PPR

Ms. Leda learned in a workshop about cooperative learning that grouping her students heterogeneously by ability and ethnicity is the most effective way to help all students — A.understand the same material as other students within a given period of time. B.because it ensures they will work collaboratively and contribute equally to the completion of tasks. C.have an opportunity to work with varying academic levels and cultural backgrounds that may differ from their own. D.explore at a level that is specifically designed to meet their individual learning needs.

.have an opportunity to work with varying academic levels and cultural backgrounds that may differ from their own

Which of the following teaching strategies best supports beginning level English language learners as they development English-speaking skills in a science classroom? A.Providing native language translations of academic vocabulary B.Previewing major concepts within the content C.Using illustrations to support concepts D.Reviewing concepts within the content through repetition

A.Providing native language translations of academic vocabulary

A seventh-grade teacher notices her class is off task. Many students are talking and one student is on her cell phone. Which of the following actions would be most appropriate? A.Shift to an engaging activity and reevaluate the failed lesson at a later time. B.Utilize management techniques and call on all learners to maximize learning. C.Warn the class about inappropriate behavior and wait until the class is quiet to resume teaching. D.Assign extra work over the content they have missed during class.

A.Shift to an engaging activity and reevaluate the failed lesson at a later time.

Which of the following correctly represents cognitive development during early childhood? A.The child operates at the preoperational stage and can represent the world through pictures and language. B.The child operates at the preoperational stage and can assume viewpoints of others. C.The child operates at the sensorimotor stage of cognitive development. D.The child operates at the concrete operational stage of development.`

A.The child operates at the preoperational stage and can represent the world through pictures and language.

Mrs. Young was shocked by the appearance of Mark, an eighth-grader in her homeroom. Last week Mark came to class with spiked hair, and the week before he appeared with two fine lines of blue and yellow streaks going down the center of his head. This week Mark has decided to come to class with a shaved head and two earrings on each ear. How should Mrs. Young best approach this situation? A.Send Mark to the counselor to discuss the situation. B.Ignore Mark's constant changes of appearance. C.Meet with Mark to discuss why he seems to need attention. D.Use peer pressure by addressing Mark's changing appearances in class.

B.Ignore Mark's constant changes of appearance.

Which of the following instructional strategies may be contrasted with explicit teaching? A.Demonstrations B.Inquiry C.Systematic instruction D.Direct Teaching

B.Inquiry

A middle school implemented instruction where students create projects or presentations as a demonstration of their research and understanding. This type of student-centered learning is an example of — A.Traditional learning. B.Inquiry-based learning. C.Collaborative learning. D.Vicarious learning.

B.Inquiry-based learning.

Read the information below to answer the question that follows.The writing sample above was composed in a language arts class by a fifth-grade English language learner (ELL). The student describes how she goes about getting ready for school. Based on this information you can conclude this fifth grader is performing at what level of language proficiency? A.Beginning B.Intermediate C.Advanced D.Advanced High

B.Intermediate

Use the information below to answer the question that follows.The principal at a middle school made an announcement over the public address system that was broadcast to all sixth-grade classrooms about an upcoming field trip. Eduardo Santiago, a sixth grade English language learner (ELL) heard the announcement.The picture above depicts the full text of the announcement under the label Principal. The text labeled Student, in the picture, depicts what Eduardo Santiago understood of the announcement. Based on this information you can conclude that Eduardo Santiago is performing at what level of language proficiency? A.Beginning B.Intermediate C.Advanced D.Advanced High

B.Intermediate

Which of the following statements reflects the process of thinking about one's thinking? A.Schema B.Metacognition C.Prior knowledge D.Self-regulation

B.Metacognition

Which of the following reflects the teacher's role during an interactive read aloud in an elementary classroom? A.Facilitating B.Modeling C.Guided Practice D.Scaffolding

B.Modeling

Mrs. Matthews is a new seventh-grade math teacher. Because she is still learning how to convey course content, Mrs. Matthews spends time reading from her power points and working math examples with her back to the class. Therefore, she is not engaging her students. Which of the following communication practices should Mrs. Matthews adopt to become a more effective teacher? A.Mrs. Matthews should support risk-taking among students. B.Mrs. Matthews should increase eye contact with her students. C.Mrs. Matthews should utilize body language to engage students. D.Mrs. Matthews should ask questions.

B.Mrs. Matthews should increase eye contact with her students.

In a music class which includes several English language learners (ELLs) at various levels of language proficiency, the teacher shares vocabulary words related to types of music. Which of the following strategies will best support the ELLs' understanding of the new words? A.Review definitions during class. B.Share recorded examples of the types of music. C.Read the words aloud as a class. D.Model correct pronunciations slowly for the class.

B.Share recorded examples of the types of music.

Middle school health teachers know the importance of educating teenagers about the consequences of alcohol and drug use. It is difficult to get through to students at this age because — A.they don't want to be lectured to by adults who might have behaved similarly when they were teenagers. B.they can't imagine anything really bad happening to them; it always happens to someone else. C.they don't believe the information and studies on drug and alcohol use are true. D.they don't care about damaging their health as they face critical social crises contributing to their personality development.

B.they can't imagine anything really bad happening to them; it always happens to someone else.

When planning lessons, teachers can ensure the effectiveness and appropriateness of the lesson for students of varying backgrounds and economic status by — A.planning opportunities for interaction among students from different backgrounds. B.using content examples which are familiar and relevant to students with varied life experiences. C.structuring the lesson in a way that allows students to spend time with self-selected peers. D.providing opportunities for students to ask questions for clarification.

B.using content examples which are familiar and relevant to students with varied life experiences.

A seventh-grade teacher has seen some of her students smoking off campus and wants to impress upon them the dangers of smoking. Which of the following would be the most effective manner of conveying this message to the students? A.Inviting a guest speaker to discuss the hazards of smoking B.Handing out pamphlets and anti-tobacco literature with critical information C.Having a fellow student speak about losing his father to lung cancer caused by cigarette smoking D.Organizing a school-wide "stay smoke-free" pep rally

C.Having a fellow student speak about losing his father to lung cancer caused by cigarette smoking

Mr. Hernandez observes that a child in his first-grade class is sleeping during activities and has trouble paying attention during instruction. The child has trouble concentrating on his work and frequently gets into altercations with other children.Which of the following actions would be the most appropriate way to respond to the situation? A.Set up a behavior management plan B.Refer the child for possible attention-deficit/hyperactivity disorder symptoms C.Document the behavior in order to discuss the problem at the parent-teacher conference at the end of the semester D.Set up a conference with the child's parents to discuss home behavior and sleep schedules

D.Set up a conference with the child's parents to discuss home behavior and sleep schedules

Which of the following instructional strategies would best communicate high teacher expectations to a first-grade student who has significant academic needs? A.Focus the student's learning in areas of academic strength, 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.

Time management is an important aspect of teaching. Mrs. Bate's fourth-grade class needed to improve behavior during literacy stations. Which of the following strategies might help? A.Mr. Bates should assign a group leader in charge of taking names. B.Mr. Bates should sit facing the class. C.Mr. Bates should spend time practicing procedures so all students understand expectations during stations. D.Mr. Bates should use a parent volunteer during this time to help monitor the class.

C.Mr. Bates should spend time practicing procedures so all students understand expectations during stations.

Mr. Clarkson is teaching third grade in Texas for the first time this year. Which of the following statements best describes how Mr. Clarkson should use the TEKS when planning instruction this year? A.Mr. Clarkson should review the TEKS at the beginning of the year to become familiar with the overall curriculum goals. B.Mr. Clarkson should plan instruction around the interests and needs of his students. C.Mr. Clarkson should use the TEKS to plan and adjust instruction throughout the year based on how well his students have mastered the TEKS guidelines. D.Mr. Clarkson should set a goal that the majority of his students will master the TEKS objectives.

C.Mr. Clarkson should use the TEKS to plan and adjust instruction throughout the year based on how well his students have mastered the TEKS guidelines.

Read the information below to answer the question that follows.The writing sample above was composed in science class by a second-grade English language learner (ELL). The student describes the step-by-step process of planting a seed. Based on this information you can conclude this second grader is performing at what level of language proficiency? A.Beginning B.Intermediate C.Advanced D.Advanced-High

D.Advanced-High

A fifth-grade teacher has several struggling readers performing below grade level. Which of the following steps would the teacher take in order to support student learning? A.Pull students for tier 2 instruction. B.Conduct a parent conference to ensure help at home. C.Use computer-assisted instruction to remediate phonics skills. D.Assess students in order to identify strengths and weaknesses.

D.Assess students in order to identify strengths and weaknesses.

Assessment for children in early childhood through elementary grades should involve multiple modes and approaches. In relation to instruction, when is the most appropriate time for teachers to conduct these assessments? A.After instruction B.Before and after instruction C.During and after instruction D.Before, during, and after instruction

D.Before, during, and after instruction

The evaluation team at Chrysler Young middle school has asked its teachers to evaluate several aspects of the school improvement plan. Mrs. Blackwell decided to first evaluate classroom climate in her physics class. Which of the following would be least important for her to consider in her evaluation? A.Do I know all of the names of my students? B.Do I present instruction in ways that communicate my enthusiasm for learning? C.Do I promote all students' intellectual involvement and active engagement in learning? D.Do I employ enough assessment techniques to monitor students' progress in achieving outcomes?

D.Do I employ enough assessment techniques to monitor students' progress in achieving outcomes?

Mrs. Tartoli is teaching her third-grade students about measurement. Which of the following tools would be the LEAST likely to provide concrete experiences in the real world for her students to gain understanding in this topic? A.Measuring cup B.Balance C.Thermometer D.Hand lens (magnifying glass)

D.Hand lens (magnifying glass)

The English language learner works toward proficiency in listening and speaking. Which of the following must ELLs acquire? social language proficiency in English necessary for daily interactions academic language proficiency in English needed to think critically, understand new concepts, process complex academic material, and interact and communicate in academic settings. cross curricular linguistics and knowledge of the TEKS. advanced proficiency in language. A.II only B.II and III C.I, II, IV D.I and II

D.I and II

Students in Mr. Neeve's fifth-grade classroom are preparing a presentation highlighting their garden projects. This is a presentation on which the science students themselves obtained a consensus by popular vote. It was agreed by the whole classroom they would also select the best presentation. They want to share data which illustrates the growth of two sunflowers over a three-month period of time.By accepting the students' idea about the presentation on their garden projects, Mr. Neeve demonstrates his understanding of learners by: promoting a sense of responsibility for one's own learning. recognizing and respecting differences in his classroom. creating an environment in which students feel competent and productive. fostering a view of learning as a purposeful pursuit. A.I and IV only B.II and III only C.I, II and III only D.I, III, and IV only

D.I, III, and IV only

A fourth-grade teacher wants her ELLs to feel comfortable sharing aloud during classroom discussions. Which of the following strategies would best support the ELLs' speaking skills? A.Provide each language learner index cards of high frequency words to use as a reference during classroom conversations. B.Require each language learner to ask for assistance and clarification when they do not understand conversations around them. C.Provide sentence suggestions for the students to use when they respond to the teacher or to the class. D.Incorporate think-pair-share activities into classroom practices so students have an opportunity to interact with another student prior to whole-class sharing.

D.Incorporate think-pair-share activities into classroom practices so students have an opportunity to interact with another student prior to whole-class sharing.

A fifth-grade science teacher is setting up her classroom for a simulated inquiry science lesson comparing whale blubber, feathers, and skin to determine the best insulator in cold water. Students will be place in small cooperative learning groups. Each group will have a stop watch, plastic bags with blubber and feathers in them, and a container of ice water. What is the least important consideration in setting up the desks in the classroom for this lesson? A.Safety B.Accessibility C.Visibility D.Permanence

D.Permanence

Mrs. Ramirez, a fourth-grade teacher, plans to develop an effective set of behavior expectations for students, including a system for rewards and consequences. Which of the following provides an appropriate guideline? A.Post 10-15 standards for students to learn. B.Post 3-5 standards that describe consequences. C.Post 10-15 detailed standards. D.Post 3-5 general standards that guide productive learning.

D.Post 3-5 general standards that guide productive learning.

A teacher works with an English language learner who is reading at the beginning level of proficiency. The teacher provides the student with text written in English to read aloud. Which of the following is not a true statement about the student? A.The student has difficulty decoding the words throughout the text. B.The student comprehends isolated words or phrases. C.The student uses visual cues to figure out words in the text. D.The student comprehends grade-level text only if provided enough time to read the text slowly.

D.The student comprehends grade-level text only if provided enough time to read the text slowly.

Teachers must engage students in tasks that will require them to apply the higher-order thinking skills they have learned. Higher-order thinking is not requiring the student to — A.think critically and consider alternatives. B.relate information the students already know and apply it to real-world situations. C.think intuitively and use their imagination or make a judgment. D.understand and remember factual information.

D.understand and remember factual information.

Mr. Lucas is a new sixth-grade math teacher at Klein Middle School. It is the beginning of the school year and he hopes to create a learning environment in the classroom where his instructional strategies will cause students to think critically, creatively and reflect upon the learning process. Which of the following cognitive abilities should Mr. Lucas expect that most of his students are likely to be in the process of developing? A.relating numbers to the numerals that represent them B.thinking hypothetically C.thinking in concrete terms D.learning to reverse operations

thinking hypothetically

It appears that the girls in Mrs. Jaime's eighth-grade science class have been somewhat apprehensive about digging in the marsh areas to collect data. Some have complained about the project being messy and have started to allow the boys in the group to take over the problem. This has created a disturbance between the boys and girls and some arguments have started within the groups. Mrs. Jaime has repeatedly tried to stop the fighting, but she has been unable to use her authority to re-direct them to the task at hand. She should be aware that students' social-emotional development at this age often tends to make them — A.uncomfortable in situations where they are required to share their thoughts and feelings with their peers. B.unsure of how to behave in new social situations. C.unhappy when they are criticized by adults. D.want to challenge adult authority.

want to challenge adult authority.

Mr. Leopold uses the jigsaw cooperative learning technique with his students, but one of the students in his class, Mathis, has poor study skills and struggles with difficulty in reading. What procedures should Mr. Leopold follow to ensure that Mathis is a contributing member of the group? A.Because this technique relies on "expert" groups, make sure that Mathis is paired with a capable peer when the group meets so he is productive in his endeavors. B.Take Mathis aside and explain that his reading skills are not on grade level so he may wish to sit in on the group but work on an outside assignment. C.Offer to tutor Mathis while the group meets so his reading skills improve. D.Provide an opportunity for Mathis to demonstrate his skill in mathematics so the class can see that he is capable.

A.Because this technique relies on "expert" groups, make sure that Mathis is paired with a capable peer when the group meets so he is productive in his endeavors.

A middle-school teacher has students of varying reading abilities. The teacher intentionally considers students personal learning interests in order to motivate learners of all abilities. Which of the following theorists might have influenced this teacher's practice? A.Bruner B.Piaget C.Skinner D.Bandura

A.Bruner

Mrs. Ramirez, a fourth-grade teacher, plans to develop an effective set of behavior expectations for students, including a system for rewards and consequences. Which of the following practices will most likely help with reaching this goal? A.Create the behavior standards as a classroom community with student input and discussion. B.Allow students to discover the consequence of misbehavior through trial and error before discussing the importance of the behavior standards. C.Invite the school principal to participate during the discussion of the importance of behavior standards. D.Post a list of specific behavior standards on a poster in the front of the classroom.

A.Create the behavior standards as a classroom community with student input and discussion.

Mrs. Solis wants her ninth-grade science students to be able to determine if mealworms prefer to eat slices of potatoes or slices of apple. Including the students in discussion prior to the experiment will help them learn to do which of the following? A.Develop a hypothesis and then test it. B.Understand the purpose of this experiment. C.Choose conditions for their portion of the experiment. D.Understand the importance of starting with equal-sized portions of plant material.

A.Develop a hypothesis and then test it.

A second-grade teacher is planning a Math lesson for her class. What is one of the most effective ways to encourage students to extend their thinking in solving mathematical problems? A.Encourage them to find more than one way to solve the problem B.Encourage them to write down their solution to share with others C.Have them watch a video about the problem solving strategy they are practicing D.Have students verbally explain their solution to a partner

A.Encourage them to find more than one way to solve the problem

Which of the following professional strategies is most likely to result in a positive classroom environment in a middle school classroom? A.Get to know the students. B.Have a student greet classmates at the door. C.Allow students to select their own groups. D.Call on students who can answer questions correctly so as not to embarrass others.

A.Get to know the students.

Which of the following professional strategies is most likely to result in a positive classroom environment in an elementary classroom? A.Posting work of all students around the room B.Having a student greet classmates at the door C.Allowing students to select their own groups D.Calling on students who can answer questions correctly so as not to embarrass others

A.Posting work of all students around the room

Which of the following factors best explains how a learner understands a new message or experience? A.Prior knowledge B.Environmental factors C.Memorization D.Presentation of material

A.Prior knowledge

Ms. Young is a first-year math teacher at North high school; it is her first teaching job. She's excited but nervous about beginning her new job. She meets with her mentor teacher and describes a group activity she is considering using as her lesson for the first day of class. She tells her mentor teacher that the activity aims at allowing the students to get acquainted with each other on the first day. Which of the following recommendations should the mentor teacher make to Ms. Young? A.The group activity should be replaced with one that involves active student engagement in learning. B.The group activity should be replaced with an activity that involves the whole class. C.The group activity should complete with students introducing peers in their group highlighting what they like most about school. D.The group activity should be monitored and observed by the teacher as she gets to know the students.

A.The group activity should be replaced with one that involves active student engagement in learning.

Sixth grade teachers reviewed their newly adopted Language Arts textbook in order to plan for the year. They aligned the scope and sequence with district expectations. Which of the following reflects the scope? A.The learning objectives B.The vertically aligned curriculum by grade level C.The defined order/time-frame for instruction D.The summary of each chapter

A.The learning objectives

The scope and sequence of a curriculum are important elements in the design of effective teaching and learning. Which of the following descriptions best explains the purpose of the "sequence" part of the scope and sequence? A.The sequence relates to when different parts of the curriculum should be learned with respect to the other parts of the curriculum. B.The sequence tells which dates or weeks to teach which skills. C.The sequence explains instructional techniques to help students sequence events. D.The sequence details what different skills and concepts should be taught.

A.The sequence relates to when different parts of the curriculum should be learned with respect to the other parts of the curriculum.

Ms. Jackson gave her class of fifth graders a test that included vocabulary words from The Diary of Anne Frank. She noticed that Cody placed his list of the vocabulary words where he could easily see it on the floor and that Cody was looking at it during the test. What should Ms. Jackson have done when she noticed this? A.The teacher should have quietly walked over to Cody's desk and removed the vocabulary list, letting Cody continue taking the test. B.The teacher should have stopped the test to have a class discussion on cheating and pointed out that someone in the class is breaking the rules. C.The teacher should have taken up Cody's test immediately and torn it up to let the class know rules are enforced consistently. D.The teacher should have sent Cody immediately to the principal's office to have an administrator talk with him.

A.The teacher should have quietly walked over to Cody's desk and removed the vocabulary list, letting Cody continue taking the test.

The stimulus information below relates to the question that follows.Before beginning a unit on human cells, an eighth-grade teacher asks students the question, "What do you know about human cells?" After the students brainstorm answers to this question together in class, the teacher has students develop and write down questions they have about the topic. Which of the following statements reflects the primary reason for the teacher's initial question? A.The teacher wanted to assess prior knowledge of human cells. B.The teacher wanted to promote class discussion of the topic. C.The teacher was scaffolding English language learners. D.The teacher wanted to introduce the topic.

A.The teacher wanted to assess prior knowledge of human cells

A second-grade student has struggled during reading. The child specifically struggles with comprehension questions about the text. The teacher decides to work with the child on literal questions to assess what the child remembers about the reading. Which of the following questions would the teacher ask? A.Who is Charlie's sister? B.What will the main character probably do next? C.What is the difference between Charlie and his brother? D.Why do you think Charlie took the notebook from his brother?

A.Who is Charlie's sister?

Eduardo is a fifth-grader who will do or say just about anything to draw attention to himself in class. Determined to be in the spotlight, he's willing to persist with his wisecracks or smart-aleck responses until he gets the attention he craves. The teacher, Mrs. Soluz, is aware that Eduardo has a bad home life and speculates that the attention he gets from the class makes him feel like "one of the gang." Eduardo's behavior in Mrs. Soluz's class is probably associated with fears related to — A.being rejected by peers. B.displeasing authority figures. C.failing to achieve academically. D.failing to learn cultural norms.

A.being rejected by peers.

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.

Ms. Chambers enjoys using trade books as well as the state-approved basal for her reading instruction. However, she thinks the students are not as engaged in the reading process as she wants them to be. During the weekly planning session, another teacher suggests that she might try using Literature Circles. She divides the class into small groups who then meet to discuss some literature they have all read. They ask each other questions, discuss their favorite parts, or talk about how the book relates to their lives. Ms. Chambers may want to use this approach because — A.group members assume responsibility for their own learning and the learning of others. B.some of the students have not read the book and it will help those individuals process the material if they are discussing it in a group situation. C.by having the students work in groups, it allows her to have more time for planning and organizing her lessons. D.She will be allowing students the practice of using their social skills in a group situation.

A.group members assume responsibility for their own learning and the learning of others.

An English language learner who is at an intermediate level of proficiency listens as a teacher provides instructions about an assignment. If the English-language learner (ELL) did not understand the instructions, the ELL at this level of proficiency will most likely — A.have the ability to seek clarification from the teacher in English. B.remain silent and watch others for cues. C.look for clues in the text. D.use an electronic translator or a dictionary to translate the message into a native language.

A.have the ability to seek clarification from the teacher in English.

Eloise, a fifth-grade student, is struggling with working with decimals, part of the Number and Operations in Base Ten strand of her math curriculum. In order to work with Eloise most efficiently, which approach should her teacher take when working with her to learn this skill? A.Follow the suggested lesson plans exactly as written in the teacher's guide. B.Begin with what Eloise already understands about decimals and provide instruction to guide her to the next step of understanding. C.Give Eloise extra practice pages for working with decimals. D.Celebrate with Eloise the other math concepts she does well and assume she will eventually catch on to understanding decimals, too.

B.Begin with what Eloise already understands about decimals and provide instruction to guide her to the next step of understanding.

As the semester begins the math teacher learns more about her students, and gains a better understanding of the students' readiness for learning math concepts. She realizes she must keep in mind the wide range of middle-level students' cognitive development in order to establish a productive classroom environment. In planning the lessons, which of the following would best meet the needs of the students? A.Beginning with simple information presented on the overhead projector and moving on to the more complex information. B.Beginning with concrete information in the form of hands-on manipulatives and moving on to more meaningful abstract concepts. C.Beginning instruction slowly and moving gradually to a quicker pace of study. D.Beginning instruction with a great deal of structure and assigned problems from the text and moving the structure to more open forms of learning in which students create their own problems.

B.Beginning with concrete information in the form of hands-on manipulatives and moving on to more meaningful abstract concepts.

Mr. Lopez plans to develop an effective set of behavior expectations for students in his fourth-grade classroom. Which of the following practices will most likely help him attain this goal? A.Invite the principal to speak to the class in order to share the importance of good behavior. B.Create behavior standards in class to include student input and discussion. C.Wait until the need arises to discuss behavior standards with the students. D.Post a list of classroom rules on a poster in the front of the classroom.

B.Create behavior standards in class to include student input and discussion.

The assistant principal at South Park High School, Mrs. Webb, was doing a walk-through of the school to evaluate the environment of the individual classrooms. She was looking for various instructional techniques and approaches that teachers use to create a caring culture. Which of the following questions would be most important to consider while evaluating classroom climate? A.Does the instruction reflect a consistent and coherent educational philosophy? B.Do the students participate in learning experiences where respect and collaboration are part of the daily activities? C.Do the lessons promote all students' intellectual involvement? D.Does the classroom have mechanisms in place to ensure ongoing individual accountability with regard to student learning?

B.Do the students participate in learning experiences where respect and collaboration are part of the daily activities?

Which of the following instructional strategies may be contrasted with inquiry-based teaching? A.Project-based learning B.Explicit instruction C.Indirect teaching D.Problem Solving

B.Explicit instruction

Which of the following strategies would be effective in increasing student engagement in the classroom? A.Provide cell phones for students to talk to each other in class B.Giving students think time after asking probing questions C.Assigning online homework for students to connect with each other D.Having students sit in groups

B.Giving students think time after asking probing questions

Mr. Scopes is the science teacher for a mixed-abilities group of eighth graders. He wants all of his students to learn how to design and conduct a simple controlled experiment. Mr. Scopes sets a goal for all students to improve their skill level, their confidence, and their attitude toward science. How can Mr. Scopes best achieve his goals, especially with his low-achieving students? A.He can require all of his students to design and complete a science controlled experiment project that will be entered in the school science fair. Every science fair entrant will be given a ribbon for participation. B.He can break down the science controlled experiment into short, clear steps that guide students through the investigation process. Every class period has some time set aside for working on the project and receiving teacher assistance. C.He can partner students working with complementary skill levels and interests. Higher-achieving students working with low-achieving students allow both groups of students to grow, especially if Mr. Scopes encourages flexibility in student participation and roles. D.He can require each student to participate in active teaching lessons focused on the skills needed to conduct the scientific investigation. Each student must master the skills lesson or repeat it until mastery is reached.

B.He can break down the science controlled experiment into short, clear steps that guide students through the investigation process. Every class period has some time set aside for working on the project and receiving teacher assistance.

A teacher uses the constructivist approach in her classroom to help students learn how to learn. Which of the following activities would the teacher most likely use with her seventh graders? A.Students self-select words from the book and look up definitions in the dictionary. B.Students learn about density by hypothesizing weights of various candy bars of similar size, weighing the bars, and then discussing why candy bars of the same size might have different weights. C.Students learn how to measure items using inches and centimeters by practicing with a ruler. D.Students draw illustrations of landforms instead of defining them.

B.Students learn about density by hypothesizing weights of various candy bars of similar size, weighing the bars, and then discussing why candy bars of the same size might have different weights.

A middle school teacher is consulting the recommended scope and sequence to help him plan for the upcoming year. Which of the following descriptions best defines what the scope part of a scope and sequence does? A.The scope provides the vision for why students should learn given skills. B.The scope gives details of what skills and concepts should be taught and learned. C.The scope gives details of the order in which skills and concepts should be learned. D.The scope gives ideas and resources for instructional strategies.

B.The scope gives details of what skills and concepts should be taught and learned.

A teacher would like to support English Language Learners so they might feel comfortable participating in classroom conversations. Which of the following grouping configurations might support the ELL's speaking skills? A.Cooperative learning activities where each student is responsible for a specific contribution to the group. B.Think-pair-share where students have an opportunity to interact with another student prior to whole-class sharing. C.Whole class sharing so other students may model for the ELLs. D.Homogenous grouping where ELLs may support one another.

B.Think-pair-share where students have an opportunity to interact with another student prior to whole-class sharing.

Mrs. Belvedere, a school counselor at Collins High, is concerned with Ann, a tenth grader who is missing class more and more frequently. When Mrs. Belvedere expresses her concern to Ann, the student responds that school is no longer a priority for her at the moment and that she is working part time; she likes what she does at work as well as the pay that goes with it, and she's even excited that the job may turn into a full time position in the near future. What developmental knowledge does Mrs. Belvedere need for understanding this student's perspective? A.This student may be having financial problems at home, and her single mom may be asking the student to help out. B.This student is more concerned with the present than with the future. C.This student is likely still operating at the concrete operational stage, and thus has difficulty reasoning through complex problems and situations. D.This student's reasoning mirrors her cognitive development.

B.This student is more concerned with the present than with the future.

During Ms. Foster's meeting with Leon, a fifth grader, the student tells his teacher he does not know why he cannot complete his assignments or keep up in his classes this year.Leon and Ms. Foster 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 helping him — A.develop a more positive attitude toward school and toward learning in general. B.learn how to monitor his own progress and performance more effectively. C.identify how best to modify activities to suit his individual strengths and needs. D.become more willing and motivated to participate actively in his learning.

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

Mr. Lazarine is a highly successful fourth-grade teacher who rarely experiences behavior problems. When discussing his reasons for success with the members of the fourth-grade planning team, he suggests that his room arrangement is largely responsible. He explains that he moves desks around depending on the activity. He rarely has the desks in rows because he feels as though it limits student participation. During whole-group discussion he arranges the seating in a U-shape format so students are able to see each other and when working in groups, students' desks are clustered. Depending on the activity and the arrangement required, the most important thing to remember is to — A.maintain an arrangement whereby the children are pleased so discipline problems are reduced. B.maintain an arrangement that allows for easy access to the students and one in which the teacher can monitor the students on a continuous basis. C.arrange the room so a neat, orderly environment can be maintained. D.arrange the room so the students who create the most problems are all seated at the front where the teacher has direct eye contact.

B.maintain an arrangement that allows for easy access to the students and one in which the teacher can monitor the students on a continuous basis.

Ms. Clarisse, a third-grade language arts teacher, wants to encourage her students to write Haiku poetry. She demonstrates several poems, showing examples on the smart board. The class as a whole writes several poems under the guidance of the teacher. Ms. Clarisse next explains how the students will compose their own haikus. The teacher's likely purpose for using the digital board and demonstrating the strategy of poetry writing is to — A.integrate technology into the lesson. B.model and communicate expectations. C.encourage students to become poets. D.provide samples of student's work for the class poetry book.

B.model and communicate expectations.

Ms. Watson enjoys teaching mathematics to her first-grade students. She's introducing the concept of place value to them, and provides the children blocks to create sets of tens and ones so they can become actively involved in the learning process. The children, however, are easily distracted and tend to make configurations with the blocks other than what Ms. Watson expects. Ms. Watson can best address this problem in future lessons by — A.allowing only those students who use the blocks appropriately to have use of them during the follow-up lesson. B.modeling for the students the appropriate procedures and specifying expectations. C.motivating the children to do their best with the blocks in exchange for having more play time. D.alternating different ways for the children to learn the place value concept.

B.modeling for the students the appropriate procedures and specifying expectations.

Middle-school teachers should ask a variety of question types. Which of the following questions prompts higher level thinking skills? A.What is the meaning of the word colossal? B.What is the setting of the story? C.What is the author's purpose? D.What happened after the storm hit the town?

C.What is the author's purpose?

The government teacher is introducing her ninth-grade class to the judicial system of the United States. Which of the following purposes for reading is age-appropriate for the teacher to communicate to the students in this class? A."Please read this chapter and see if you understand what the Supreme Court is saying." B."Read this chapter and then we will look up the definitions of any terms not understood." C."After reading this review of the Supreme Court's decision on students' abilities to sue coaches, take one of the two sides presented and write a one-page paper that persuades others to agree with you." D."After reading this review of the Supreme Court's decision on students' abilities to sue coaches, write a one-page paper that is a "How-To" paper about filing a case in the Supreme Court."

C."After reading this review of the Supreme Court's decision on students' abilities to sue coaches, take one of the two sides presented and write a one-page paper that persuades others to agree with you."

A teacher has an English language learner who exhibits the following characteristics: Can participate in most writing activities, with second-language acquisition support. Uses predominately grade-appropriate English to write, using some detail. With support from the teacher, has an emerging ability to express herself using self-generated, connected text. Occasionally exhibits second-language acquisition errors. Which of the following levels of proficiency best describes the student? A.Beginning B.Intermediate C.Advanced D.Advanced High

C.Advanced

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.

The language arts teacher wants to analyze his classroom environment. He knows that middle school students want to be treated like young adults, but that they also want to be nurtured. He decides to establish the following system. Each Friday all students are given a form that must be filled out anonymously. Which questions should not be included on the form? A.Do you think everyone gets the same opportunity to participate in class? If not, why? B.Do you know of anyone who is fearful in this class? If so, why is he or she fearful? C.Do you think that I am a good teacher? If so, why? D.Do you think that I do all I can do to make all students feel safe and cared for? If not, why not?

C.Do you think that I am a good teacher? If so, why?

Ricardo, a fourth-grade student from Italy, is experiencing difficulty with word recognition skills and has fallen behind the rest of the class. The room teacher is arranging for a resource teacher to work with the student. Which of the following time/place settings should the room teacher request for the resource teacher to work with the student? A.During class time in the classroom when students are working quietly on projects B.During recess time in the classroom when it is quiet C.During class time in the classroom when students are engaged in other learning activities D.During class time at the resource center for individualized one-on-one support

C.During class time in the classroom when students are engaged in other learning activities

According to the standards of pedagogy and professional responsibilities of Texas educators, communicating effectively to meet specified goals in various contexts involves which of the following? A.Identifying the weaknesses of each student based on a recent observation B.Discussing at the beginning of class how to improve study habits C.Employing various communication techniques and interpersonal skills D.Allowing students many opportunities for reading and sharing

C.Employing various communication techniques and interpersonal skills

Mrs. Ramirez, a fifth-grade teacher, wants all students in her fifth-grade classroom to receive quality instruction. Which of the following should her lesson plans always include? A.Individual work for gifted students and planned time for whole-class reteaching B.Activities covering various levels of difficulty to allow for students to make self-directed choices regarding learning tasks C.Extra time for reteaching and needs-based modifications of student activities D.Chunks of time for small-group instruction for students with learning disabilities.

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

A math teacher uses class time for direct instruction of math skills, and for the most part he models to students the process of solving the math problems. He then sends the students home with math problems to complete for homework. Upon evaluating student performance on homework and tests, the teacher isn't satisfied with student progress.Which of the following practices would most likely support student learning? A.More homework B.More modeling of problems C.Guided practice D.One-on-one instruction

C.Guided practice

Eagle Middle school has been awarded a 10 million dollar grant to upgrade students' electronic devices. The devices are to remain at school and utilized to expedite the grading system to allow immediate feedback on exams. Students will need to access their exams, complete the exams, submit the exams for electronic grading and then forward their grades electronically to their teachers. Which of the following is the most appropriate way for the teachers to ensure that students will be efficient in accessing, completing, submitting and then forwarding their exams to their teachers? A.Require students to find someone who is proficient in technology to walk through each step with them. B.Allow students the opportunity to learn through trial and error. C.Providing time in class to teach procedures in following each step for sharing information through online communication. D.Require students that do not understand how to submit their exams to use pencil and paper.

C.Providing time in class to teach procedures in following each step for sharing information through online communication.

The history teacher has several handicapped students in his class. One student is confined to a wheelchair and sometimes has trouble getting around backpacks and books that students leave on the floor. One student taunts the handicapped student by calling him, "Wheelie." How can the teacher assure all of this students that the classroom is a safe, nurturing environment that respects students' rights and dignity? A.Post the classroom rules where they are visible. B.Arrange the classroom in clusters of desks. C.Respond immediately to stop or redirect misbehavior. D.Involve parents in planning the course for the year.

C.Respond immediately to stop or redirect misbehavior.

A seventh-grade teacher has assigned a major science fair project for the semester. He gives instruction about the scientific method and how to design the project at the beginning of the semester. Students then have two months to work on the project independently at home before presenting it at the science fair. Which of the following would be the best way for the teacher to use ongoing assessment to support student learning? A.Have volunteers judge and rate each project at the science fair. B.Have students write a final report to turn in explaining their project. C.Schedule a weekly time for students to share the progress they are making on their projects. D.Supply a weekly schedule for students to follow to help them complete their project on time.

C.Schedule a weekly time for students to share the progress they are making on their projects.

Mr. Holmes, a middle school teacher, is utilizing an online interactive software to encourage student participation in History. Students are selected at random every day to post a topic about the lesson they have been studying and the rest of the class is required to respond to the posts. Mr. Holmes' expectation is to engage students on ongoing verbal and nonverbal communication among themselves as they discuss the lesson. Mr. Holmes has noticed one student never posts or gets involved in the online discussions. Which of the following will best assist the student in meeting the teacher's expectations? A.Ignore the fact the student is not participating; it may seem like a distraction but most likely the student will learn from observing. B.Post for the student without anyone else knowing, as a way to encourage the student to participate. C.Speak to the student about his lack of participation, about consequences for his behavior, and ensure him his support. D.Never address the observation and allow the student to do an alternative assignment.

C.Speak to the student about his lack of participation, about consequences for his behavior, and ensure him his support.

A third-grade teacher assigns students text to read about types of clouds. Which of the following activities might the teacher use to scaffold comprehension of the text for English language learners? A.The teacher will provide cotton for student to make clouds. B.The teacher will provide a table containing cloud names, descriptions, and other characteristics. C.The teacher will provide a graphic organizer which contains visual representations of cloud types and characteristics. D.The teacher will have students look up cloud types on Google images.

C.The teacher will provide a graphic organizer which contains visual representations of cloud types and characteristics.

Mrs. Sanders plans her instruction using a framework for integrating language arts with other content areas. She uses a common topic for instruction and plans meaningful, engaging activities. Which of the following instructional approaches is Mrs. Sanchez using? A.Basal approach B.Language experience approach C.Thematic units D.Literature-based instruction

C.Thematic units

An activity designed to introduce the metric system to fourth graders begins by asking students to use metric measurement to measure the length of their foot, their height, and the length of the classroom. It then asks them to use a thermometer and record the temperature of the classroom in degrees Celsius and to use a metric scale to weigh themselves in kilograms. Why is this activity a good way to introduce the metric system? A.It is simple enough for fourth graders to do on their own or in small groups. B.The metric system is used worldwide and students must master the conversion between metric and U.S. customary units. C.This activity suits the interest in real-life experiences that young adolescents demonstrate. D.This activity allows students to practice measuring before they actually begin experiments.

C.This activity suits the interest in real-life experiences that young adolescents demonstrate.

The fifth-grade instructional mathematics team has decided to make each one of its members responsible for planning new lessons in their content area. Kelley Griffin is a new teacher in the grade team and is excited to be a part of this effort. While planning the mathematics lessons, what would be the best idea for Ms. Griffin to keep in mind? A.How she can best serve as a good team member B.Having students apply their learning on a written independent practice to determine a clear assessment of their progress C.To include hands-on activities D.Have groups talk and work on one problem until they feel comfortable with solving it before tackling another problem

C.To include hands-on activities

A sixth-grade teacher notices his class is not on task. Many students are talking and one student is sleeping. Which of the following actions would be most appropriate? A.Reprimand the class for inappropriate behavior and continue with full attention. B.Assign homework over the content they have missed during class. C.Transition to an engaging activity and re-examine the activity at a later time. D.Use management techniques and move students to maximize learning.

C.Transition to an engaging activity and re-examine the activity at a later time.

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.communicates 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 volunteer.

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

Mr. Salim teaches in an urban middle school where the principal has asked teachers to make a special effort to meet the needs of all students especially those with varying disabilities. As the school year begins, Mr. Salim is considering ways to adapt instruction to meet these students' needs. In planning to modify instruction to help accommodate these special needs students in the classroom, Mr. Salim most likely is thinking of — A.letting these students do other activities in class that do not involve higher level thinking skills so that they can be successful. B.permitting these students to complete assignments that would allow them to engage in creative thinking without having to complete the regular assignment non-disabled students are tasked to do. C.addressing the same instructional goals and objectives as those addressed to non-disabled students with some modifications to meet each student's needs. D.focusing mainly on the students' with disabilities thought process and not have them do the written and oral presentations that usually follow at the end of the units.

C.addressing the same instructional goals and objectives as those addressed to non-disabled students with some modifications to meet each student's needs.

A second-grade teacher has been hired for a classroom where 12 of 23 students are "at-risk" students. The principal tells the teacher that "These children are low academic achievers and since kindergarten they have exhibited low self-esteem." The principal's comment is likely based on his awareness that children at this age develop a sense of inferiority if they — A.are unable to form close relationships with peers of the opposite sex. B.gain a considerable degree of autonomy in a relatively short period of time. C.fail to experience satisfaction or success with the completion of tasks they are assigned. D.are unable to develop a sense of identity.

C.fail to experience satisfaction or success with the completion of tasks they are assigned.

A teacher working with a third-grade class assigns small groups of students to work together in creating a concept map on the social studies unit they are studying. The teacher assigns these groups so that students of differing abilities will work together. This instructional strategy will benefit a positive classroom environment by — A.giving students who normally don't spend time with each other a chance to get to know one another. B.giving the more visual students a chance to demonstrate their skills with the design of the map. C.giving students the opportunity to collaborate with each in supportive interactions that impact student learning. D.giving students who have had personal conflicts in the past the opportunity to work together in a structured environment.

C.giving students the opportunity to collaborate with each in supportive interactions that impact student learning.

An English language learner who is at an advanced-high level of language proficiency is preparing a report on a historical figure. The teacher would most likely expect the ELL's report to — A.include excessive language-related errors. B.utilize photos to illustrate ideas and concepts. C.include grade-level content presented with few language-related errors. D.include grade-level content with below grade-level communication skills.

C.include grade-level content presented with few language-related errors.

George, a seventh-grade student who has difficulty using his arms and his legs, is confined to a wheelchair. George's disability prompted his teacher, Ms. Morris, to approach the principal about providing a special computer device for George. Ms. Morris's actions demonstrate that — A.she was frustrated with George's lack of skill and wished George could keep up with the rest of the class. B.she knows how to work with school administration to foster an effective, purposeful classroom climate. C.she understands the importance of creating a classroom climate that addresses George's emotional needs and respects his rights. D.she shows how knowledgeable she is when it comes to technology.

C.she understands the importance of creating a classroom climate that addresses George's emotional needs and respects his rights.

Julia, a fourth-grader, is using the Internet to find information for her project on the most common animals that survive in the Sahara desert. When Julia does the search she discovers there are thousands of entries on the topic. How can her teacher, Ms. Bella, best help Julia avoid going through this huge number of entries to find what Julia's really interested in? A.The teacher can instruct Julia to use a different search engine to see if reduces the number of entries. B.The teacher can instruct Julia to use a different browser to see if reduces the number of entries. C.The teacher can do a second search for Julia to show her to get a reasonable number of responses. D.The teacher can instruct Julia on ways to narrow her search terms to get a reasonable number of responses.

D.The teacher can instruct Julia on ways to narrow her search terms to get a reasonable number of responses.

An eighth-grade teacher is planning a lesson on the Civil War. One of the teacher's goals is for the students to be able to compare and contrast political viewpoints of the north and south. Which of the following activities should the teacher incorporate in order to meet this goal? A.Write a procedural text outlining the political events. B.Assign groups in the classroom a political issue to study and present. C.Research the Civil War on the Internet. D.Use a Venn diagram to distinguish the viewpoints of the two sides.

D.Use a Venn diagram to distinguish the viewpoints of the two sides.

A third-grade teacher is planning a lesson on landforms. One of the teacher's goals is for the students to be able to compare and contrast differences in the shapes and locations of various landforms. Which of the following activities should the teacher incorporate in order to meet this goal? A.Make a foldable with a picture and characteristics of each landform B.Assign groups a landform to study and present C.Research landforms on the Internet D.Use a semantic feature analysis to distinguish characteristics of landforms

D.Use a semantic feature analysis to distinguish characteristics of landforms

The use of this strategy offers rich problem-solving contexts for first-grade students, makes problem solving relevant for the student, and is highly motivational: A.Allowing students to talk with each other freely while problem solving B.Giving students example of problems to solve based on basic computational skills C.Having children write down ideas for problem-solving activities that could be done in the classroom D.Using children's literature and then allowing children to act out parts, draw pictures and make models using manipulatives

D.Using children's literature and then allowing children to act out parts, draw pictures and make models using manipulatives

Ms. Lila extends the rock unit and incorporates music into her lesson. Children place small rocks in plastic or cardboard containers and shake them. They hit rocks together and use sticks to tap rocks. Favorite songs are sung while children play their instruments. However, Ms. Lila realizes that some children became overly excited, with the instruments disturbing other classes. In establishing the classroom climate and managing student behavior, Ms. Lila needs to remember that — A.children at this age level need to be interested in music. B.children need to be involved in cooperative learning. C.children are too young to incorporate musical technology. D.children need to be taught procedures and routines.

D.children need to be taught procedures and routines.

A sixth grader encounters science content that varies from her present beliefs about the content. A situation involving conflicting attitudes is called — A.attitude incongruity. B.cognitive theory. C.affective reasoning. D.cognitive dissonance.

D.cognitive dissonance.

Mary, an eleventh grader, is a student in Ms. Foster's class. Ms. Foster is a first-year high school social studies teacher. Mary and a couple of other students have seemed especially unmotivated in Ms. Foster's class even though, the teacher learns, Mary's school performance was much stronger in previous years, especially in social studies.Ms. Foster asks Mary to stay after class one day. Following is an excerpt of their discussion.Ms. Foster: I wanted to talk to you because I've noticed that you're not doing as well in social studies as I would have expected, given your past performance in school.(The student looks down at her desk and says nothing. )You got A's and B's in social studies last year, but so far, you have a low C average, Mary. I would probably have to give you an F if the grading period were over right now.(The student shifts in her seat but does not say anything. )Ms. Foster: You need to start taking steps to improve your performance right away. If you don't, you can't hope to get anything above a C for the term. You're not turning in homework regularly. Can you tell me why?Mary: I just don't seem to have enough time to get all of my homework done.Ms. Foster: Why is that?Mary: (mumbles) I don't know. (She seems reluctant to say more. )Ms. Foster: What are going to do, Mary? (The student shrugs noncommittally. ) All right- you can go now, but I want you to give some thought to what I've said and what you're going to do about it.Ms. Foster's handling of this situation is most likely to cause the student to — A.modify her behavior, but only because of fear of the possible consequences. B.generalize her negative experience in social studies to other content areas. C.begin to accept some responsibility for solving problems on her own. D.feel resentment and mistrust toward the teacher.

D.feel resentment and mistrust toward the teacher.

A high school teacher is aware that the students in his 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 system 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.

Mr. Elias decides he will use the topic about the effects of media violence on behavior as the basis for a discussion in his fifth-grade social studies class. He poses the following question about this controversial topic to the class: "Do violent video games make people more violent in real life?"Mr. Elias' question is most likely posed for the purpose of — A.encouraging students to recall factual information. B.providing students with clues to his personal opinion about this topic. C.checking students' understanding of the nature of the controversy. D.providing a framework for engaging students in active inquiry.

D.providing a framework for engaging students in active inquiry.