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PPR 160 Exam | Questions And Answers Latest {} A+ Graded | 100% Verified
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PPR 160 Exam | Questions And Answers Latest {} A+ Graded | 100% Verified
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PPR 160 Exam | Questions And Answers Latest {2024- 2025} A+ Graded | 100% VerifiedPiaget's Stages of Cognitive Development - -Sensorimotor (0-2)object permanence
-Preoperational (pre-k) babble-play.
-Concrete operational (elem) cognitive, conservation
-Formal operational(teen) abstact thought
Erikson's Stages of Development - 1. Trust vs. Mistrust (0-1)
2. Autonomy vs. Shame & Doubt (1-2)
3. Initiative vs. Guilt (3-4)
4. Industry vs. Inferiority (school)
5. Identity vs. Indetity confusion (teens)
6. Intimacy vs. Isolation (YA)
7. Genereativity vs. Stagnation (adult)
8. Integrity vs. Despair (Old)
IDEA Individuals with Disibilities Education Act - Ensures services to children with disabilities
intervenetion, special education and related services
Bloom's Taxonomy - 6. Create: generate
5. Evaluate: judge, compare,
4. Analyze: examine, determine
3. Apply: describe
2. Understanding: identify,
1. Remember: list
Texas Essential Knowledge and Skills (TEKS) - -State's curriculum standards in LA, reading, math, social
studies and science.
-start with active verbs that reflect Bloom's taxonomy
, -Identifies topics that need to be addressed in each grade.
-include criteria for recognizing students language proficiency levels
Behavioral outcome - Specifically state what students actions are expected at the end of a lesson.
-work backward to determine prerequisite knowledge and skills students need to accomplish the
outcome
Formative assessment - Identify students strengths and weaknesses in order to guide them toward
greater understanding of the topic
Summative assessment - Final assessment that comes at the end of a learning period as a formal test,
writing or project.
Authentic Assessment - Type of informal assessment conducted on a daily basis
Learning theory - -Helps us identify the types of teacher actions, behaviors,attitudes and understandings
that promote learning
-helps us understand how learners learn
-can be operationalized as classroom interactions and activities that genuinely promote learning
Elementary age - Egocentric, impulsive and apparently unconcerned with consequences
Middle school - Disinterested, unfocused, lively, immature, and unconcerned about consequences for ill-
considered behavior
-think more abstractly and logically
Late adolescence - Craving for attention and irrational behaviors, recognizing the positive and negative
influence of peers, questioning values and deliberately shaping themselves into distinct individuals
through the choices they make
No Child Left Behind (NCLB) - Ensure educational equity for LEP students and low SES students
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