Exam (elaborations)
TEPC 5800: EC-12 PRACTICE TEST #2
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TEPC 5800: EC-12 PRACTICE TEST #2
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TEPC 5800: EC-12 PRACTICE TEST#2
1. The students in an eighth-grade class represent a wide range of levels of
cognitive development, from concrete operational to formal operational
though. The teacher's best strategy for adapting instruction to accommodate
this degree of cognitive variation among students would be to:
make use of experiential and hands-on activities to complement and
illustrate more abstract content.
group students as much as possible according to level of cognitive
development.
plan to work with students one-on-one to the greatest extent possible.
target instruction at the average level of cognitive development represented
by the class overall. - -make use of experiential and hands-on activities to
complement and illustrate more abstract content.
- 2. A high school junior tells a teacher that he intends to drop out of school
because school is a waste of time and a full-time job would enable him to
earn a lot of money. The teacher is most likely to be able to discuss this
issue effectively with the student if the teacher is aware that many students
at this age:
focus on the present and have trouble appreciating long-term consequences.
are not yet able to recognize and distinguish the diverse roles of individuals
and groups in society.
find it difficult to apply reasoning skills to any issues that are affecting their
own lives.
view the authority figures in their lives, including teachers, as being able to
make the best decisions. - -focus on the present and have trouble
appreciating long-term consequences.
- Use the information below to answer the two questions that follow.
A third-grade teacher finds that her class includes a number of English
Language learners who have varying levels of English language proficiency.
As the school year begins, the teacher is considering ways to adapt
instruction and assessment to meet these student's needs.
3. The teacher plans to modify lessons and materials for the English
Language Learners in ways that will address their language needs and
facilitate learning. In making the modifications, it is most important for the
teacher to create modified lessons and materials that:
present simplified, less academically demanding versions of the content and
concepts that are included in the original lessons.
,include only those words and language structures that are already familiar to
the English Language Learners.
focus mainly on the acquisition of basic knowledge through teacher
presentation - -address the same instructional goals and objectives as those
addressed in the original lessons.
- 4. When assessing the English Language Learners in his classes, the
teacher can best ensure accurate assessment of the students' learning by:
using various assessments, including written, oral, and performance
measures, to allow students multiple opportunities to show what they have
learned.
permitting the students to determine on their own when they are ready to be
assessed in particular areas of instructional content.
assessing the students frequently (e.g., on a weekly basis) so that intervals
between tests are short and the amount of material assessed at any one
time is minimized.
placing equal emphasis on the teacher's assessment of students learning
and student learning and students' assessment of their own learning. - -
using various assessments, including written, oral, and performance
measures, to allow students multiple opportunities to show what they have
learned.
- 5. A sixth-grade classroom includes students with special needs who
regularly spend time in the school's resource room. In planning and
organizing instruction for this class, it is most important for the teacher to
take steps to ensure that the students with special needs:
focus on learning experiences that emphasize collaborative rather than
individual work.
do not experience feelings of social isolation from their peers.
spend most time engaged in self-selected activities geared toward their own
strengths and preferences.
have ample opportunity to interact with others who have similar needs - -do
not experience feelings of social isolation from their peers.
- 6. A high school teacher's classes include students from different cultural
backgrounds. The teacher notes that relations among diverse student groups
are sometimes tense and include occasional verbal conflict. The teacher can
best respond to the observed tensions by using which of the following
approaches?
Reinforce student recognition of the benefits of cooperation by setting up a
system in which some members of the class receive meaningful rewards for
exhibiting positive behavior during specified periods of time.
Use a seating arrangement that separates students from different groups,
and organize group work to accommodate student's preferences regarding
peers with whom they would like to work.
, Work with students to create a set of clearly defined guidelines for behavior
and interactions in the classroom, and insist that all students consistently
adhere to the guidelines.
Implement a grading system in which studen - -Work with students to create
a set of clearly defined guidelines for behavior and interactions in the
classroom, and insist that all students consistently adhere to the guidelines.
- 7. An English teacher plans to assign a major research project to students
in a mixed-ability class. The teacher wishes to implement the project in a
way that will build confidence and positive expectations among the class's
lower-achieving students. Which of the following approaches is most likely to
help the teacher achieve this goal?
Break the project into a series of manageable subtasks, and be available to
provide students with ongoing assistance in planning and accomplishing
tasks as needed.
Allow students substantial choice in determining the research topics they
wish to pursue and the timelines and procedures they wish to use to
complete their projects.
Give students a checklist emphasizing process skills and have them
complete the checklist as the project progresses.
Pair lower-achieving students with higher-achieving peers, and encourage
the student pairs to use flexibility in carrying out their respective - -Break
the project into a series of manageable subtasks, and be available to provide
students with ongoing assistance in planning and accomplishing tasks as
needed.
- 8. A high school teacher is planning a research activity that will require
students to collect various types of information on the Internet, organize and
analyze the information they collect, and create multimedia presentations to
share what they have learned with their classmates. The teacher is aware
that some students in the class have had limited opportunities to learn to
use technological tools. The teacher can best respond to the needs of these
students by using which of the following strategies.
Incorporate flexibility into the schedule for completing each phase of the
research so that all students may have extra time for particular tasks.
Offer students options for conducting their research with mainly paper-based
texts and for developing presentations that do not require computer
technology
Provide students with a carefully organized, comprehensive set of written
instructions that they may refer to as they w - -Have students implement
the activity in small, heterogeneous groups structured to give all students
access to equipment and opportunities that allow them to play a role in all
activity components.
- 9. A first-grade teacher plans to spend time each day reading aloud to her
class. The primary goal of this activity is to promote student's appreciation
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