PPR Study Guide
Mr. Williams is using backward design to plan the research unit. Which of the following would be the most logical first step in this planning process? a) Create a form that allows students to submit their first- and second-choice topics as a way to increase student ownership. b) Creating a rubric for the final project that corresponds to the state standards. c) Determine what technology will be available to the class during the research process. d) Create a list of controversial topics that students will not be allowed.
B
Mrs. Hogan is wrapping up a unit on homeostasis. She would like to assess student knowledge before she moves on. Which of the following would be the best summative assessment? a) a video and accompanying worksheet over homeostasis in animal cells b) a lab activity in which students observe homeostasis and the process required to maintain it c) a test over homeostasis and the processes involved d) a review game over homeostasis
C
Which of the following is the best way to prepare for potentially challenging situations with students throughout the school year? a) send home a copy of the class rules to parents in addition to posting them in the classroom b) establish positive relationships by getting to know students and their families at the start of the school year c) make sure students and parents know the learning objectives for each unit of study d) schedule parent/teacher conferences after the first grading period
B
Mr. Daniels has assigned his class a group project and wants to ensure the students understand the project as they complete it. Which of the following would be the best strategy to monitor student understanding during the project? a) Walk from group to group while observing the students. b) Observe the students from the front of the class. c) Assign one group member to observe and report on the group members' understanding. d) Provide a self-assessment questionnaire for students to complete after the group project is finished.
A
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
Mr. Banner is a teacher that utilizes a variety of instructional activities, such as lectures, group projects, videos, and research projects in his classroom. Which of the following describes the greatest benefit of using a variety of instructional activities in a classroom? a) The teacher can demonstrate to the administration the exciting nature of the teaching. b) The teacher addresses the different learning styles of the students. c) The teacher is more attentive and excited about the material being taught. d) The teacher has a variety of teaching styles. Back
B
A third-grade classroom contains students from diverse backgrounds and varied skills. The teacher plans to have students contribute individually to a class book that features each student with a page for pictures and brief information about each student to share with others. What is the best reason for selecting this instructional activity? a) It demonstrates acceptance of diversity and its value in enriching students' learning. b) It provides a context for applying students' writing and organizational skills. c) It demonstrates the importance of peers, peer acceptance, and conformity to peer-group norms. d) It provides an enjoyable activity to engage students in language development.
A
Which of the following does not accurately reflect the 504 designation? a) A 504 plan is the same as an IEP and they can be used interchangeably. b) A 504 plan provides requirements for classroom teachers to adjust instruction or the classroom environment in various ways to better meet the student's needs. c) The document may require accommodations like providing notes to a student instead of expecting them to copy the projected notes, or providing a seating assignment that decreases distractions. d) A 504 plan defines accommodations for student success in the general education classroom when the student has an impairment that significantly impacts their life.
A
Which of the following is not a useful, non-verbal method of communication to encourage students to refocus their attention on their classroom work? a) The teacher leaves the classroom to go into his private office when students are talking out of turn. b) The teacher makes eye contact or touches students' desks or workspace in an obvious manner, to remind them they are being supervised. c) The teacher uses gestures during lectures, to highlight important points to students. d) The teacher places himself close to two students who are in the midst of talking and not working.
A
A third-grade classroom includes several students who are English Language Learners (ELLs). The students are reading a novel, and the teacher has introduced a list of vocabulary words on a bulletin board. The ELL students are not currently reading on grade level. Which of the following strategies could help them to learn the vocabulary words? Select all answers that apply. a) pair the vocabulary word with a picture and simple definition b) provide translated versions of the vocabulary words c) allow the students to listen to snippets of an audio version of the novel d) have students read an abridged version of the novel in their native language(s)
A & B
Which of the following is the primary reason that teachers administer formative assessments? a) determining current knowledge before beginning a unit of study b) comparing student performance to that of same-aged peers across the country c) identifying mastered skills and skills in need of further development d) assessing student performance at the end of a chapter of study
C
Which of the following requires that schools keep student information and records confidential? a) Section 504 b) The Health Insurance Portability and Accountability Act (HIPAA) c) Family Educational Rights and Privacy Act (FERPA) d) The Individuals with Disabilities Education Act (IDEA)
C
An 8th-grade history teacher is teaching his students about past presidents. As part of the unit, he plans to have a mock election, in which each student acts as a former president and presents a persuasive campaign speech. The following steps will be performed over a week. Step 1: Students will be shown a video clip of two presidential nominees giving a campaign speech. Students will be asked to share their opinions on the candidates. The teacher will reveal who the candidates are and who won the election. Step 2: The teacher will present the elements of a persuasive speech. The students will watch another video and identify the elements within the campaign speeches. Step 3: Students will be asked to name some former presidents and their accomplishments. Students will complete a graphic organizer matching each president to his major accomplishment. Step 4: Students will be assigned a president to research and act as when giving a campaign speech. The teacher will randomly select sets of two presidents to compete against one another in a modern-day mock election. Step 5: Students will research their president and prepare a 2-3 minute campaign speech, addressing the issues of today, for a mock election. Additionally, students will prepare a campaign slogan and poster. Step 6: Students will give their speeches and classmates will vote for a winner. In Step 6, the teacher has the students agree upon some rules for the mock elections. The class agrees to cast their votes in private, by writing their choice, along with a reason, on a sheet of paper. Why does the teacher have the students do this? a) It requires students to use persuasion techniques. b) It promotes a positive classroom climate. c) It reduces wasted time and increases classroom productivity. d) It resembles a realistic election.
B
Mr. Henry has a diverse class of students from different socioeconomic backgrounds. In preparing for the school year, he has created a list of things he can do to make his students of low socioeconomic status feel comfortable in his classroom. He will include these details in a syllabus, which will be provided to students on the first day. Which of the following ideas should not be included in his syllabus? a) require one-on-one meetings with each student to discuss learning progress and personalized strategies for improvement, rather than voluntary office hours b) require each student to introduce themselves to the class at the start of the course and describe their educational background c) establish clear class-participation norms and state explicit class expectations d) include classroom policies in the syllabus that emphasize respect, attentive listening, and patience
B
Mrs. Turner is aware that the family and cultural backgrounds of her middle school students are very diverse and are often different from her own cultural background. She wants to create a positive, supportive classroom for all of her students. She also wants to promote her belief that all students and their respective home cultures are respected, even though her students' backgrounds are very different than her own. Which of the following beliefs would help her to accept and respect her students' home cultures? Select all answers that apply. a) Low-income students are not able to learn as much as high-income students. b) Despite the differences, all students in the classroom have a rich culture and background. c) Children accept the cultures from their own homes, even if it is not the mainstream culture. d) All students are self-conscious and need encouragement, regardless of their background or socioeconomic status.
B, C, & D
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 the colors matching in the space and does it look appealing? d) Are all students able to access what they need in the space?
C
Mr. Ray typically begins each day with direct-teaching instruction where he uses the whiteboard and lecture notes to teach the students. Many times, he has turned around from writing on the whiteboard to find students distracting each other. Of the following, what would be the most effective technique to maintain the students' interest? a) Allow the students to invite local community members to speak about the content and how it relates to the students' community. b) Require the students only to have a pencil and paper on their desk. c) Place a mirror above the whiteboard so he can monitor the students' behavior while he writes. d) Use short multimedia presentations such as PowerPoint to deliver content that is accompanied by pictures or short videos.
D
Mrs. Vazquez is a seventh-grade history teacher with students from a wide geographic area. For a class project, she has her students write their state representatives asking them to come visit and speak at their school. Out of the three representatives contacted, two wrote a letter thanking the students for their time but declined the request, and one representative made a visit to the campus. The most likely benefit for the students in writing the letters is: a) to show the students that they were taken seriously by elected officials, which could encourage them to engage in political activity in the future. b) the development of letter writing skills. c) to foster the students' understanding of Texas history by letting them meet a local representative in person. d) to encourage them to consider the viewpoints of other students when trying to achieve a common goal.
A
Prior to a first-grade teacher reading a story about the zoo to his class, he tells his students that he wants them to learn which animals live at the zoo because they will be going on a field trip to the local zoo next week. By telling the students the objective of the reading material, the teacher best demonstrates knowledge of which teaching principle? a) When students are aware of the focus and expectations of an activity, their comprehension of the material increases. b) Students at this cognitive level best process new information by relating it to already known information or past experiences. c) Student learning is best achieved by relating material to students' interests. d) Class readings should not exceed the comprehension level of the highest achieving students.
A
A 10th-grade student is studying environmental science in school. For his research paper, he is writing about pesticide use in the modern-day food system. When writing his paper, which of the following sources should the student be wary of? Select all answers that apply. a) an internet blog post with an unknown author b) an info-graphic taken from a .gov site c) an article published in a scientific journal in 1950 d) an editorial recently published in a scholarly journal
A & C
Use the conversation between Elizabeth, a middle school English-language learner (ELL), and her science teacher to answer the questions that follow. Mr. Kant: What do you think has a greater effect on people's behavior: their genetics, or nature, or their environment, what we call nurture? *Mr. Kant writes on the board nature (genetics) vs. nurture (environment), along with a quick drawing to depict each concept. (Elizabeth raises hand) Mr. Kant: Yes, Elizabeth. Elizabeth: I think nature is more strong. Mr. Kant: OK. So, you think nature, or someone's genetics, has a greater effect. Why do you think that? Elizabeth: Well, my sisters and me are very different. My more old sister is very quiet, and I like to talk a lot. My more young sister is brave, and I am not brave! We are different, but we have same environment in home. Mr. Kant: That's a great example! I am different from my sisters: let's write that on the board under nature. During the conversation with Elizabeth, what does Mr. Kant do effectively? Select all answers that apply. a) defines and repeats key vocabulary b) validates Elizabeth's response c) corrects Elizabeth's grammatical errors d) asks Elizabeth to elaborate on her initial response
A, B, & D
An 8th-grade history teacher is teaching his students about past presidents. As part of the unit, he plans to have a mock election, in which each student acts as a former president and presents a persuasive campaign speech. The following steps will be performed over a week. Step 1: Students will be shown a video clip of two presidential nominees giving a campaign speech. Students will be asked to share their opinions on the candidates. The teacher will reveal who the candidates are and who won the election. Step 2: The teacher will present the elements of a persuasive speech. The students will watch another video and identify the elements within the campaign speeches. Step 3: Students will be asked to name some former presidents and their accomplishments. Students will complete a graphic organizer matching each president to his major accomplishment. Step 4: Students will be assigned a president to research and act as when giving a campaign speech. The teacher will randomly select sets of two presidents to compete against one another in a modern-day mock election. Step 5: Students will research their president and prepare a 2-3 minute campaign speech, addressing the issues of today, for a mock election. Additionally, students will prepare a campaign slogan and poster. Step 6: Students will give their speeches and classmates will vote for a winner. What should the teacher provide students in order to ensure the successful completion of the task? a) transcripts of the campaign speeches in the videos b) a prepared research outline or rubric c) a glossary of terms included in the speeches d) a list of reputable research sites
B
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) Distribute a single-user access login, purchased by the school, to students. b) Use pictures and information from various websites in a class presentation. 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.
B
Mr. Kimball is teaching his 7th-grade science class about composting. As Mr. Kimball is describing the process, he realizes that it would be a lot easier to simply take his class to the composting area at a farm a few blocks away from the school. So, he makes an impromptu decision to conduct the lesson at the farm. When the school principal finds out about the excursion, she is visibly upset. Why? a) Mr. Kimball didn't survey the students to see if this activity interested them. b) Mr. Kimball didn't get permission from the students' parents and/or guardians. c) Mr. Kimball didn't follow his original lesson plan. d) Mr. Kimball didn't call the farm in advance to request access.
B
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) intrinsically motivated by a love of reading b) intrinsically motivated by interest in the content c) externally motivated by grades d) externally motivated by teacher approval
B
Use the conversation between Elizabeth, a middle school English-language learner (ELL), and her science teacher to answer the questions that follow. Mr. Kant: What do you think has a greater effect on people's behavior: their genetics, or nature, or their environment, what we call nurture? *Mr. Kant writes on the board nature (genetics) vs. nurture (environment), along with a quick drawing to depict each concept. (Elizabeth raises hand) Mr. Kant: Yes, Elizabeth. Elizabeth: I think nature is more strong. Mr. Kant: OK. So, you think nature, or someone's genetics, has a greater effect. Why do you think that? Elizabeth: Well, my sisters and me are very different. My more old sister is very quiet, and I like to talk a lot. My more young sister is brave, and I am not brave! We are different, but we have same environment in home. Mr. Kant: That's a great example! I am different from my sisters: let's write that on the board under nature. Based on Elizabeth's responses, she would most likely be classified at which of the following English-language proficiency levels? a) Beginning b) Intermediate c) Advanced d) Advanced-high
B
Use the conversation between Elizabeth, a middle school English-language learner (ELL), and her science teacher to answer the questions that follow. Mr. Kant: What do you think has a greater effect on people's behavior: their genetics, or nature, or their environment, what we call nurture? *Mr. Kant writes on the board nature (genetics) vs. nurture (environment), along with a quick drawing to depict each concept. (Elizabeth raises hand) Mr. Kant: Yes, Elizabeth. Elizabeth: I think nature is more strong. Mr. Kant: OK. So, you think nature, or someone's genetics, has a greater effect. Why do you think that? Elizabeth: Well, my sisters and me are very different. My more old sister is very quiet, and I like to talk a lot. My more young sister is brave, and I am not brave! We are different, but we have same environment in home. Mr. Kant: That's a great example! I am different from my sisters: let's write that on the board under nature. Based on the grammatical errors that Elizabeth makes in the conversation, she would most benefit from instruction in which of the following English-language skills? a) using proper relative pronouns in adjective clauses b) changing adjective form in comparative statements c) ensuring proper subject-verb agreement d) correct use of coordinating conjunctions
B
Use the information below to answer the questions that follow. The information presents a hypothetical classroom scenario, and the questions require that you make the best decision, based on the presented information. Ms. Wright is a 6th-grade math teacher who likes to design her own task-based lessons to go along with the school curriculum. For a unit on statistics, she designs a project in which students create statistical questions, survey others, display and analyze the results and report their interpretations and conclusions in a presentation to the class. After each step, Ms. Wright has the students turn in their work so that she can identify any errors and provide constructive feedback. When the students present their conclusions to the class, Ms. Wright is impressed by her students' presentations and findings but worried because the task has taken two days longer than it should have. Now, she feels pressure to cut down the content in the next unit to get back on schedule. Ms. Wright tells her mentor teacher about her concern, and together they list the specific problems that were causing her delay: 1) Too much time was spent collecting student work and returning it to students. 2) A lot of time was spent commenting on student work and providing feedback. 3) Students often misplaced parts of their assignment, as it was constantly being transferred back and forth from student to teacher. In order to avoid these issues in the future, Ms. Wright's mentor is likely to suggest some tips related to: a) student behavior management. b) time and material management. c) fostering a positive classroom climate. d) varying instructional techniques for different learning styles.
B
An 8th-grade history teacher is teaching his students about past presidents. As part of the unit, he plans to have a mock election, in which each student acts as a former president and presents a persuasive campaign speech. The following steps will be performed over a week. Step 1: Students will be shown a video clip of two presidential nominees giving a campaign speech. Students will be asked to share their opinions on the candidates. The teacher will reveal who the candidates are and who won the election. Step 2: The teacher will present the elements of a persuasive speech. The students will watch another video and identify the elements within the campaign speeches. Step 3: Students will be asked to name some former presidents and their accomplishments. Students will complete a graphic organizer matching each president to his major accomplishment. Step 4: Students will be assigned a president to research and act as when giving a campaign speech. The teacher will randomly select sets of two presidents to compete against one another in a modern-day mock election. Step 5: Students will research their president and prepare a 2-3 minute campaign speech, addressing the issues of today, for a mock election. Additionally, students will prepare a campaign slogan and poster. Step 6: Students will give their speeches and classmates will vote for a winner. Which two of the following standards would fit well with this unit? Select all answers that apply. a) translate quantitative or technical information expressed in words in a text into visual form b) produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience c) gather relevant information from multiple print and digital sources and quote or paraphrase the data and conclusions of others d) write persuasive texts to influence the attitudes or actions of a specific audience
B & D
How should the Texas Essential Knowledge and Skills (TEKS) be reflected in a student's Individualized Education Program (IEP)? a) The IEP objectives should be developed without alignment to the TEKS. b) The IEP objectives should match the TEKS without deviation except for legally required deviation. c) The IEP objectives should try to align as closely as possible with the appropriate TEKS. d) The TEKS can be a substitute for an IEP.
C
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) Do I consistently address all my students' intellectual involvement and active learning preferences when I design my lessons? d) Have I fully covered the state standards assigned to my subject area?
C
A class is learning about the different eras of innovation, from the Industrial Revolution to modern times. As part of the unit, the teacher asks students to choose any invention that has influenced their lives in a drastic way and write about the history of that invention. She gives the students a choice because giving students a choice: a) makes them more accountable for their work b) improves their cognitive awareness c) increases their intrinsic motivation d) encourages them to challenge themselves
C
An 8th-grade history teacher is teaching his students about past presidents. As part of the unit, he plans to have a mock election, in which each student acts as a former president and presents a persuasive campaign speech. The following steps will be performed over a week. Step 1: Students will be shown a video clip of two presidential nominees giving a campaign speech. Students will be asked to share their opinions on the candidates. The teacher will reveal who the candidates are and who won the election. Step 2: The teacher will present the elements of a persuasive speech. The students will watch another video and identify the elements within the campaign speeches. Step 3: Students will be asked to name some former presidents and their accomplishments. Students will complete a graphic organizer matching each president to his major accomplishment. Step 4: Students will be assigned a president to research and act as when giving a campaign speech. The teacher will randomly select sets of two presidents to compete against one another in a modern-day mock election. Step 5: Students will research their president and prepare a 2-3 minute campaign speech, addressing the issues of today, for a mock election. Additionally, students will prepare a campaign slogan and poster. Step 6: Students will give their speeches and classmates will vote for a winner. Which of the following questions could the teacher ask to introduce the topic and elicit student interest before describing the task to students? a) What would you do to confront the problem of climate change? b) What are the steps to prepare a campaign speech? c) Do you think that past presidents could handle the current issues in America today? d) Why should we vote for you?
C
As part of a final portfolio, Ms. Johnson asks her students to submit a personal narrative of a memorable childhood experience. Lisa, one of the more quiet students in the class, submits a detailed story about a time when she disobeyed her father and was abused as a result. The story described a time in the past, and Ms. Johnson isn't sure whether Lisa is currently in danger. What should she do? a) speak with the child and other people in the child's personal network before contacting the Texas Department of Family Protective Services b) call the parent or guardian to discuss the situation before contacting the Texas Department of Family Protective Services c) report the incident to the Texas Department of Family Protective Services d) ask an administrator or counselor to make a report and send it to the Texas Department of Family Protective Services
C
Franklin Middle School strongly advocates the use of positive reinforcement in its school. Which of the following is an example of positive reinforcement? a) A teacher returns a student's recess privileges after he shows good behavior for a week. b) A teacher sends a note home to a student's parents after the student fails to follow the school dress code. c) A teacher praises a student who correctly answers a difficult question. d) A teacher takes away a student's cell phone when he is spotted using it in class.
C
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) working too hard to teach simple concepts. b) using technology to teach students. c) using varied strategies and adjusting communication to reach all students. d) visual teaching style.
C
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) a willingness to allow students to learn from their mistakes b) the ability to empathize with his students c) flexibility and the ability to adjust a lesson that is not working as intended d) cross-curricular collaboration
C
Mrs. Miller, a sixth-grade science teacher, is striving to create a classroom environment that encourages learning and academic effort. She does not want to have a classroom culture that causes stress and anxiety in the students. Which of the following would best accomplish Mrs. Miller's goal? a) Encourage students to search for the information by themselves when they are having trouble learning an academic concept. b) Create stressful situations so students know how to handle them. c) Clearly outline expectations for student behavior and performance. d) Tell students to work harder if there is an issue in academics or peer-to-peer relationships.
C
Students in an eighth-grade math class represent a wide range of skill acquisition and cognitive development, from concrete operational to formal operational thought. What is the teacher's best strategy for planning instruction of a geometry unit for this degree of cognitive variation among students? a) Plan to work with students one-on-one at the end of each lesson throughout the instruction of the geometry unit. b) Group students generally according to their level of cognitive development for instruction in geometric concepts. c) Take students on campus to identify concrete examples and construct models of various geometric shapes, in order to illustrate abstract content. d) Plan direct instruction in geometric concepts at the average level of development represented by the class overall.
C
Students in second grade are learning about metamorphosis. What is the best way for them to learn this concept? a) Read "The Very Hungry Caterpillar" and have them discuss metamorphosis. b) Create a worksheet that directs students to color and cut out pictures and then place them in the right order. c) Have them raise a caterpillar and document each day what they observe as it forms a chrysalis and becomes a butterfly. d) Go on a nature walk during science time on a set day each week and look for caterpillars, cocoons, and butterflies.
C
Use the information below to answer the questions that follow. The information presents a hypothetical classroom scenario, and the questions require that you make the best decision, based on the presented information. Ms. Wright is a 6th-grade math teacher who likes to design her own task-based lessons to go along with the school curriculum. For a unit on statistics, she designs a project in which students create statistical questions, survey others, display and analyze the results and report their interpretations and conclusions in a presentation to the class. After each step, Ms. Wright has the students turn in their work so that she can identify any errors and provide constructive feedback. When the students present their conclusions to the class, Ms. Wright is impressed by her students' presentations and findings but worried because the task has taken two days longer than it should have. Now, she feels pressure to cut down the content in the next unit to get back on schedule. Ms. Wright tells her mentor teacher about her concern, and together they list the specific problems that were causing her delay: 1) Too much time was spent collecting student work and returning it to students. 2) A lot of time was spent commenting on student work and providing feedback. 3) Students often misplaced parts of their assignment, as it was constantly being transferred back and forth from student to teacher. Ms. Wright's decision to allow her students to create their own statistical questions is likely to result in: a) a decrease in the teacher's workload. b) an improvement in the students' ability to work with peers. c) an increase in the students' motivation. d) a decline in the students' quality of work.
C
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 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 writes a formal letter to the LA department head at the middle school presenting the request that was discussed at the meeting. d) 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
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) giving both positive and negative feedback in general c) informing the student of specific individual errors d) using an established rubric with further notes of the specific positives and informing the student about the specific errors that need to be addressed
D
Before reading a text on the food web in a 5th-grade science class, Ms. Steiger provides students with some general statements to elicit a response. She asks students to either agree or disagree with the statement and if possible, explain their reasoning. After reading the text, students return to the statements and indicate if their opinions have changed or were strengthened. The purpose of this activity is: a) to help students organize information. b) to practice self-assessment. c) to informally assess students. d) to activate students' prior knowledge.
D
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 read an article describing the pre-oil economy then work with a peer to predict what changes occurred because of the high demand of oil. b) 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. c) Students will outline the reason for an increased demand of oil. d) Students will differentiate between the Texas economy before and after the rise of the oil industry.
D
Mr. Tomlin is a first-year teacher who wants to improve his classroom management. Which of the following would be the best strategy for Mr. Tomlin to improve his classroom management skills? a) Use online resources to find the best classroom management techniques. b) Discuss his current strategies with the principal and ask the principal for guidance in improving his classroom management skills. c) Observe and discuss classroom management skills with other first-year teachers. d) Observe experienced teachers in the classroom and discuss classroom management skills when students leave the class.
D
Technology is best utilized in the classroom when it can accomplish which of the following? a) decreases the time the teacher must spend on instruction b) allows students to complete their homework more quickly c) decreases the cost to the school district d) enhances the learning objective
D
When Miss Sanchez, a preschool teacher, resolves a dispute between two students, what is the best non-verbal tool to achieve an agreeable resolution between the two parties? a) Stand above the students to convey her authority in the situation. b) Speak slowly, so the students can understand the message she is sending. c) Maintain a firm grasp on the arm of the party she deems responsible. d) Bring herself down to the students' level to communicate.
D
