Teachers should be aware of a student's circumstances outside of school that could adversely affect learning.
D) Teachers should be aware of a student's circumstances outside of school that could adversely affect learning. Teachers should try to know the outside circumstances of their students so they can better address their academic needs.
Ms. McManus has purposefully set a climate of high expectations in her classroom. Which of the following are NOT likely to be seen in her class? A) a list of goals at each students' learning space, specific to the student B) a sign that says "good students are persistent students" C) a behavior contract that has been written by students and is signed by all in the class D) a sign that says "good students are A students"
D) a sign that says "good students are A students" While making all A's is a good goal for any student, the grade earned is not the only marker of a climate of high expectations. Building a climate of high expectations does not rely only on earning A's.
The Texas education system is made up of primarily independent school districts. This means that each district maintains their own rules and governing board, while also: A) having accountability to the Texas Education Agency (TEA). B) adhering to laws and rules established by the Texas Legislature. C) adhering to laws and rules established by the United States Congress. D) all of the above
D) all of the above This statement is true. Districts maintain their own rules and abide by the other governing bodies.
Johnny has documented learning disabilities and he receives special education and related services in the regular classroom. His teacher, Ms. Spencer, has been following the accommodations and modifications noted in Johnny's IEP, but she is concerned that the accommodations and modifications of Johnny's IEP are not appropriate for him. The annual meeting of the ARD Committee is not scheduled for another three months; however, in consideration of Ms. Spencer's concerns about what she considers inappropriate accommodations and modifications, she should: A) use her professional judgment to alter the requirements of the IEP to match the needs of the student more closely. B) continue to use the accommodations and modifications noted in the IEP but wait to voice her concerns until the scheduled ARD Committee meeting at the end of the year. C) advise the child's parents of Johnny's inappropriate accommodations and modifications. D) continue to use the accommodations and modifications required by the IEP but also request for the ARD Committee to meet before the scheduled annual meeting. Then, the committee will have the opportunity to reevaluate Johnny's IEP.
D) continue to use the accommodations and modifications required by the IEP but also request for the ARD Committee to meet before the scheduled annual meeting. Then, the committee will have the opportunity to reevaluate Johnny's IEP. This is the best answer.
Sara is a student who reads above grade-level and discusses ideas at a high level, but has been known to neglect class work and leave assignments unfinished when she does not see the point. She is not motivated by grades and her participation depends mostly on the subject being studied. Which of the following best describes Sara? A) externally motivated by teacher approval B) externally motivated by grades C) intrinsically motivated by a love of reading D) intrinsically motivated by interest in the content
D) intrinsically motivated by interest in the content Intrinsically-motivated students draw their motivation from the learning process. They find joy in the activity itself and learn for the sake of learning. Sara's participation seems to depend on how valuable she finds the assignment.
Ms. Hanson, an eighth-grade science teacher, notices one of her students has begun to talk frequently to her friends while conducting an experiment and is not fulfilling her responsibilities. In addressing the situation with the student, Ms. Hanson should keep in mind that: A) students have a higher tendency to neglect academic responsibilities if there is confusion in the purpose of the objective of any instructional activity. B) students' interest levels in instructional activities are a reflection on the preparation by the teacher, and Ms. Hanson is partially responsible for the incident. C) students at this age are not capable of working quietly for long periods of time. D) students at this age are concerned about their peers' perceptions of themselves, and they have an overwhelming desire to conform to their classmates.
D) students at this age are concerned about their peers' perceptions of themselves, and they have an overwhelming desire to conform to their classmates. The eighth-grade student places high importance on peer acceptance and may care more about talking with friends than the experiment. By having this understanding of the problem, Ms. Hanson has a better ability to address the problem.
On the first day of class, Mrs. Patterson wants to ensure she creates the best classroom environment for her third-grade students. One of the first things she should convey to the students is: A) that her classroom is an open environment where students are free to pursue their academic interests. B) the importance of letting their parents know the scope and sequence of the upcoming school year via a letter sent home with them, as well as the best means of communication to reach Mrs. Patterson. C) her background in education and the credentials and qualifications she holds as an educator. D) the classroom rules and procedures, letting them know she expects each student to follow the rules.
D) the classroom rules and procedures, letting them know she expects each student to follow the rules. Letting students know what is expected of them and what they can expect allows for the implementation and enforcement of standards so the class can operate with little confusion or interruption.
Mr. Appleton is considering providing some material for his students from the internet. Which of the following is Mr. Appleton legally permitted to do under fair use guidelines? A) Use pictures and information from various websites in a class presentation. B) Distribute a single-user access login, purchased by the school, to students. C) Stream an entertaining movie from a website as a reward to students for good grades. D) Compile interesting articles and videos from various websites for non-instructional use by the students.
Use pictures and information from various websites in a class presentation. Using parts of various websites for instructional purposes is allowed under fair use guidelines.
