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TExES Pedagogy and Professional Responsibilities PPR (160) Exam Questions and Answers
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TExES Pedagogy and Professional Responsibilities PPR (160) Exam
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TExES Pedagogy and ProfessionalResponsibilities PPR (160) Exam
Think-Pair-Share - Answer -Active learning activity in which the teacher provides a
prompt, the students consider it individually, then pair up and brainstorm responses or
solutions, and then the students then share their results with the class.
Intrinsically Motivated - Answer -students draw their motivation from the learning
process itself
Teachers Wait Time - Answer -the silence that often comes after a question has been
asked but before students have finished considering their answer and/or find the
courage to speak up
Scaffolding - Answer -a method of teaching that involves gradually removing aids when
teaching new concepts
Constructivism - Answer -Learning new behaviors by adjusting our current view of the
world (Research Projects)
Student Engagement - Answer -the level of attention and interest students demonstrate
while learning
Cognitivism - Answer -Learning new behaviors by connecting current knowledge with
new knowledge (Teaching Fractions by talking about pizza slices)
Transfer - Answer -the process of student learning when students are able to use the
knowledge or skill in new situation
Behaviorism - Answer -learning theory rooted in the notion that all behaviors are learned
through interaction with the environment
Feedback - Answer -the information provided to students to improve their learning
Relevance - Answer -an authentic connection to the learner's experience, which makes
what is being learned more meaningful
, Non-Verbal Response - Answer -a way to communicate without speaking
The teacher taught the students the non-verbal response of setting their pencils down
when they were ready for the next question.
Extrinsic (External) Motivation - Answer -the motive for the activity comes from outside
the individual
Diagnostic Assessment / Pre-Assessment - Answer -Assessment administered before
instruction to determine students' strengths and weaknesses
Reliability - Answer -reliable exams produce the same scores when given in the same
conditions (same individuals on different occasions or with different sets of equivalent
items)
Balanced Feedback - Answer -Teachers let students know both their strengths and
weaknesses when giving feedback
Informal Assessments - Answer -More flexible than formal assessments and can be
adjusted to fit the situation and particular needs of the student being tested
(observations during a lesson)
Formative Assessment - Answer -Assessment for learning. Usually, mid-instruction
assessment with the purpose of assessing student progress and informing the teacher
so instruction can be altered as needed. (Graphic organizers, games)
Action Research - Answer -A study conducted by the teacher to reflect on their own
effectiveness
Appropriate Level - Answer -leveled to where the content was taught when considering
depth and difficulty
Specific Feedback - Answer -Teachers are clear and particular when giving feedback
and provide next steps so students know what to do about it
Summative Assessments - Answer -Assessment of learning. Given at specific points in
time in order to determine what students know and don't know. Summative
assessments are generally formal.
(State assessments, district benchmarks, semester or six weeks tests, and end of unit
or chapter)
Progress Monitoring - Answer -periodic assessments to monitor student growth and
evaluate the effectiveness of instruction (the teacher prepared a progress monitoring
assessment to see how much each student had improved and learn if his new
instructional approach was effective)
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