Term
| What are the 5 most proficiencies a teacher should keep in mind? |
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Definition
-student-centered instruction
-child's developmental level
-responds to diverse groups of learners
-professional and interpersonal communication skills
-teacher as reflective professional |
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Term
| what is the highest level of Bloom's taxonomy? |
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Definition
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Term
| What level is appropriate for restricted essay items? |
|
Definition
Anything lower than application
-because they do not have free range on the topic, they are restricted |
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Term
| What are the levels of Bloom's taxonomy? |
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Definition
-Knowledge
-Comprehension
-Application
-Analysis
-Synthesis
-Evaluation |
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Term
| What are the higher levels of thinking in Bloom's taxonomy? |
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Definition
| Analysis, Synthesis, Evaluation |
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Term
| What do students do at the knowledge level of Bloom's taxonomy? |
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Definition
recalls or recognizes information
-define, list, identify, describe, match, locate |
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Term
| What do students do at the Comprehension level of bloom's taxonomy? |
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Definition
translates, comprehends or interprets information based on prior learning
-explain, summarize, interpret, rewrite, convert, give example |
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Term
| What do students do at the application level of Bloom's taxonomy? |
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Definition
selects, transfers, and uses data/principles to complete a problem that mirrors real-life
-demonstrate, show, operate, construct, apply |
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Term
| What do students do at the analysis level of Bloom's taxonomy? |
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Definition
-aware of process and can examine, classify, hypothesize, and draw conclusions
-compare, contrast, distinguish, deduct, infer, analyze, categorize |
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Term
| What do students do at the synthesis level of Bloom's taxonomy? |
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Definition
integrate and combine ideas into a product that is unique to the student
-create, suppose, design, compose, combine, rearrange |
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Term
| What do students do at the evaluation level of Bloom's taxonomy? |
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Definition
appraise, assess, or evaluate on basis of standards or criteria (does not include opinion)
-judge, appraise, debate, criticize, support |
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Term
| What does SBEC stand for? |
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Definition
| State Board for Educator Certification |
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Term
| What does BICS stand for? |
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Definition
| Basic Interpersonal Communication Skills |
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Term
What do the following acronyms stand for?
BRI
CSI
EOC
DEIC
HLS |
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Definition
BRI = Basic Reading Inventory
CSI = Cognitive Skills Inventory
EOC = End of Course (exams)
DEIC = District Educational Improvement Committee
HLS = Home Language Survey |
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Term
What do the following acronyms stand for?
ACT
AP
ESC
IRI
PDAS
RPTE |
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Definition
ACT = American College Testing (Program)
AP = Advanced Placement
ESC = Educational Service Center
IRI = Informal Reading Inventory
PDAS = Professional Development and Appraisal System
RPTE = Reading Proficiency Tests in English |
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Term
What do the following acronyms stand for?
SAT
SBOE
SDAA
VIPS |
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Definition
SAT = Scholastic Aptitude Test
SBOE = State Board of Education
SDAA = State Developed Alternative Assessment
VIPS = Volunteers in Public Schools |
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Term
| What are some "good practices" teachers should follow (what to keep in mind when answering questions on the exam)? |
|
Definition
-challenging and active instruction
-effective communication
-learner-centered instructional strategies/activities
-collaboration
-professionalism
-effective Monitoring and assessment |
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Term
| What are some responses that represent "poor practices"? |
|
Definition
-harsh, negative feedback
-teaching topics in isolation
-drill and practice
-testing just for grades
-teaching by telling
-coercion, sarcasm, ridicule
-low-level objectives
-inconsistency, unfairness, unequal treatment
-yes or no questions
-leave out reluctant or problem students
-worksheets, timelines (facts and dates)
-all students seen as the same (differences ignored)
-memorization emphasized |
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Term
| What are some good practices relating to "Challenging and Active Instruction"? |
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Definition
-active, student-centered learning
-inquiry learning
-students justify their thinking
-teachers in various roles
-creative thinking (synthesis)
-higher order and critical thinking skills (apply, analyze, synthesize, problem solve, evaluate)
-hands-on, concrete activities
-open ended questions and problem solving projects
-student collection and organization of data |
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Term
| What are some good practices relating to "Effective Communication"? |
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Definition
-teachers are effective listeners
-teachers have effective verbal/nonverbal communication
-technology as instructional tool
-use of questioning to challenge students |
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Term
| What are some good practices relating to "Learner-centered instructional strategies/activities"? |
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Definition
-variety of instruction
-developmentally appropriate
-related to interests and abilities of students
-teachers responsive to student input
-safe, positive, supportive classroom
-multicultural and equal, cross-cultural
-connecting to other subject matter and real world
-based on prior knowledge
-fits different learning styles |
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Term
| What are some good practices relating to "Collaboration"? |
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Definition
-environments encourage social interaction
-active engagement in learning
-self motivation
-collaborative learning
-supportive interaction in classroom |
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Term
| What are some good practices relating to "Professionalism"? |
|
Definition
-teachers follow standards (ethical, legal, and professional)
-works with parents and community
-teacher self-reflection
-knowledgeable of recent developments and issues
-collaborate with colleges and other professionals
-lifelong learners (seek professional development) |
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Term
| What are some good practices relating to "Effective Classroom Management"? |
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Definition
-safe and orderly environment
-teachers are courteous and respectful
-maximized academic learning time
-encourage self-discipline and self-management |
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Term
| What are some good practices relating to "Effective Monitoring and Assessment"? |
|
Definition
-assessment aligned with instruction
-provides opportunities for relearning and reassessment
-student self-assessment
-responsive to student's varied needs
-on-going process
-provide specific, constructive, timely feedback |
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Term
| What are Piaget's Stages of Cognitive Development? |
|
Definition
-Sensorimotor (0 to 2 years)
-Preoperational (2 to 7 years)
-Concrete Operational (7 to 11 years)
-Formal Operational (11 years to adulthood) |
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Term
| According to Piaget, what stage of cognitive development are 0 to 2 year olds in? |
|
Definition
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|
Term
| According to Piaget, what stage of cognitive development are 2 to 7 year olds in? |
|
Definition
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|
Term
| According to Piaget, what stage of cognitive development are 7 to 11 year olds in? |
|
Definition
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Term
| According to Piaget, what stage of cognitive development are ages 11 to adults in? |
|
Definition
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Term
| What are some characteristics of the "Sensorimotor" stage of Piaget's theory of Cognitive Development? |
|
Definition
-reflex responses
-repeats actions
-imitates behaviors
-emerging cause and effect
-symbolic representation |
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Term
| What are some characteristics of the "Preoperational" stage of Piaget's theory of Cognitive Development? |
|
Definition
-egocentric thinking
-emerging sophisticated language
-imagination
-simple mental operations
-choices and decisions |
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Term
| What are some characteristics of the "Concrete Operational" stage of Piaget's theory of Cognitive Development? |
|
Definition
-solves concrete problems
-thought is reversible
-simple logic
-thinking based on prior abilities |
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Term
| What are some characteristics of the "Formal Operational thinking" stage of Piaget's theory of Cognitive Development? |
|
Definition
-abstract thinking
-forms and tests hypotheses
-deductive reasoning
-employs logic
-can think from other perceptions |
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Term
| What are some things teachers should do with students who are in the "Sensorimotor" stage of Piaget's theory of Cog. Dev.? |
|
Definition
-stimulate senses
-provide familiar toys/blankets/clothing
-encourage imitation
-positive verbal interaction
-verbal labels for objects and events
-imitative play
-develop motor skills |
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Term
| What are some things teachers should do with students who are in the "Preoperational" stage of Piaget's theory of Cog. Dev.? |
|
Definition
-props and toys for play and experimentation
-raw materials (crayons, paper, pates, etc)
-musical instruments
-choice and decision opportunities
-meaningful conversations
-encourage new experiences |
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Term
| What are some things teachers should do with students who are in the "Concrete Operational" stage of Piaget's theory of Cog. Dev.? |
|
Definition
-can pursue areas of interests
-encourage exploration
-involvement in school and other activities
-meangingful dialogue using questions to expand understandings |
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Term
| What are some things teachers should do with students who are in the "Formal Operational" stage of Piaget's theory of Cog. Dev.? |
|
Definition
-challenge with hypothetical problems
-discuss ethical issues
-personal responsibility
-decision making and problem solving
-encourage social and educational interactions |
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Term
| What is Pedagogy and does it change with grade levels? |
|
Definition
Methods of teaching
-similar through all grade levels
-only concepts and cognitive levels change |
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Term
| "Approach, principle, strategy" in question stem usually indicates the answer is... |
|
Definition
a general pedagogical practice
-not specific to scenario (broader)
-other choices may be reasonable, but are specific to scenario |
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Term
| What must you consider when answering a question about a scenario? |
|
Definition
age, background, subject, grade level of students
-only the information provided
-IDEAL WORLD not reality |
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Term
| What is the first step in planning? |
|
Definition
|
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Term
| What are some conditions in the "Ideal World"? |
|
Definition
-money/resources not a problem
-teacher has infinite amount of time
-teacher always with student
-plenty of personnel
-students are motivated
-everyone collaborates
- |
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Term
| What is the most important consideration for students and teachers with regard to student's use of the internet as a research tool? |
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Definition
Much of the information on the Internet has not been reviewed and verified by experts in relevant fields
-name of website, search engine results, and up to date information are not the MOST important things |
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Term
A teacher learns that a student with multiple disabilities will be entering her classroom. Jerome will have a full-time aide assigned to work with him in the classroom.
In working with Jerome, a primary responsibility of the classroom teacher will be to provide him with instruction that: |
|
Definition
...promotes his progress in achieving the same goals specified in his IEP
-not just daily skills
-not achieving same level as peers
-not participation in whole class |
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Term
A teacher learns that a student with multiple disabilities will be entering her classroom. Jerome will have a full-time aide assigned to work with him in the classroom.
Teacher is considering strategies to ensure a positive climate for Jerome after his arrival in the classroom. Which teacher strategy is most likely to help achieve this goal? |
|
Definition
Exhibit attitudes and behaviors that model acceptance of Jerome as a valued member of the class.
-modeling is a broad concept
-don't assign helpers (already has one, and you only want willing helpers)
-don't set guidelines for interactions in different situations
-don't have question and answer session about disability |
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Term
A teacher learns that a student with multiple disabilities will be entering her classroom. Jerome will have a full-time aide assigned to work with him in the classroom.
To work effectively with Jerome's aide, the teacher should recognize that the primary role of an aide in this situation should be to: |
|
Definition
Facilitate the student's ability to participate in and benefit from instruction planned by teacher
-aides do not do the planning and implementation, that is teacher's job
-not an equal partner, the teacher is in charge
-not design alternative activities, teacher does this |
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Term
| What are some views that Texas has about good education practices (paradigms)? |
|
Definition
-consider developmental stages
-model appropriate responses and behaviors (can include peer modeling)
-cooperative learning in groups (group learning)
-student-centered instruction/learning
-multicultural instruction (not just surface inclusion)
-multiple resources (people and tech)
-high expectations for all students
-student choice for learning/motivation/rules
-real life experiences/application
-authentic assessment with rubric
-problem solving
-teacher stays with (beside) the student
-what is best for student, not for teacher
-teacher and student are constantly actively engaged (monitoring and participating) |
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Term
| What are some practices that do NOT fit the Texas view (bad paradigms)? |
|
Definition
-easy/lazy for teacher
-sitting at desk/computer
-leaving the job to someone else
-upset parents, other teachers, school admin
-don't "confront" parents
-don't try to "fix" parents or offer advice(they are equal partners with teacher)
-lowering standards
-worksheets, lists
-having students do less than other students
-encouraging students to avoid difficult tasks
-grades as motivators
-extrinsic rewards
-same strategy for all students
-competition in classroom
-punishing/humiliation
-excluding students with disability
-non-specific feedback
-ONLY low level objectives
-yes/no questions only
-only memorization
-ability groups (tracking) |
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Term
| What is a "lesson cycle"? |
|
Definition
| What is expected to be seen at each stage of the lesson |
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Term
| Calling a students parents after the first day to introduce themselves is beneficial why? |
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Definition
| when teachers have a good relationship with parents, students benefit |
|
|
Term
| What are some benefits of cooperative learning? |
|
Definition
-teaches an understanding of diversity
-improve social skills |
|
|
Term
| What best describes Mr. Freeman's plan for reviewing student writing assignments, conferencing with each student, and helping each student set specific goals for writing to be accomplished during the next grading period? |
|
Definition
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|
Term
| Summative evaluation and summative assessment are used for what? |
|
Definition
| to put a final grade/critque on an activity/assignment with no real link to the future |
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|
Term
| What happens in the brain when earlier learning is repeated? |
|
Definition
| neural pathways become more efficient through mylination |
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|
Term
| Mind-mapping is an example of what studying method? |
|
Definition
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|
Term
| How can you reduce student stress in your classroom? |
|
Definition
| have a well-organized classroom with established behavior expectations |
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|
Term
| Should 5th graders be put in small groups? |
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Definition
| Yes, they do have the phys/mental maturity to work in small groups |
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|
Term
| How should a teacher get shy students to become involved in class discussions? |
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Definition
| use small groups, they are more likely to feel comfortable if it is not an all-class discussion |
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Term
| What should a teacher do if they have overly talkative students in their class? |
|
Definition
assign a leadership role such as taking notes on board of everyones answers
-gets them to listen to others opinions
-dont ignore them |
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|
Term
| Having students tutor/mentor students in lower grades does what? |
|
Definition
-develop own proficiency
-develop self-esteem |
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Term
| If you explain something new, and students ask questions requiring lengthy answers, what is generally the problem? |
|
Definition
-the original explanation was faulty
-take into account prior knowledge and backgrounds of each student while planning explanation |
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Term
| "horizontal learning to plan instruction" means what? |
|
Definition
| working with other teachers at the same grade level |
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|
Term
| What affect can frequent changes in the classroom have? |
|
Definition
-can create atmosphere of mistrust and uneasiness
-does not heighten their alertness |
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Term
| What effect do grouping patterns have on students preceptions of self-esteem and confidence? |
|
Definition
| dont keep them in the same groups all the time, and dont group same ability only |
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|
Term
| What are the components of an enriched classroom? |
|
Definition
-activities that include problem-solving, critical thinking, relevant projects, and complex activities
-appropriate and timely feedback |
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|
Term
| How do you ensure cooperative activities are successful? |
|
Definition
-need to be timed and monitored
-need close facilitation
-time management is important |
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Term
| What is the best way to prepare students for a discussion following a direct-teach? |
|
Definition
| Giving them time to process the information, discuss with a neighbor, and then the teacher ask open ended questions to stimulate discussion |
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|
Term
| Are schools exempt from copyright laws? |
|
Definition
No
-have to obtain license to copy software
-heavy finds and sets a bad example to students |
|
|
Term
| Are schools exempt from copyright laws? |
|
Definition
No
-have to obtain license to copy software
-heavy finds and sets a bad example to students |
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|
Term
| What is the difference between a performance assessment and a authentic assessments? |
|
Definition
authentic is application of a skill within a real-life situation (presenting the knowledge, not the "how to")
-performance assessment has students demonstrate their abilities to perform tasks in a testing situation |
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|
Term
| Having students develop their own units to teach to the class is using what teaching theory? |
|
Definition
constructivism
-people construct their own knowledge |
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|
Term
|
Definition
Student Teams Achievement Division
-places heterogenously grouped students in team to study material together
-they then compete against members of other teams that are close in ability |
|
|
Term
|
Definition
Teams Games Tournaments
-cooperative group activity in which groups compete with other groups on master of same material |
|
|
Term
|
Definition
organizational arrangement
-students in cooperative groups
-each student becomes an expert on one facet of a unit of study
-then switches group to reteach material until everyone knows all facets |
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|
Term
| About what grade to children begin to move from concrete to abstract thinking? |
|
Definition
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|
Term
| Does teaching about different religions violate the seperation of church and state? |
|
Definition
No
-as long as converting, prayer, and worship is not included |
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|
Term
| Interpersonal concordance is a stage in what theory? |
|
Definition
| stage of moral development described by Lawrence Kohlberg |
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Term
| Do boys or girls usually reach maturity milestones during puberty first? |
|
Definition
Girls (on average)
-may cause embarrassment, discomfort |
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Term
| What is the difference between "imaginary audience" and "personal fable"? |
|
Definition
imaginary audience:
-child believes others are watching and interested in everything they do
-sensitive to social interactions
personal fable:
-belief that "my life is different from everyone else's"
-feel like no one can understand them
-feeling of isolation
-risky behavior |
|
|
Term
|
Definition
processes where knowledge is aquired
-basic to advanced |
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Term
| Imaginary audience and personal fables are related to what stage of Piaget? |
|
Definition
cognitive stage of formal operations
-ability to think about one's self as an object of one's own and other's thoughts |
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Term
| What is the difference between assimilation and accomodation? |
|
Definition
accommodation:
-adjusting prior knowledge
assimilation:
-fitting new info with prior knowledge |
|
|
Term
| How many stages of cognitive development did Piaget describe? |
|
Definition
4
-sensorimotor (0-2)
-preoperational (2-7)
-concrete operations (7-11)
-formal operations (11-15) |
|
|
Term
| At what (Piaget) stage do children begin to "decenter" and take in viewpoints besides their own? |
|
Definition
|
|
Term
| According to Erikson's theory, what should secondary school teachers keep in mind? |
|
Definition
students have pressing psychological and social needs, as well as cognitive needs
-higher ordered thinking activities |
|
|
Term
| At what stage of Piaget's theory can student's catogorize items? |
|
Definition
|
|
Term
| What are the different types of learning styles? |
|
Definition
| auditory, visual, kinesthetic, tactile |
|
|
Term
| What are the levels in Bloom's REVISED taxonomy of educational objectives? |
|
Definition
remembering -(knowledge)
understanding
applying - (application)
analyzing
evaluating
creating -(synthesis) |
|
|
Term
| What is outcome oriented learning? |
|
Definition
| teachers define outcomes (what students should know) and plan instruction to achieve those outcomes |
|
|
Term
| What is the Buckley Amendment? |
|
Definition
The Family Educational Right to Privacy Act
-specifies conditions under which student information can/cannot be dispersed
-no idle chatter in lounge or elsewhere about confidential information |
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|
Term
| What are the 5 principles in the Code of Standard Practices in the Code of Ethics? |
|
Definition
1. Professional ethical conduct
2. professional practices and performance
3. ethical conduct towards professional colleagues
4. ethical conduct towards students
5. ethical conduct towards parents and community |
|
|
Term
| What does NEA stand for and emphasize? |
|
Definition
National Education Association
-educators belief in the worth and dignity of each individual
1. commitment to student
2. commitment to the profession |
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|
Term
| What is Vertical teaming? |
|
Definition
| planning with teachers from various grade levels to enhance continuity as students move between grades |
|
|
Term
| What is horizontal teaming? |
|
Definition
| planning with teachers in same grade level/subject area to ensure consistency |
|
|
Term
| What does a program of emergent literacy include? |
|
Definition
pattern books and journal writing
-teaching children to read at at level |
|
|
Term
| What is the most reliable way a teacher can determine a student's learning style? |
|
Definition
observe over period of time
-make informal notes about habits and choices about work |
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