Module 1 Flashcards
Howard Gardner’s theory of multiple intelligences focuses primarily on which of the following aspects of education?
A. the key role of environment in promoting children’s learning
B. the use of scaffolding techniques to help children learn
C. the active involvement of children in learning activities
D. the various ways in which children think and learn
D. the various ways in which children think and learn
A PreK–4 teacher can best create a culturally inclusive classroom environment for
all students by regularly:
A. encouraging students to share information about their cultures with the class.
B. celebrating a variety of cultural holidays from around the world with students.
C. placing students from similar cultural backgrounds together for small-group activities.
D. providing students and their families with information about community cultural events.
A. encouraging students to share information about their cultures with the class.
A kindergarten teacher observes two children playing together. The children are attempting to use blocks and other play materials to build a bridge for their toy cars. The first bridge that they build collapses when they begin to roll the toy cars across it. Which of the following teacher questions would best promote the development of the students’ reasoning and problem-solving skills?
A. Why do you think the bridge fell over? How can you build the bridge differently?
B. What if you pretended that your cars could fly? Would you still need to build a bridge?
C. What different objects did you use to make your bridge? How are they different?
D.Can you picture a real bridge in your mind? Did your bridge look like a real bridge?
A. Why do you think the bridge fell over? How can you build the bridge differently?
Children who demonstrate typical language development most often begin using two-word utterances between the ages of: A. 6 to 9 months. B. 12 to 15 months. C. 18 to 24 months. D. 30 to 36 months.
C. 18 to 24 months.
As second-grade students are learning a new science concept, the teacher helps them acquire knowledge and skills that they could not acquire on their own by using prompts, giving suggestions, providing feedback, and modeling activities. In this situation, which of the following strategies is the teacher primarily using to foster students' cognitive development? A. modeling B. cooperative learning C. scaffolding D. inquiry learning
C. scaffolding
A prekindergarten teacher wants to establish a classroom environment in which spontaneous play is encouraged and play is recognized and valued as meaningful learning. Which of the following strategies would likely be most effective for the teacher to use to achieve this goal?
A. modeling the correct way to play with new toys and games when introducing them to the classroom
B. asking students to bring in their favorite playthings from home to share with their classmates during show-and-tell
C. designing assessments that ask students to demonstrate content knowledge through play activities
D. ensuring that a variety of materials are available in the classroom for students to try out and explore during playtime
D. ensuring that a variety of materials are available in the classroom for students to try out and explore during playtime
PreK–4 teachers have the goal of being culturally competent educators who use an understanding of diversity among young children to plan developmentally, culturally, and linguistically appropriate instruction that meets the needs of all their students. The most important first step for the teachers to take in achieving this goal is to:
A. use the Internet and other resources to gather basic information about various world cultures.
B. survey students’ families to determine what they perceive their role to be in their children’s learning.
C. examine their own cultures and beliefs and their impact on interactions with students.
D. observe individual students in self-selected activities to determine their preferred learning styles.
C. examine their own cultures and beliefs and their impact on interactions with students.
According to convergent research, which of the following factors has been shown to have the greatest effect on a child’s language development?
A. the age at which the child starts attending preschool or prekindergarten
B. the number of family members living at home with the child
C. the quality and diversity of books and toys the child is exposed to
D. the amount of verbal input the child receives from caregivers and others
D. the amount of verbal input the child receives from caregivers and others
Which of the following is an essential component of a formative assessment?
A. monitoring and adjusting a teaching strategy during the learning process based on individual student progress
B. the production of behavioral and academic progress reports that incorporate parental or caregiver insights
C. identifying and summarizing an individual student’s strengths and needs at the end of a unit or semester
D. the development of a timeline designating tasks that will be accomplished by a particular student in a given period of time
A. monitoring and adjusting a teaching strategy during the learning process based on individual student progress
A third-grade teacher develops an assessment for a particular unit prior to writing up the daily lesson plans for the unit. The most important advantage of this approach is that it helps the teacher:
A. align daily lessons and activities with the targeted learning outcomes.
B. develop an assessment to match state standards.
C. ensure that the assessment will be accessible for all students.
D. improve presentation skills for delivering instruction.
A. align daily lessons and activities with the targeted learning outcomes.
Which of the following assessment practices would be considered ethical?
A. obtaining actual test items to use as examples when preparing students for a standardized assessment
B. using ongoing informal assessments of students’ learning to guide the instructional process
C. determining assessment accommodations for individual students based on their classroom performance
D. posting standardized assessment results that include students’ identifying information on a class Web page
B. using ongoing informal assessments of students’ learning to guide the instructional process
A fourth-grade teacher uses a variety of techniques, including questioning and journal prompts, to check for students’ understanding of content-area instruction. Which of the following outcomes is likely to be the most important benefit of this strategy?
A. helping the teacher identify areas where students may need additional reinforcement
B. improving students’ overall performance on standardized assessments
C. allowing the teacher to spend less time creating and grading student assessments
D. encouraging students to view learning as a process and become lifelong learners
A. helping the teacher identify areas where students may need additional reinforcement
A kindergarten teacher frequently uses home-school notebooks to communicate with families about their children’s progress. For example, the teacher and family of one student recently used such a notebook to keep one another informed about the student’s progress in mastering specific self-help skills. This approach is likely to be most effective in promoting which of the following outcomes?
A. fostering in students a sense of responsibility with regard to their own learning
B. establishing partnerships with families in the assessment of their children’s learning and development
C. helping build caring and friendly relationships between the teacher and students
D. enhancing families’ ability to reinforce at home what their children are learning in school
B. establishing partnerships with families in the assessment of their children’s learning and development
Using spreadsheet software to maintain students’ performance data is likely to provide a teacher with the most support in which of the following areas?
A. identifying specific gaps in students’ learning
B. providing students with accurate and timely feedback
C. designing activities to address individual learning needs
D. determining an appropriate sequence of instruction
A. identifying specific gaps in students’ learning
Which of the following statements best describes a major role of assessment anchors in the Pennsylvania System of School Assessment (PSSA)?
A. providing uniform rules for the types of tests that are allowed to be administered to students in preparing for the PSSA
B. clarifying the standards assessed on the PSSA to support students’ learning of essential skills and knowledge
C. defining the diverse range of tasks that underlie the educational goals assessed on the PSSA at different grade levels
D. providing a conversion tool for converting a particular student’s PSSA score into a grade-level equivalent
B. clarifying the standards assessed on the PSSA to support students’ learning of essential skills and knowledge
A fourth-grade class includes a number of students who are English language learners. The teacher is designing formative assessment to measure students’ understanding of a specific science concept. When developing this assessment, the teacher can use Pennsylvania’s Language Proficiency Standards for English Language Learners PreK–12 (ELPS) most effectively to:
A. identify the particular supports that individual students are likely to require during the assessment.
B. help ensure that the language function of the assessment is appropriate for the students’ level of English language proficiency.
C. make adaptations to the core content assessed that are appropriate for the students’ academic levels.
D. determine whether students have achieved the necessary level of English language proficiency to participate in the assessment.
B. help ensure that the language function of the assessment is appropriate for the students’ level of English language proficiency.
A student who is an English language learner who qualifies for migrant education services joins a second-grade class partly into the school year. The teacher is preparing to administer a variety of informal assessments to the student. Which of the following teacher goals should be the main focus of these assessments?
A. evaluating whether the student demonstrates any signs of a disability
B. determining the student’s general level of English language proficiency
C. measuring the student’s language proficiency and literacy level in the home language
D. identifying any specific weaknesses in the student’s academic knowledge and skills
D. identifying any specific weaknesses in the student’s academic knowledge and skills
A first-grade teacher uses a language experience approach with beginning-level students who are English language learners. A student dictates a story based on personal experience to the teacher who writes the story verbatim. The teacher then leads the student in various reading and language activities using the dictated text. A primary benefit of this approach is that it helps the student:
A. access important content-area vocabulary.
B. develop phonemic awareness in English.
C. achieve grade-level reading and writing standards.
D. make connections between oral and written English.
D. make connections between oral and written English.
Which of the following accommodations to a content-area reading assignment best provides universal access for all learners?
A. providing digital textbooks with features such as images, text-to-speech, videos, and modifiable text
B. reading aloud the text to students as they follow along in their textbooks and asking frequent questions
C. offering after-school peer tutoring for students who need extra help reading the content
D. providing a list of vocabulary words and definitions to students in advance of the reading
A. providing digital textbooks with features such as images, text-to-speech, videos, and modifiable text
A second-grade teacher is reading a story aloud to a class that includes several students who are English language learners. Throughout the reading, the teacher pauses to verify students’ comprehension. The teacher encourages all students to speak and participate in discussions during and after the reading. Which of the following types of feedback from the teacher would provide meaningful English language input to the students who are English language learners during the discussions?
A. repeating what students say to model correct pronunciation
B. posing literal questions that elicit one- or two-word answers
C. giving simple explanations about basic grammar rules and syntax
D. responding to the intent and content of the students’ utterances
D. responding to the intent and content of the students’ utterances
A kindergarten teacher works with two students who are English language learners who have no prior exposure to English. She exposes them to natural English in meaningful contexts but does not push them to contribute to discussions. She allows them to respond to questions nonverbally or with one- word answers. The teacher’s actions best demonstrate her awareness that second-language learners often:
A. go through a silent period during which they produce very little oral language.
B. experience first-language interference that hinders their ability to speak a new language.
C.develop expressive language skills before they develop receptive language skills.
D. have limited experience speaking their first language for communicative purposes.
A. go through a silent period during which they produce very little oral language.
Which of the following characteristics would indicate atypical cognitive development in a four-year-old child?
A. having difficulty matching a toy car to a picture of a car
B. naming only four colors correctly
C. counting accurately to ten but no further
D. engaging only occasionally in fantasy play
A. having difficulty matching a toy car to a picture of a car
A kindergarten teacher is planning to read aloud a picture book to the class. One of the students in the class has a visual impairment that severely limits vision to several inches. Which of the following accommodations would best help this student participate in this activity?
A. providing an individual copy of the book to the student to look at
B. arranging for the student to listen to a recording of the story at a later time
C. obtaining a large print copy of the book to read aloud to the class
D. sitting in front of a well-lit window while reading
A. providing an individual copy of the book to the student to look at
An IEP annual review meeting has been scheduled for a second-grade student who is currently placed in a general education classroom full time. Which of the following elements of the review is most likely to be provided by the student’s general education teacher?
A. a recommendation for additional diagnostic testing for the student
B. an explanation of the student’s standardized test scores
C. a description of the present level of performance the student has achieved
D. an overview of the nature of the student’s special needs
C. a description of the present level of performance the student has achieved
