Texes PPR 160, Questions

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. Students at this cognitive level best process new information by relating it to already known information or past experiences.

B. Student learning is best achieved by relating material to students' interests.

C. When students are aware of the focus and expectations of an activity, their comprehension of the material increases.

D. Class readings should not exceed the comprehension level of the highest achieving students.

C. When students are aware of the focus and expectations of an activity, their comprehension of the material increases.

When students are aware of the purpose of an assignment, they are better able to understand and process the information.

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. Are there any things in the space that might hinder a students ability to perform in the space?

B. Are the colors matching in the space and does it look appealing?

C. Do all students have a clear view of the teacher if needed?

D. Are all students able to access what they need in the space?

B. Are the colors matching in the space and does it look appealing?

While it is nice to have a lively and appealing classroom with colors and patterns that match, this is not the most important question a new teacher should ask when setting up the classroom. Sometimes, teachers forget about the basic layout and importance for all students to have access when setting up a room. This can cause issues for students.

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 uses gestures during lectures, to highlight important points to students.

B. The teacher makes eye contact or touches students' desks or workspaces in an obvious manner, to remind them they are being supervised.

C. The teacher places himself close to two students who are in the midst of talking and not working.

D. The teacher leaves the classroom to go into his private office when students are talking out of turn.

D. The teacher leaves the classroom to go into his private office when students are talking out of turn.

While many teachers use an avoidance method when frustrated with students, this is not an effective technique and could easily backfire on a teacher who loses control of a particularly animated class.

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 interest in the content

B. externally motivated by grades

C. intrinsically motivated by a love of reading

D. externally motivated by teacher approval

A. intrinsically motivated by interest in the content

Intrinsically-motivated students draw their motivation from the learning process. They find joy in the activity itself and learn for the sake of learning. Sara's participation seems to depend on how valuable she finds the assignment.

Which of the following is the best way to prepare for potentially challenging situations with students throughout the school year?

A.schedule parent/teacher conferences after the first grading period

B. make sure students and parents know the learning objectives for each unit of study

C. send home a copy of the class rules to parents in addition to posting them in the classroom

D. establish positive relationships by getting to know students and their families at the start of the school year

D. establish positive relationships by getting to know students and their families at the start of the school year

This is the best way to be proactive for any situations that may arise throughout the school year. Parents will be much more receptive to hear from teachers about challenges if it is not the first communication they receive from them. Parents want to feel like their children are known and valued by their teachers.

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?

A. Select all answers that apply.

an infographic taken from a .gov site

B. an article published in a scientific journal in 1950

C. an editorial recently published in a scholarly journal

D. an internet blog post with an unknown author

B. an article published in a scientific journal in 1950

Because the student is writing about a current topic, he should use articles published recently. An article published about pesticide use in the 1950s can contain information that is no longer accurate today.

D. an internet blog post with an unknown author

It's important for the author to be a credible source, especially when information is taken from a blog.

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. call the parent or guardian to discuss the situation before contacting the Texas Department of Family Protective Services

B. ask an administrator or counselor to make a report and send it to the Texas Department of Family Protective Services

C. report the incident to the Texas Department of Family Protective Services

D. speak with the child and other people in the child's personal network before contacting the Texas Department of Family Protective Services

C. report the incident to the Texas Department of Family Protective Services

In Texas, professionals working with children, including teachers, nurses, and daycare workers, must make a report no later than the 48th hour after initially suspecting child abuse or neglect.

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 provides an enjoyable activity to engage students in language development.

B. It demonstrates the importance of peers, peer acceptance, and conformity to peer-group norms.

C. It demonstrates acceptance of diversity and its value in enriching students' learning.

D. It provides a context for applying students' writing and organizational skills.

C. It demonstrates acceptance of diversity and its value in enriching students' learning.

Having students contribute individual pages about themselves to a class book has many positive outcomes, and all four choices have merit. However, demonstrating an acceptance of diversity is of the utmost importance in a class with diverse backgrounds. This activity promotes an acceptance and understanding of the backgrounds of the students while providing an enjoyable, enriching activity. The keywords in the prompt is "students from diverse backgrounds."

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. a prepared research outline or rubric

B. a glossary of terms included in the speeches

C. a list of reputable research sites

D. transcripts of the campaign speeches in the videos

A. a prepared research outline or rubric

The students will be more successful on the assignment if they are given a prepared research outline or rubric to guide them in preparing their campaign speeches. A research outline can guide their research and a rubric can explain the components that the teacher is looking for in determining the quality of their work.

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 reduces wasted time and increases classroom productivity.

B. It requires students to use persuasion techniques.

C. It promotes a positive classroom climate.

D. It resembles a realistic election.

C. It promotes a positive classroom climate.

Having the students set the guidelines for the activity will help create a positive classroom climate, in which all students respect one another and don't cast their votes for students based on factors unrelated to their campaign speeches.

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?

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. write persuasive texts to influence the attitudes or actions of a specific audience

D. gather relevant information from multiple print and digital sources and quote or paraphrase the data and conclusions of others

B. produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience

The students will be required to produce clear and coherent writing, appropriate to task purpose and audience in the formation of their campaign speeches. The campaign speeches must be written in a way that persuades the students in the class to vote for them.

C. write persuasive texts to influence the attitudes or actions of a specific audience

The campaign speeches are structured as persuasive texts and aimed to influence the actions of the students in the class.

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. encourages them to challenge themselves

B. increases their intrinsic motivation

C. makes them more accountable for their work

D. improves their cognitive awareness

B. increases their intrinsic motivation

Students learn better if they can relate a topic to their lives. This increases their intrinsic motivation, or the motivation to do something because it's enjoyable and interesting, rather than because of an outside incentive, such as a reward.

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. Advanced High

ELLs do not typically read with appropriate rate, speed, intonation, and expression until they reach an advanced high level of reading proficiency.

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 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.

C. 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.

D. 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.

B. 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.

This is the best answer choice because the department head is above the new teacher in the chain of command and they both must answer to the principal. The department chair is recognizing the leadership ability in the beginning teacher, and is giving her the opportunity to demonstrate this to the principal. It is the principal's decision to approve or disapprove the request and take the next step in making the meeting happen.

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. visual teaching style.

C. using technology to teach students.

D. using varied strategies and adjusting communication to reach all students.

D. using varied strategies and adjusting communication to reach all students.

Students learn in different ways (for example: visual, auditory, tactile) and teachers should try to present concepts with explanations in the varying modalities of learning to maximize student engagement and learning success. Have students listen, write, stand, and interact with the subject matter in order to ensure understanding.

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 leave comments at each stage of the assignment, rather than providing explicit corrections, benefits students by helping them to:

A. differentiate between the different types of graphs.

B. consider varied perspectives.

C. develop a sense of ownership of their work.

D. improve their presentation skills.

C. develop a sense of ownership of their work.

Because Ms. Wright does not correct the student errors, students are left with the responsibility to correct the errors and improve their work. This responsibility, combined with the fact that the students have chosen their own topics to research, gives the students a sense of ownership of their work.

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.

What is the primary reason that Ms. Wright plans to meet with a mentor teacher?

A. to discuss alternatives to task-based assignments

B. to improve her instructional approach in the future

C. to compare personal teaching philosophies

D. to commiserate about a shared experience

B. to improve her instructional approach in the future

After identifying the issues that led to Ms. Wright's delay, the next step will be to discuss possible solutions to avoid these issues in the future.

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. an increase in the students' motivation.

B. a decline in the students' quality of work.

C. a decrease in the teacher's workload.

D. an improvement in the students' ability to work with peers.

A. an increase in the students' motivation.

Students are more motivated when they have a choice in their learning. By allowing students to choose the questions to ask and analyze, students are likely to be more interested in their results.

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. fostering a positive classroom climate.

C. time and material management.

D. varying instructional techniques for different learning styles.

C. time and material management.

It is clear that Ms. Wright is struggling with time management, as her assignment has taken two days longer than she had planned. It is also clear that she struggles with material management, as much time is wasted collecting and distributing papers and waiting for students to find misplaced papers.

Which of the following would be the best strategy for Mr. Tomlin to improve his classroom management skills?

A. Observe the classroom management abilities of other first-year teachers.

B. Use online resources to find the best classroom management techniques.

C. Discuss his current strategies with the principal and ask the principal for guidance in improving his classroom management skills.

D. Observe experienced teachers in the classroom and discuss classroom management skills when students leave the class.

D. Observe experienced teachers in the classroom and discuss classroom management skills when students leave the class.

This is the best option, as Mr. Tomlin will be able to see good classroom-management skills implemented by experienced teachers. Other answer options do not include observation and good classroom-management skills being implemented by experienced educators.

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. Intermediate

Elizabeth demonstrates an intermediate level of English-language proficiency. She is able to communicate simple messages with basic vocabulary. She makes mistakes with comparatives, articles, and prepositions, which are common mistakes to make at the intermediate level.

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. changing adjective form in comparative statements

B. correct use of coordinating conjunctions

C. using proper relative pronouns in adjective clauses

D. ensuring proper subject-verb agreement

A. changing adjective form in comparative statements

Elizabeth makes mistakes in all three of her comparative statements. She uses more, rather than adding the suffix -er to the one syllable words strong, old, and young.

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. corrects Elizabeth's grammatical errors

B. asks Elizabeth to elaborate on her initial response

C. validates Elizabeth's response

D. defines and repeats key vocabulary

B. asks Elizabeth to elaborate on her initial response

Mr. Kant asks Elizabeth to give a reason for her response. Asking students to elaborate on their responses is an important way for a teacher to ensure that a student is demonstrating their understanding.

C. validates Elizabeth's response

When Mr. Kant says, "That's a great example!" he validates Elizabeth's response. This is important because it makes Elizabeth feel like she is making a valuable contribution to the class and encourages her to continue to participate in the future.

D. defines and repeats key vocabulary

When speaking to English-language learners, it's important to provide comprehensible input, which requires that the teacher speak slowly and clearly, define and/or provide examples of new academic vocabulary and repeat or rephrase the information.

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. to activate students' prior knowledge.

Ms. Steiger is using an anticipatory guide. The main purpose of an anticipatory guide is to engage students by activating prior knowledge and stimulating student interest before reading a text, listening to a lecture, or watching a video.

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. Create stressful situations so students know how to handle them.

B. Tell students to work harder if there is an issue in academics or peer-to-peer relationships.

C. Encourage students to search for the information by themselves when they are having trouble learning an academic concept.

D. Clearly outline expectations for student behavior and performance.

D. Clearly outline expectations for student behavior and performance.

Clear behavioral expectations combined with a well-organized classroom reduces students' stress because the students then do not have to guess what a teacher expects from them in terms of behavioral and academic expectations.

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 review game over homeostasis

B. a test over homeostasis and the processes involved

C. a lab activity in which students observe homeostasis and the process required to maintain it

D. a video and accompanying worksheet over homeostasis in animal cells

B. a test over homeostasis and the processes involved

Tests are summative assessments that allow the teacher to reflect and be sure there are no large gaps in knowledge.

Technology is best utilized in the classroom when it can accomplish which of the following?

A. decreases the cost to the school district

B. decreases the time the teacher must spend on instruction

C. allows students to complete their homework more quickly

D. enhances the learning objective

D. enhances the learning objective

Technology is best used to enhance the learning objective of the lesson.

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. All students are self-conscious and need encouragement, regardless of their background or socioeconomic status.

B. Low-income students are not able to learn as much as high-income students.

C. Children accept the cultures from their own homes, even if it is not the mainstream culture.

D. Despite the differences, all students in the classroom have a rich culture and background.

A. All students are self-conscious and need encouragement, regardless of their background or socioeconomic status.

It is the teacher's responsibility to support students from all backgrounds.

C. Children accept the cultures from their own homes, even if it is not the mainstream culture.

Children accepting the cultures from their own homes would help Mrs. Turner understand that students value their culture at home.

D. Despite the differences, all students in the classroom have a rich culture and background.

An understanding would promote Mrs. Turner's appreciation of all cultures.

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 call the farm in advance to request access.

D. Mr. Kimball didn't follow his original lesson plan.

B. Mr. Kimball didn't get permission from the students' parents and/or guardians.

Teachers cannot take students off-campus without parent/guardian permission. This is a violation of school policy and a reason for the principal to be upset.

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 addresses the different learning styles of the students.

B. The teacher is more attentive and excited about the material being taught.

C. The teacher has a variety of teaching styles.

D. The teacher can demonstrate to the administration the exciting nature of the teaching.

A. The teacher addresses the different learning styles of the students.

Teachers should accommodate instruction to meet the varying learning styles of their students. By varying the instructional strategies, Mr. Banner can address the auditory, visual, and tactile learning styles of his students.

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. flexibility and the ability to adjust a lesson that is not working as intended

C. the ability to empathize with his students

D. cross-curricular collaboration

B. flexibility and the ability to adjust a lesson that is not working as intended

Modeling the process of revising and setting clear, specific expectations would allow Mr. Valdez to have concrete steps for the students to process through before turning the paper in. This will enable him to require specific steps before accepting a draft.

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. to show the students that they were taken seriously by elected officials, which could encourage them to engage in political activity in the future.

Having the students' effort rewarded is likely to encourage them to participate in politics in the future, since their prior behavior has been tangibly rewarded.

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 TEKS can be a substitute for an IEP.

C. The IEP objectives should try to align as closely as possible with the appropriate TEKS.

D. 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.

The IEP objectives should align with the corresponding TEKS so that they are appropriate for the student and based on what they are learning.

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. Go on a nature walk during science time on a set day each week and look for caterpillars, cocoons, and butterflies.

D. Have them raise a caterpillar and document each day what they observe as it forms a chrysalis and becomes a butterfly.

D. Have them raise a caterpillar and document each day what they observe as it forms a chrysalis and becomes a butterfly.

This hands-on experience allows them to observe the process of metamorphosis and learn while they are documenting.

Which of the following does not accurately reflect the 504 designation?

A. 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.

B. A 504 plan is the same as an IEP and they can be used interchangeably.

C. 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.

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.

B. A 504 plan is the same as an IEP and they can be used interchangeably.

This is the correct response. A 504 plan is not the same as an IEP. Individual Education Plans are specific to students being served by special education services.

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. Create a list of controversial topics that students will not be allowed.

C. Creating a rubric for the final project that corresponds to the state standards.

D. Determine what technology will be available to the class during the research process.

C. Creating a rubric for the final project that corresponds to the state standards.

Creating the grading expectations, or rubric, for the research product would be an important first step in the backward design of the unit. This would ensure that all the state expectations are being considered when planning the lead-up activities.

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 each student to introduce themselves to the class at the start of the course and describe their educational background

B. require one-on-one meetings with each student to discuss learning progress and personalized strategies for improvement, rather than voluntary office hours

C. include classroom policies in the syllabus that emphasize respect, attentive listening, and patience

D. establish clear class-participation norms and state explicit class expectations

A. require each student to introduce themselves to the class at the start of the course and describe their educational background

This should not be required of students, as students might be uncomfortable talking about their educational background in front of the other students. It is acceptable to ask the students to introduce themselves, but unacceptable to ask for these personal details.

Which of the following is the primary reason that teachers administer formative assessments?

A. identifying mastered skills and skills in need of further development

B. assessing student performance at the end of a chapter of study

C. determining current knowledge before beginning a unit of study

D. comparing student performance to that of same-aged peers across the country

A. identifying mastered skills and skills in need of further development

A formative assessment is used to provide feedback on students' progress and identify which areas in which students need further instruction so that teachers can develop lesson plans to address these skills.

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 praises a student who correctly answers a difficult question.

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 takes away a student's cell phone when he is spotted using it in class.

D. A teacher returns a student's recess privileges after he shows good behavior for a week.

A. A teacher praises a student who correctly answers a difficult question.

This is a positive reinforcement because a positive behavior is being rewarded. The teacher is hoping that the compliment will encourage the student to repeat the behavior.

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. Provide a self-assessment questionnaire for students to complete after the group project is finished.

C. Observe the students from the front of the class.

D. Assign one group member to observe and report on the group members' understanding.

A. Walk from group to group while observing the students.

This is the best answer option as Mr. Daniels would be able to observe students' behavior and spot indicators of misunderstanding while students are completing the task. Also, it will make him more available for student questions.

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 occured because of the high demand of oil.

B. Students will outline the reason for an increased demand of oil.

C. Students will differentiate between the Texas economy before and after the rise of the oil industry.

D. 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 differentiate between the Texas economy before and after the rise of the oil industry.

This would be an example of a learning objective that would partially cover the provided TEK.

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. have students read an abridged version of the novel in their native language(s)

B. pair the vocabulary word with a picture and simple definition

C. allow the students to listen to snippets of an audio version of the novel

D. provide translated versions of the vocabulary words

B. pair the vocabulary word with a picture and simple definition

The teacher is providing equal access to the students by providing a picture cue and simple language that explains the vocabulary words. The teacher can reinforce learning by having students draw picture cues of their own and practice using the words in context.

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. Use short multimedia presentations such as PowerPoint to deliver content that is accompanied by pictures or short videos.

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. Allow the students to invite local community members to speak about the content and how it relates to the students' community.

A. Use short multimedia presentations such as PowerPoint to deliver content that is accompanied by pictures or short videos.

This is the best option. A multimedia presentation would be more entertaining to students and increase the chances of students paying attention during classroom instruction.

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. Compile interesting articles and videos from various websites for non-instructional use by the students.

B. Use pictures and information from various websites in a class presentation.

C. Distribute a single-user access login, purchased by the school, to students.

D. Stream an entertaining movie from a website as a reward to students for good grades.

B. Use pictures and information from various websites in a class presentation.

Using parts of various websites for instructional purposes is allowed under fair use guidelines.

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. Bring herself down to the students' level to communicate.

B. Maintain a firm grasp on the arm of the party she deems responsible.

C. Speak slowly, so the students can understand the message she is sending.

D. Stand above the students to convey her authority in the situation.

A. Bring herself down to the students' level to communicate.

This action establishes that the teacher is not there to chastise the students, but to listen. By lowering her body, she can better establish eye contact and make the students feel she is not above them.

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. using an established rubric with further notes of the specific positives and informing the student about the specific errors that need to be addressed

B. promoting a positive learning environment by putting more emphasis on what the students did correctly rather than specifically identifying the students' mistakes

C. informing the student of specific individual errors

D. giving both positive and negative feedback in general

A. using an established rubric with further notes of the specific positives and informing the student about the specific errors that need to be addressed

This is the best answer choice. Students would have already been introduced to and understand that this type of rubric will be used for grading and that they will benefit from specific feedback.

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 direct instruction in geometric concepts at the average level of development represented by the class overall.

B. Plan to work with students one-on-one at the end of each lesson throughout the instruction of the geometry unit.

C. Group students generally according to their level of cognitive development for instruction in geometric concepts.

D. Take students on campus to identify concrete examples and construct models of various geometric shapes, in order to illustrate abstract content.

D. Take students on campus to identify concrete examples and construct models of various geometric shapes, in order to illustrate abstract content.

This is the best option because it allows for application from concrete to abstract with their peers.

Which of the following requires that schools keep student information and records confidential?

A. The Individuals with Disabilities Education Act (IDEA)

B. The Health Insurance Portability and Accountability Act (HIPAA)

C. Section 504

D. Family Educational Rights and Privacy Act (FERPA)

D. Family Educational Rights and Privacy Act (FERPA)

FERPA protects the privacy of student education records and is applicable to all schools that receive funds from the U.S. Department of Education.

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. Have I fully covered the state standards assigned to my subject area?

C. Do I consistently address all my students' intellectual involvement and active learning preferences when I design my lessons?

D. 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?

This is the best answer choice, because without peer collaboration and different levels of effective intellectual stimulus, students will not be engaged in active learning.

Sayville High School offers a science camp every summer to students aged ten and older. When designing the activities to complete during the camp, the instructors must keep in mind that the younger students might not have the cognitive ability to do which of the following?

A. use trial-and-error to solve problems

B. reason using inductive reasoning skills

C. think abstractly about a concept

D. reverse the order of relationships

C. think abstractly about a concept

Students do not gain the ability to think abstractly about a concept until they enter into the formal operational stage.

Which of the following would be a developmentally-appropriate activity for typical students?

A. fifth-grade students raising caterpillars to butterflies, to understand life cycles

B. sixth-grade students writing independent research papers over a broad topic

C. first-grade students using manipulatives to understand addition and subtraction

D. second-grade students using manipulatives to learn 2D shapes

C. first-grade students using manipulatives to understand addition and subtraction

This is developmentally appropriate and students of various levels can be given questions with more or less difficulty.

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. Take students on campus to identify concrete examples and construct models of various geometric shapes, in order to illustrate abstract content.

B. Plan to work with students one-on-one at the end of each lesson throughout the instruction of the geometry unit.

C. Group students generally according to their level of cognitive development for instruction in geometric concepts.

D. Plan direct instruction in geometric concepts at the average level of development represented by the class overall.

A. Take students on campus to identify concrete examples and construct models of various geometric shapes, in order to illustrate abstract content.

This is the best option because it allows for application from concrete to abstract with their peers.

According to Piaget's theory on stages of cognitive development, which of the following thought processes best distinguishes a student at the formal operational stage?

A. A student's crayon is hidden from view, and the student searches until they find the crayon.

B. The student divides a pile of toy cars into trucks, vans, and cars.

C. A student creates a story about how winter would be better if snow were green and not white.

D. A student divides one ball of clay into three balls of clay and declares they now have more clay than before.

C. A student creates a story about how winter would be better if snow were green and not white.

Creating a story about how snow would be better green best reflects a child in the formal operational stage. The student uses a scenario that is contrary to reality and forms an argument about the benefits. This line of thinking requires logic and reasoning.

Developmentally appropriate traits of five year old children include the ability to

A. express feelings, follow three-step commands, and copy basic shapes

B. tell time, identify and explain multiple meaning words, and understand puns

C. help put on clothing, recall parts of a story, and say his/her name

D. write paragraphs, socialize according to interests, solve math problems with decimals

A. express feelings, follow three-step commands, and copy basic shapes

By age five, a child is typically able to express feelings, follow three-step commands, and copy basic shapes.

A teacher has an eighth-grade science class with a wide range of student abilities. With this in mind, which of the following is the best way to present physics concepts?

A. use a physical example; these students cannot comprehend abstract concepts

B. use the book as a resource for the assignment; eighth-grade students should be able to understand the book

C. test student understanding and begin the lesson with a baseline topic that the lowest-achieving student is able to perform

D. explain abstract concepts using mathematical equations and include a physical demonstration

D. explain abstract concepts using mathematical equations and include a physical demonstration

Most students in an eighth-grade science class will be able to understand the abstract concepts of physics. (Abstract thought occurs in the formal operations development.) However, it is best to reinforce concepts with physical demonstrations, to ensure that students who might not be as developmentally mature can grasp the concepts.

Which of the following best describes Piaget's cognitive stage in which children begin to classify ideas and objects and understand conservation?

A. concrete operational

B. formal operational

C. sensorimotor

D. preoperational

A. concrete operational

Students begin to understand concrete ideas (e.g., that the amount of water does not change when it is poured into another container) during the concrete operational phase.

As the second-grade teachers are planning their next unit, they focus on differentiation for individual students. What is the best method for reaching students?

A. playing a math game and dividing students into groups based on ability level

B. allowing students that finish a writing assignment early to illustrate the story

C. assigning a writing project over animals and allowing them to choose an animal based on their interests

D. having centers with different level activities and each child works on their level

D. having centers with different level activities and each child works on their level

This allows each student to succeed and meet individual goals.

At which of the following phases do children begin to think logically?

A. concrete operations

B. preoperational

C. formal operations

D. sensorimotor

A. concrete operations

Children from first grade through adolescence are able to begin to think logically by picturing concepts without always relying on concrete examples.

The human body has many parts that work together as a person develops. Which of these examples correctly expresses a delay in one area that impacts growth in another?

A. A child with social delays from a speech disorder is academically delayed.

B. A child with developmental delays is socially delayed because he struggles to relate to peers.

C. A child with a physical disability from a car wreck is academically delayed because he uses a wheelchair.

D. A child with a learning disability in math reasoning is also going to be physically delayed.

B. A child with developmental delays is socially delayed because he struggles to relate to peers.

This is often true as children with developmental delays will have interests different than typical peers.

Which of the following represents the stages of cognitive development you would expect for most high school students?

A. concrete operational and formal operational

B. formal operational and preoperational

C. preoperational and concrete operational

D. sensorimotor and concrete operational

A. concrete operational and formal operational

The concrete operational stage is generally in the age range from 7 to 11 years, but some high school students may still be in this stage. The formal operational stage is generally in the age range from 12 to adult.

Students in a science class make observations prior to beginning a lab. They record 2 to 3 observations and then write a hypothesis to test. Some students struggle with writing a testable hypothesis. Which stage from Piaget's theory of cognitive development best explains where these students are functioning?

A. sensorimotor

B. preoperational

C. formal operational

D. concrete operational

D. concrete operational

These students are in the concrete operational stage, as they can understand concrete things such as making an observation, but have not moved on to more abstract things like proposing a hypothesis.

Two children are playing together on the playground. One pretends to be a cat, and the other pretends to be the cat's owner. The two play a game where the owner feeds, pets, and plays with the cat. These children are demonstrating characteristics of which stage of play?

A. parallel play

B. spectator play

C. cooperative play

D. associative play

C. cooperative play

The cooperative stage of play best aligns with the children described because the play is organized around a shared activity, and they are cooperating in their play.

A new student, Julia, has started at Monett Elementary and the teacher is concerned about her social development. Which of the behaviors below are causing concern?

A. Julia sits alone at lunch and plays by herself at recess even when invited to join a game with others.

B. Julia is quiet in class and does not raise her hand to answer questions very often.

C. Julia does not participate in any of the after-school activities offered.

D. Julia cooperates with others, but only when given a defined role such as during science experiments and reading a play.

A. Julia sits alone at lunch and plays by herself at recess even when invited to join a game with others.

Self-imposed isolation is concerning for an elementary student.

A preschooler has two breakable graham crackers. The child states that when he breaks the two into four separate but equal crackers, he now has more graham crackers. The best assessment of this child's thinking is:

A. that he does not understand how to count.

B. that the child needs to be taught through a hands-on modality.

C. that he has not grasped the concept of a whole and its parts.

D. that he appears to be immature and presumably has a developmental delay problem.

C. that he has not grasped the concept of a whole and its parts.

This is the best answer because the parts-to-whole concept is very abstract. Perhaps he is an only child who never went to preschool before and never used the concept with friends, classmates, or siblings. Because the student may have never had any active experience with this concept, it is difficult for him to comprehend.

Which of the following behaviors is not common for a seven-year-old student?

A. able to recognize left and right

B. able to write paragraphs

C. able to understand and use multiple-meaning words

D. able to tell time

B. able to write paragraphs

This is a skill that is more often developed at age nine.

Children develop language skills as they grow. Which of the following represents age appropriate language skills for a child when is seven years old?

A. The child asks questions and tells stories.

B. The child expresses opinions and holds conversations.

C. The child negotiates and expresses wants and needs rationally.

D. The child uses short sentences of 2-3 words.

B. The child expresses opinions and holds conversations.

Between the ages of 5 and 8, children learn to express opinions and hold detailed conversations.

Which of the following does not accurately describe an aspect of physical development during adolescence?

A. A growth spurt slows.

B. The voice changes.

C. A growth spurt that includes weight gain, muscle growth, and broadening shoulders begins.

D. Growth slows, but proportions become less childlike and more like an adult.

D. Growth slows, but proportions become less childlike and more like an adult.

After a period of very rapid growth, growth slows and children begin to shed their childlike appearance during the early childhood stage (ages 3-8).

Which of the following behaviors would not be developmentally appropriate for a 7-year-old student?

A. Begins to gain independence from family and enjoy time spent alone

B. Begins to develop a sense of empathy and becomes sensitive to feelings of others

C. Clearly describes feelings and ideas and uses more complex language models

D. Does not care about peer relationships and does not understand teamwork

D. Does not care about peer relationships and does not understand teamwork

Children at this age pay more attention to friendships and enjoy working as a team. This is a developmentally appropriate skill for a 7-year-old and would raise concern if a child did not care about peer relationships or understand teamwork.

Mrs. Pontian is concerned about Julio because his fine motor skills seem to be lacking compared to the other students in her class. He struggles with using scissors and holds a pencil with an odd grip. What should be her first step in addressing this issue?

A. Request an evaluation by the occupational therapist for the school district.

B. Consult with the special education teacher.

C. Discuss the concerns with Julio's parent.

D. Ask the PE teacher to evaluate his fine motor skills.

C. Discuss the concerns with Julio's parent.

This is the first step to take, as the parent must give permission prior to an evaluation.

Which of these is not considered a risky behavior for a high school student?

A. joining a gang

B. missing Saturday morning practice due to oversleeping

C. using e-cigarettes

D. occasional alcohol use

B. missing Saturday morning practice due to oversleeping

While missing practice is not ideal, it will not likely lead to long-term consequences.

Mr. Hampton, a sixth-grade science teacher, is beginning an instructional unit and has planned the following instructional activities: two slideshow presentations followed by a group discussion and a worksheet, a classroom discussion, two experiments, and one field trip. The wide variety of instructional activities best demonstrates Mr. Hampton's understanding of which of the following principles?

A. Students respond best to group-oriented instructional activity.

B. A sixth-grade class represents a wide range of cognitive developmental levels.

C. Students learn best by concrete examples and discussion.

D. Multiple instructional activities are required to meet requirements set forth in the state standards.

B. A sixth-grade class represents a wide range of cognitive developmental levels.

Mr. Hampton's wide variety of instructional activities demonstrates his knowledge that the sixth-grade class will require a wide variety of instructional activities due to the cognitive diversity in the classroom.

Ms. Johnson, a sixth-grade social studies teacher, decides to include more group work in her class assignments. She places students in groups of three for their "Cultures of Europe" projects. The student groups need to research a topic, write a paper, and make a presentation to the class. The presentation must engage the participation of the whole class, include a summary handout, and utilize technology. The groups must also document every member's participation in all parts of the project because each group will receive a single grade. The purpose of this assignment is to:

A. use student-centered cooperative learning activities to increase student learning and positive social interactions with peers.

B. minimize discipline problems in the class by having students hold each other accountable.

C. encourage students to teach each other the important concepts for the semester.

D. reduce the amount of graded work for the teacher, to allow additional instructional time with students.

A. use student-centered cooperative learning activities to increase student learning and positive social interactions with peers.

Group projects that result in presentations to the class keep students at the center of learning activities and increase their interactions with peers in a positive manner.

An elementary teacher observes that some students use their fingers to count, add, and subtract after showing mastery of these skills on a test. The teacher should be aware that this act:

A. suggests anxiety about math.

B. may be an indicator of a learning disability in math computation.

C. helps students guide their own thinking.

D. indicates they may have not mastered the skills and possibly cheated on the test.

C. helps students guide their own thinking.

Students will use private speech, talking to themselves, and finger counting as ways to ensure that their thinking is on the right track. They generally outgrow this behavior by the end of elementary.

A middle school teacher has noticed many students in her classroom have formed cliques and several students are being excluded from these social groups. The excluded students have demonstrated a decrease in their willingness to participate in classroom activities and group discussions. Which of the following strategies would be the best first step in rebuilding a positive learning environment for all of the students?

A. Send a letter home to the parents of the students involved in the cliques that informs the parents of their children's behavior.

B. Lead a group discussion about cliques and how it feels to be included and excluded from activities.

C. Request the school counselor meet with each student who has been excluded.

D. Create a classroom rule that forbids the formation of cliques and the exclusion of any students in classroom activities.

B. Lead a group discussion about cliques and how it feels to be included and excluded from activities.

Allowing students to voice their support or opposition to cliques is the best strategy because it does not alienate the students and allows each student to voice a perspective on the situation.

Which of the following activities could be implemented in an elementary school classroom to appeal to students' need for peer approval?

A. taking frequent movement breaks throughout the school day

B. having students vote for the best project after their classmates present book reports

C. encouraging students to use kind words and praise their peers' efforts when trying new or difficult tasks

D. creating assigned seating arrangements for lunch in the school cafeteria and adjusting the arrangements each month

C. encouraging students to use kind words and praise their peers' efforts when trying new or difficult tasks

This will appeal to students' need for peer approval since they will be reminded of the class expectation to speak kindly. Focus on efforts rather than performance will help all peers to feel a sense of accomplishment for trying their best.

According to Jean Piaget's periods of cognitive development, students in upper elementary begin to apply which of the following?

A. logical interpretations

B. abstract ideas

C. hypothetical ideas

D. symbolic thinking

A. logical interpretations

At this age, students do best with concrete examples, and they can arrive at logical conclusions from these examples.

Mrs. Lilly, a fifth-grade teacher, is explaining to her students how the moon influences ocean tides. She uses a visual aid of a ball and two buckets of water to highlight the differences and causes of a high and low tide. Mrs. Lilly uses the visual aid to enhance student learning because her students are probably at what stage of development in terms of Piaget's theory?

A. preoperational

B. sensorimotor

C. concrete operational

D. formal operational

C. concrete operational

Most fifth-grade students are at the concrete operational stage of cognitive development. Students at this cognitive development stage are capable of understanding abstract concepts, but they typically need a concrete example to help them master the subject.

Which characteristic below would not be considered a developmentally appropriate characteristic of an 8-year-old?

A. experience improvement in gross and fine motor skills

B. can plan ahead and organize action plans with little to no guidance from adults

C. enjoy problem-solving games like treasure hunts

D. play cooperatively with peers

B. can plan ahead and organize action plans with little to no guidance from adults

The ability to plan ahead and organize action plans with little to no guidance from adults is a cognitive characteristic most typical of a child who is 13 or 14 years old.