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ABCTE PTK Exam Study With Correct Questions And Answers 2024
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ABCTE PTK Exam Study With CorrectQuestions And Answers 2024
The .highest .level .in .Bloom's .Taxonomy. .Includes .verbs .such .as: .assess, .create,
.compare, .solve, .judge, .recommend, .rate, .relate, .criticize, .evaluate, .summarize, .appraise.
.- .correct .answer.Evaluate
The .second .highest .level .in .Bloom's .Taxonomy. .Includes .verbs .such .as .design,
.compose, .invent, .hypothesize, .develop, .construct, .produce, .plan, .create, .organize. .-
.correct .answer.Synthesis
A .middle .level .in .Bloom's .Taxonomy. .Includes .verbs .such .as .compare, .analyze, .classify,
.distinguish, .categorize, .differentiate, .infer, .survey, .select, .prioritize. .- .correct
.answer.Analysis
A .middle .level .in .Bloom's .Taxonomy. .Includes .verbs .such .as .organize, .generalize,
.prepare, .produce, .choose, .apply, .solve, .draw, .show, .paint. .- .correct .answer.Application
a .lower .level .in .Bloom's .Taxonomy. .Includes .verbs .such .as .match, .restate, .paraphrase,
.give .examples, .express, .illustrate, .explain, .defend, .distinguish, .summarize, .interpret,
.interrelate. .- .correct .answer.comprehension
The .lowest .level .in .Bloom's .Taxonomy. .Includes .verbs .such .as .select, .list, .name, .define,
.describe, .memorize, .label, .identify, .recite, .state, .recognize. .- .correct .answer.knowledge
Curricular .standards .communicate .what? .- .correct .answer.what, .when, .and .how .to .teach
what .lesson .plans .are .designed .to .meet .or .achieve .- .correct .answer.standards
the .most .important .educational .document .- .correct .answer.the .lesson .plan
what .does .curriculum .contain? .- .correct .answer.objectives, .sample .lessons,
.assessments, .procedures, .materials/equipment .needed, .activities, .samples .of .student
.work
what .the .student .is .supposed .to .learn .- .correct .answer.objective
,methods .of .determining .effectiveness .of .the .lessons .- .correct .answer.assessments
What .was .the .purpose .of .No .Child .Left .Behind .and .the .Every .Student .Succeeds .Act? .-
.correct .answer.to .create .a .standardized .curriculum .for .each .subject .area
what .is .curriculum? .- .correct .answer.what .the .students .are .supposed .to .learn .as .a .result
.of .a .specific .educational .sequence .of .events
anchor .papers .- .correct .answer.the .reference .for .all .other .work; .what .is .expected .by
.students
Who .can .help .translate .curriculum? .- .correct .answer.administrators .and .content
.specialists
order .the .steps .of .instruction: .re-design, .teach, .repeat, .review, .give .assessment, .write
.assessment, .identify .time .limit .of .unit, .evaluate .instruction, .review .for .assessment .-
.correct .answer.1. .identify .time .limit .of .unit
2. .write .assessment
3. .teach
4. .review .for .assessment
5. .give .assessment
6. .evaluate .instruction
7. .re-design
8. .repeat
Objectives .should .be .specific .enough .that .they .can .be .used .as .____________ .questions.
.- .correct .answer.Exam
Lesson .Objectives: .what .the .students .will .___________________ .by .the .end .of .the
.lesson. .- .correct .answer.accomplish
Agenda .Items: .what .the .class .will .___________ .to .meet .the .lesson .objectives. .- .correct
.answer.do
Pacing .of .material .is .dependant .upon .3 .things .- .correct .answer.1. .nature .of .students
2. .nature .of .material
3. .goals .of .the .teacher
periodic .measuring .devices .that .indicate .student .growth .and .also .verify .successful
.lessons .- .correct .answer.assessments
should .you .schedule .assessments .based .on .the .calendar .date .or .the .progress .of .the
.class? .- .correct .answer.based .on .progress .of .the .class
Who .do .you .need .to .know .before .you .begin .planning .lessons? .- .correct .answer.your
.students
,who .can .help .you .get .to .know .your .students? .- .correct .answer.prior .teachers, .counselors,
.administrators, .other .colleagues
How .much .repetition .is .enough? .- .correct .answer.as .much .as .possible .until .mastery .is
.acheived
What .should .inform .your .instruction? .- .correct .answer.assessments
Name .three .important .things .to .consider .when .choosing .a .seating .arrangement. .- .correct
.answer.1. .visibility .of .students
2. .movement .by .the .teacher
3. .space .for .isolation
4. .students .should .always .be .in .front .of .the .teacher
5. .utilize .a .second .teacher's .desk .in .the .room
6. .considers .the .distance .between .students
what .is .fostered .when .students .are .seated .close .together .or .in .groups? .- .correct
.answer.interaction .between .students
when .should .you .prepare .class .rules .and .their .consequences? .- .correct
.answer.BEFORE .school .begins
Name .some .ways .to .create .a .positive .learning .environment. .- .correct .answer.1. .greet
.students .at .the .door
2. .display .examples .of .student .work
3. .make .the .classroom .feel .open, .welcoming, .and .caring
Definition= .The .learning .and .practice .of .teaching .- .correct .answer.Pedagogy
Lessons .are .intended .for .the ._________________ .of .the .audience, .not .for .the
.____________________ .of .the .teacher. .- .correct .answer.benefit
convenience
What .are .the .steps .of .the .Learning .Cycle .based .on .Piaget's .learning .theory? .- .correct
.answer.1. .exploration
2. .concept .introduction
3. .concept .application
In .Piaget's .learning .cycle, .exploration .is .what? .- .correct .answer.the .beginning .of
.instruction
addresses .the .concrete .level .of .thinking- .lower .order .thinking .skills
teacher's .job .is .to .replace .misconceptions .with .correct .knowledge
, When .beginning .a .lesson, .you .should .provide... .- .correct .answer.a .context .for .the
.material
In .Piaget's .learning .cycle, .concept .introduction .is... .- .correct .answer.the .teaching .stage
the .guided .discovery .stage- .students .are .constructing .meaning .based .on .the .teacher's
.lessons
In .Piaget's .learning .cycle, .concept .application .is... .- .correct .answer.where .students .apply
.what .they .have .learned .to .new .situations
students .formulate .a .new .idea .or .understanding
should .lead .directly .into .the .exploration .stage .of .the .next .curricular .concept
what .are .some .ways .to .identify .what .the .students .already .know? .- .correct .answer.1. .offer
.a .pre-test .on .the .material
2. .group .discussion
3. .student .interviews
4. .classroom .participation
how .can .you .provide .context .for .learning .new .concepts? .- .correct .answer.create
."bridges" .between .the .old .and .the .new
what .are .some .ways .to .stimulate .active .learning? .- .correct .answer.1. .minimize
.unnecessary .info .or .distractions
2. .utilize .sufficient .relevant .examples
3. .organize .curriculum .around .a .central .theme .or .idea
4. .require .review, .memorization, .repetition, .and .mnemonic .devices
5. .provide .study .and .memory .aides .prior .to .the .lesson
warm-up, .lecture, .demonstrations, .gallery .walk, .using .graphic .organizers, .and
.questioning .are .all .teaching .strategies .to .use .with .what .types .of .groups? .- .correct
.answer.whole/large .groups
what .is .a ."bell .ringer"? .- .correct .answer.daily .work .that .is .completed .by .the .students .as
.soon .as .they .enter .the .room
allows .the .teacher .time .to .complete .clerical .tasks
this .is .the .most .common .and .efficient .whole .group .teaching .strategy .- .correct
.answer.lecture
what .is .the .engagement .time .of .most .students .during .a .lecture? .- .correct .answer.15-20
.minutes
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