Certify Teacher PPR EC-12 (160) Practice Exam #2 Flashcards
(43 cards)
Mrs. McCaffery, a health teacher, is discussing the typical sequence of physical development in adolescence with her middle school students. She’s aware that the timing and rate at which puberty occurs vary widely. These differences mean that some of Mrs. McCaffery’s students may be completely mature, while others have not begun puberty.
Mrs. McCaffery is likely to be aware that late-maturing boys —
have less self-confidence than early maturers.
Explanation:
The noticeable differences in body size and physical ability of early-maturing boys, cause late-maturing boys to suffer socially induced inferiority and are often treated younger than their age by adults. Late-maturing boys develop negative self-perceptions and self-concepts.
Mrs. McCaffery, a health teacher, is discussing the typical sequence of physical development in adolescence with her middle school students. She’s aware that the timing and rate at which puberty occurs vary widely. These differences mean that some of Mrs. McCaffery’s students may be completely mature, while others have not begun puberty.
Mrs. McCaffery is also likely to be aware that early-maturing girls —
may develop precocious sexual interests.
Explanation:
Option A is correct because early maturation often results in precocious sexual interest.
Mrs. McCaffery, a health teacher, is discussing the typical sequence of physical development in adolescence with her middle school students. She’s aware that the timing and rate at which puberty occurs vary widely. These differences mean that some of Mrs. McCaffery’s students may be completely mature, while others have not begun puberty.
When Mrs. McCaffery sends three-week progress reports home, one-third of her students are failing. She wonders if physiological needs may be playing a role in her students’ lack of academic achievement. Which of the following best describes the role of physiological needs in students’ academic performance?
A student with unmet physiological needs may show little interest in academic performance.
Explanation:
Option B is the correct answer because a student with unmet physiological needs is likely to have little psychological energy to put into learning.
Mrs. Griffin teaches ninth-grade mathematics at Klein High School. She is demonstrating on the board how to solve a difficult word problem. She talks to herself out loud as she draws diagrams and tries out different strategies, some that work and some that don’t, explaining to herself the steps she is taking until she finally solves the problem. Her “talk aloud” is intended to —
model metacognitive behaviors and thought processes.
Explanation:
Metacognitive ability can be taught and this teacher is modeling to students how to do it. She is actually thinking out loud about solving the math problem; she strategizes by drawing diagrams and self-evaluates her results by checking those strategies that work and those that do not. She’s teaching her students how to be highly strategic when solving these types of problems.
Ms. Fitzky, in preparing her students for the STAAR tests, sometimes lectures for as long as 30 minutes to her fifth-grade class. Research evidence shows that this form of instruction delivery —
should be avoided in elementary school.
Explanation:
Fifth graders are concrete thinkers; they like to see, feel, smell, hear or taste; they benefit from hands-on, manipulative-oriented learning activities to construct knowledge, which means lecture has the least impact on these students as well as the lowest level of student involvement therefore this method should be avoided.
Mr. Hernandez observes that a child in his fifth-grade class is struggling to understand a new math concept. Which of the following actions would be the most appropriate way to respond to the situation?
Make the new material concrete
Explanation:
The teacher should make the material more concrete to improve learning. This idea is based on Piaget’s theory of cognitive development. According to psychologist Jean Piaget, there are four stages of development associated with cognitive growth: sensorimotor, preoperational, concrete-operational, and formal operational.
Below are partial descriptions from the four levels of English Language Proficiency Standards for the speaking domain for Grades K-12. Please drag and drop each box to match the proficiency level with the correct description.
Proficiency Level Descriptors, Grades K-12 Speaking -
1. Can use English grammar structures and complex sentences to narrate and describe at a level nearly comparably to native English-speaking peers
2. Able to express simple, original messages, speak using sentences, and participate in short conversations
3. Mainly speak using single words and short phrases; have a very limited bank of high-frequency, high-need, concrete vocabulary words
4. Are able to participate comfortably in most conversations and academic discussions on familiar topics
Proficiency Level
1. Advanced High
2. Intermediate
3. Beginning
4. Advanced
Mr. Schultz has his six-grade students explore how carbon is taken from the atmosphere by observing and interacting with a touch-screen diagram that illustrates the carbon cycle before he discusses it with them. After debriefing the students, he shows a video that illustrates that plants, performing the process of photosynthesis, describe one way carbon is taken from the atmosphere. He then has the students work in pairs to write how the photosynthesis process takes place. Mr. Schultz always asks himself in planning science lessons to meet the needs of his students, how they might be interpreted by the various cultures represented in his class.
What is the primary reason that this is such an important consideration for him?
It represents Mr. Schultz’s commitment to plan and adapt lessons to address all students’ diverse backgrounds and needs.
Explanation:
Research indicates that all students can learn, however it recognizes that all students don’t learn in the same way. The TExES expects the teacher not only to recognize diversity in the classroom but to go to great lengths to plan learning experiences that are responsive to differences among students and that promote all students’ learning. The response indicates Mr. Schultz understands this and is willing to adapt lessons to provide effective learning strategies for his students.
Mr. Maywald, a fourth-grade teacher, uses cooperative learning activities regularly in his diverse classroom. Which of the following are the most likely reasons for incorporating cooperative learning in his plans? Select all that apply.
- Cooperative learning promotes student learning.
- Cooperative learning includes all students despite their differences.
- Cooperative learning allows students to highlight their strengths.
- Cooperative learning encourages communication between students.
Explanation:
- Cooperative learning encourages active participation by students. Research has demonstrated that the best learning occurs when students are actively engaged in the learning process and working in collaboration with other students to accomplish a shared goal. As students communicate about the information or lesson, they naturally are interacting with the material at a deeper level than they might with other styles of teaching.
- Cooperative learning can be flexible with types of tasks and grouping of students. Cooperative learning has been found to be an effective instructional strategy for adapting to the needs of various learners regardless of age, ethnicity, social characteristics or ability level.
- Students often have a say in how they will participate in their group. They can highlight their areas of strength and have a safe avenue to develop new skills.
- Through cooperative learning, students will often interact with and communicate with other students whom they might not necessarily have. This is a way to foster acceptance and even friendships among students from different cultural or socioeconomic groups. Cooperative learning has been found to have positive effects on student achievement, social skills, trust among students, and acceptance of others.
When interacting with students, which of the following describes the approach a preschool teacher should take regarding the diverse personal and social characteristics of students? Select all that apply.
- Strive to learn about students’ individual personalities.
- Strive to learn about students’ families and home lives.
- Strive to structure learning to build upon students’ own experiences.
- Strive to establish supportive classroom environments.
Explanation:
- Students’ personalities will greatly influence their learning styles. The more a teacher knows her students, the more she will be able to use this knowledge to promote a positive relationship with the students and structure learning to meet their needs.
- Family and home life will have a significant impact upon the attitudes and behavior of students. Teachers should make it a priority to learn about students’ personal lives. This promotes a positive relationship because students will feel important and special as the teacher shows interest in them as individuals. She can also use this knowledge to plan appropriate lessons and class activities.
- Teachers can support students and direct learning in a way that takes into account students’ experiences and unique situations. Learning that is built upon students’ prior knowledge and experiences will be more effective than lessons that are planned generically.
- Knowledge of students’ personal and social characteristics is extremely useful in creating a supportive classroom environment. A supportive environment is particularly important for students who are facing negative circumstances. The teacher and the classroom can provide a safe and nurturing place for these students.
Select the answer which best completes this sentence.
Elementary students who live in poverty or are economically disadvantaged —
can meet high expectations and standards.
Explanation:
High expectations and standards are appropriate for students who are living in poverty or who are economically disadvantaged. Setting high standards and maintaining the attitude of expectation that students can meet them will encourage students to accomplish those standards.
Which of the following professional strategies is most likely to help middle-school teachers connect with students of diverse backgrounds?
Share and discuss literature from a variety of cultures.
Explanation:
In order to promote diversity, the teacher should share literature from a variety of cultures. This will help expose all students to diversity, and it is better than the teacher sharing literature of the majority culture.
Which of the following are reasons that children in grade levels EC-4 benefit from having hands-on, manipulatives during learning activities? Select all that apply.
- These materials encourage interaction.
- These materials help keep students occupied between learning sessions.
- These materials help generate interest.
- These materials aid in knowledge construction.
- These materials help accommodate various learning styles
Explanation:
- Hands-on manipulatives help children engage in learning. They also can be a tool to help students interact with both the teacher and other students.
- Young children learn best through play. Hands-on manipulatives generate interest and help students tap into their nature of learning through play.
- Young children are concrete thinkers. Hands-on, manipulative materials aid them in knowledge construction because it helps make learning concepts more concrete.
- Hands-on, manipulative materials allow creativity and flexibility in learning. They accommodate learning styles because they can be use in a variety of ways. Visual, tactile, and kinesthetic learners all benefit from use of manipulatives.
The chart below lists suggested characteristics of the STAAR (State of Texas Assessments of Academic Readiness) test and the TEKS (Texas Essential Knowledge and Skill) standards. Complete the chart below to indicate whether each statement is True or False.
- The STAAR test is a norm-referenced test.
- The STAAR test is a criterion-referenced test.
- The STAAR test is given to students in grades 1-12.
- The STAAR test measures students’ knowledge of the TEKS.
True/False
1. False
2. True
3. False
4. True
Explanation:
1. This statement is false because the test is not designed to compare and rank test takers in relation to one another. Instead, the test is designed to measure whether each individual student has met the learning standards for his grade.
2. This statement is true because performance is measured against a fixed set of standards or criteria. The STAAR tests measure a student’s performance in comparison to the curriculum standards (TEKS) for a subject area and grade level.
3. This statement is false. Texas public school students take the STAAR tests in grades 3-8 and high school.
4. This statement is true. The TEKS are measured by a criterion reference test called STAAR - the State of Texas Assessments of Academic
Readiness. That is, the STAAR tests measure a student’s performance in comparison to the curriculum standards (TEKS) for a subject area and grade level. The STAAR tests are aligned to the TEKS learning standards. These standards define what Texas students should learn in every grade.
An eighth-grade math teacher gives weekly math quizzes to gauge student understanding and retention of concepts. Which of the following are benefits to this ongoing assessment? Select all that apply.
- The weekly quiz results provide ongoing feedback to students.
- The weekly quizzes can provide accountability to students.
- The weekly quiz results provide information about the effectiveness of instruction.
- The weekly quiz results can help show a need for a change in instructional strategy.
Explanation:
- Students can use the quiz results to see which concepts they are understanding, and which ones need further study. The regularity of this feedback can help inform and guide students and help prevent them from falling behind.
- If students expect a weekly quiz, many will be likely to study on a regular basis to be prepared for the quizzes. This level of accountability would be helpful for many students.
- Assessment provides valuable information for both the students and the teacher. Ongoing assessment provides continuous feedback on the effectiveness of instruction.
- Ongoing assessment provides valuable information to the teacher about both student learning and the effectiveness of teaching. Assessment results should be analyzed to indicate areas where a change in instructional strategy may be advised.
Fourth graders will be learning about trees. It is fall and each child will pick a tree to observe. The students will use a journal to sketch the tree throughout the year and record observations of how it changes from season to season. In the late spring or early summer, the teacher will ask students to describe the changes and cycle the tree went through. What type of learning is this an example of?
Discovery learning
Explanation:
Discovery learning is a technique of inquiry-based learning designed to encourage students to be active learners while exploring new concepts, developing new skills, and figuring things out for themselves. This activity is discovery learning because the teacher is leading them to observe and learn for themselves about how a tree changes throughout the seasons rather than just telling them about it.
What is the purpose of the TEKS (Texas Essential Knowledge and Skills) curriculum guidelines?
Provide guidelines for mandated curriculum for public schools from elementary through high school in Texas.
Explanation:
The Texas Essential Knowledge and Skills, or TEKS, is the state of Texas-mandated curriculum guidelines that establish what every student, from elementary school through high school, should know and be able to do. Every teacher in every grade level has the responsibility for effectively teaching these TEKS, so that all learners are promoted to the next grade level with the expected knowledge and skills.
A first-grade teacher is observing her students problem-solve Math word problems. What is one of the most effective ways to encourage communication while students are engaged in problem solving activities?
Allow the students to work in small groups or choose their own partners.
Explanation:
Cooperative learning is one of many strategies effective teachers use to engage children in the learning process. Working with a partner(s) allows students to listen to and learn from each other.
A teacher works with English language learners at various levels of language proficiency. Which of the following strategies supports ELL’s during classroom instruction?
I. Visuals which illustrate complex concepts
II. Pretaught vocabulary words
III. Cooperative learning activities
IV. Sentence stems
I, II, III, and IV
Explanation:
This answer is correct because all of the answer choices are accurate. All of the choices above AND sentence stems support ELLs. Sentence stems provide students with language choices as they work to provide information in the English language.
Mr. Marquis wants his first graders to develop a deeper and more thorough understanding of math when problem-solving. There are many opportunities for incorporating math into each day. Taking attendance, getting the lunch count, looking at the calendar, and discussing the day’s schedule are all examples of —
daily routines that can help develop mathematical concepts.
Explanation:
These daily routines help incorporate problem-solving experiences into the normal school day.
A classroom teacher has students of varying reading abilities. The teacher intentionally pairs a weak reader with a strong reader during a class activity. The stronger reader scaffolds the weak reader during reading tasks.
The teacher’s grouping strategy reflects which of the following learning theories?
Vygotsky’s zone of proximal development
Explanation:
Option C is correct because Vygotsky described a “zone of proximal development” in which tasks that children cannot yet master on their own can be performed with the help of another through scaffolding. The scenario above reflects this theory.
A second-grade teacher is observing her students problem-solve Math word problems. What is perhaps the most important drawback when students go directly to writing a number sentence first in order to solve a problem?
They may not be able to show their problem-solving strategy on paper without using manipulatives first.
Explanation:
Without manipulatives, students may not realize that what they write for their number sentence may be incorrect because they generalize only from concrete experiences.
A fifth-grade social studies teacher, as part of the unit they have been studying, has all the students in the class do a 4-minute presentation about the intent, meaning, and importance of the Declaration of Independence and the U.S. Constitution. The teacher uses a rubric to grade the students’ presentations. The teacher includes a section on the rubric entitled “Self-evaluation” for each student to self-evaluate the presentation prior to presenting it to classmates. What is the most likely reason for having students do a self-assessment?
Students become self-directed learners. Their motivation is improved; they become more responsible and take ownership of the project.
Explanation:
Reflection is a critical component of self-regulation. Self-regulated (self-directed) learners are aware of the strategies they can use to learn and understand when, how, and why these strategies operate. They can monitor their own performance and evaluate their progress against specific criteria. They can recognize improvement and identify strategies for dealing with challenging situations.
After working on their writing, a teacher has students share their work. After a student shares, peers have an opportunity to provide “2 glows and a grow,” which means 2 positive comments and 1 example of constructive feedback. This practice promotes —
a caring and cooperative classroom community.
Explanation:
Opportunities to share writing and to share opinions about writing promote a cooperative classroom community. Coming back together as a whole group, after writing, builds classroom community and provides a sense of closure for the students. Allowing students to reflect on others’ writing by providing “glows” requires students to think critically about the shared piece. Hearing “glows” about one’s writing is rewarding and motivating.
