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ABCTE PTK Exam Study Guide 2024 latest update with complete solution.
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ABCTE PTK Exam Study Guide 2024 latest update withn n n n n n n n
complete solution
n n
The nhighest nlevel nin nBloom's nTaxonomy. nIncludes nverbs nsuch nas: nassess, ncreate, ncompare, nsolve, njudge, nrecommend,
nrate, nrelate, ncriticize, nevaluate, nsummarize, nappraise. n- nCorrect n nAnswer n- nEvaluate
The nsecond nhighest nlevel nin nBloom's nTaxonomy. nIncludes nverbs nsuch nas ndesign, ncompose, ninvent, nhypothesize, ndevelop
nconstruct, nproduce, nplan, ncreate, norganize. n- nCorrect n nAnswer n- nSynthesis
A nmiddle nlevel nin nBloom's nTaxonomy. nIncludes nverbs nsuch nas ncompare, nanalyze, nclassify, ndistinguish, ncategorize,
ndifferentiate, ninfer, nsurvey, nselect, nprioritize. n- nCorrect n nAnswer n- nAnalysis
A nmiddle nlevel nin nBloom's nTaxonomy. nIncludes nverbs nsuch nas norganize, ngeneralize, nprepare, nproduce, nchoose, napply,
nsolve, ndraw, nshow, npaint. n- nCorrect n nAnswer n- nApplication
a nlower nlevel nin nBloom's nTaxonomy. nIncludes nverbs nsuch nas nmatch, nrestate, nparaphrase, ngive nexamples, nexpress,
nillustrate, nexplain, ndefend, ndistinguish, nsummarize, ninterpret, ninterrelate. n- nCorrect n nAnswer n- ncomprehension
The nlowest nlevel nin nBloom's nTaxonomy. nIncludes nverbs nsuch nas nselect, nlist, nname, ndefine, ndescribe, nmemorize, nlabel,
nidentify, nrecite, nstate, nrecognize. n- nCorrect n nAnswer n- nknowledge
Curricular nstandards ncommunicate nwhat? n- nCorrect n nAnswer n- nwhat, nwhen, nand nhow nto nteach
what nlesson nplans nare ndesigned nto nmeet nor nachieve n- nCorrect n nAnswer n- nstandards
the nmost nimportant neducational ndocument n- nCorrect n nAnswer n- nthe nlesson nplan
what ndoes ncurriculum ncontain? n- nCorrect n nAnswer n- nobjectives, nsample nlessons, nassessments, nprocedures,
nmaterials/equipment nneeded, nactivities, nsamples nof nstudent nwork
what nthe nstudent nis nsupposed nto nlearn n- nCorrect n nAnswer n- nobjective
methods nof ndetermining neffectiveness nof nthe nlessons n- nCorrect n nAnswer n- nassessments
What nwas nthe npurpose nof nNo nChild nLeft nBehind nand nthe nEvery nStudent nSucceeds nAct? n- nCorrect n nAnswer n- nto ncreate
na nstandardized ncurriculum nfor neach nsubject narea
what nis ncurriculum? n- nCorrect n nAnswer n- nwhat nthe nstudents nare nsupposed nto nlearn nas na nresult nof na nspecific neducationa
nsequence nof nevents
anchor npapers n- nCorrect n nAnswer n- nthe nreference nfor nall nother nwork; nwhat nis nexpected nby nstudents
Who ncan nhelp ntranslate ncurriculum? n- nCorrect n nAnswer n- nadministrators nand ncontent nspecialists
order nthe nsteps nof ninstruction: nre-design, nteach, nrepeat, nreview, ngive nassessment, nwrite nassessment, nidentify ntime nlimit no
nunit, nevaluate ninstruction, nreview nfor nassessment n- nCorrect n nAnswer n- n1. nidentify ntime nlimit nof nunit
2. nwrite nassessment
3. nteach
,4. nreview nfor nassessment
5. ngive nassessment
6. nevaluate ninstruction
7. nre-design
8. nrepeat
Objectives nshould nbe nspecific nenough nthat nthey ncan nbe nused nas n____________ nquestions. n- nCorrect n nAnswer n- nExam
Lesson nObjectives: nwhat nthe nstudents nwill n___________________ nby nthe nend nof nthe nlesson. n- nCorrect n nAnswer n-
naccomplish
Agenda nItems: nwhat nthe nclass nwill n___________ nto nmeet nthe nlesson nobjectives. n- nCorrect n nAnswer n- ndo
Pacing nof nmaterial nis ndependant nupon n3 nthings n- nCorrect n nAnswer n- n1. nnature nof nstudents
2. nnature nof nmaterial
3. ngoals nof nthe nteacher
periodic nmeasuring ndevices nthat nindicate nstudent ngrowth nand nalso nverify nsuccessful nlessons n- nCorrect n nAnswer n-
nassessments
should nyou nschedule nassessments nbased non nthe ncalendar ndate nor nthe nprogress nof nthe nclass? n- nCorrect n nAnswer n- nbased
non nprogress nof nthe nclass
Who ndo nyou nneed nto nknow nbefore nyou nbegin nplanning nlessons? n- nCorrect n nAnswer n- nyour nstudents
who ncan nhelp nyou nget nto nknow nyour nstudents? n- nCorrect n nAnswer n- nprior nteachers, ncounselors, nadministrators, nother
ncolleagues
How nmuch nrepetition nis nenough? n- nCorrect n nAnswer n- nas nmuch nas npossible nuntil nmastery nis nacheived
What nshould ninform nyour ninstruction? n- nCorrect n nAnswer n- nassessments
Name nthree nimportant nthings nto nconsider nwhen nchoosing na nseating narrangement. n- nCorrect n nAnswer n- n1. nvisibility nof
nstudents
2. nmovement nby nthe nteacher
3. nspace nfor nisolation
4. nstudents nshould nalways nbe nin nfront nof nthe nteacher
5. nutilize na nsecond nteacher's ndesk nin nthe nroom
6. nconsiders nthe ndistance nbetween nstudents
what nis nfostered nwhen nstudents nare nseated nclose ntogether nor nin ngroups? n- nCorrect n nAnswer n- ninteraction nbetween
nstudents
when nshould nyou nprepare nclass nrules nand ntheir nconsequences? n- nCorrect n nAnswer n- nBEFORE nschool nbegins
Name nsome nways nto ncreate na npositive nlearning nenvironment. n- nCorrect n nAnswer n- n1. ngreet nstudents nat nthe ndoor
2. ndisplay nexamples nof nstudent nwork
3. nmake nthe nclassroom nfeel nopen, nwelcoming, nand ncaring
Definition= nThe nlearning nand npractice nof nteaching n- nCorrect n nAnswer n- nPedagogy
Lessons nare nintended nfor nthe n_________________ nof nthe naudience, nnot nfor nthe n____________________ nof nthe nteacher.
n- nCorrect n nAnswer n- nbenefit
convenience
What nare nthe nsteps nof nthe nLearning nCycle nbased non nPiaget's nlearning ntheory? n- nCorrect n nAnswer n- n1. nexploration
2. nconcept nintroduction
3. nconcept napplication
, In nPiaget's nlearning ncycle, nexploration nis nwhat? n- nCorrect n nAnswer n- nthe nbeginning nof ninstruction
addresses nthe nconcrete nlevel nof nthinking- nlower norder nthinking nskills
teacher's njob nis nto nreplace nmisconceptions nwith ncorrect nknowledge
When nbeginning na nlesson, nyou nshould nprovide... n- nCorrect n nAnswer n- na ncontext nfor nthe nmaterial
In nPiaget's nlearning ncycle, nconcept nintroduction nis... n- nCorrect n nAnswer n- nthe nteaching nstage
the nguided ndiscovery nstage- nstudents nare nconstructing nmeaning nbased non nthe nteacher's nlessons
In nPiaget's nlearning ncycle, nconcept napplication nis... n- nCorrect n nAnswer n- nwhere nstudents napply nwhat nthey nhave nlearned
nto nnew nsituations
students nformulate na nnew nidea nor nunderstanding
should nlead ndirectly ninto nthe nexploration nstage nof nthe nnext ncurricular nconcept
what nare nsome nways nto nidentify nwhat nthe nstudents nalready nknow? n- nCorrect n nAnswer n- n1. noffer na npre-test non nthe
nmaterial
2. ngroup ndiscussion
3. nstudent ninterviews
4. nclassroom nparticipation
how ncan nyou nprovide ncontext nfor nlearning nnew nconcepts? n- nCorrect n nAnswer n- ncreate n"bridges" nbetween nthe nold nand
nthe nnew
what nare nsome nways nto nstimulate nactive nlearning? n- nCorrect n nAnswer n- n1. nminimize nunnecessary ninfo nor ndistractions
2. nutilize nsufficient nrelevant nexamples
3. norganize ncurriculum naround na ncentral ntheme nor nidea
4. nrequire nreview, nmemorization, nrepetition, nand nmnemonic ndevices
5. nprovide nstudy nand nmemory naides nprior nto nthe nlesson
warm-up, nlecture, ndemonstrations, ngallery nwalk, nusing ngraphic norganizers, nand nquestioning nare nall nteaching nstrategies nto
nuse nwith nwhat ntypes nof ngroups? n- nCorrect n nAnswer n- nwhole/large ngroups
what nis na n"bell nringer"? n- nCorrect n nAnswer n- ndaily nwork nthat nis ncompleted nby nthe nstudents nas nsoon nas nthey nenter nthe
nroom
allows nthe nteacher ntime nto ncomplete nclerical ntasks
this nis nthe nmost ncommon nand nefficient nwhole ngroup nteaching nstrategy n- nCorrect n nAnswer n- nlecture
what nis nthe nengagement ntime nof nmost nstudents nduring na nlecture? n- nCorrect n nAnswer n- n15-20 nminutes
what ntype nof nteaching nis ndemonstrated nby nthe nteacher nshowing nstudents na ntechnique, nprocess, nor nprocedure
example- nthe nteacher nshows nthe nclass nhow nto nwrite nthe nletters nin nthe nalphabet nbefore nthe nstudents npractice nit
nthemselves n- nCorrect n nAnswer n- ndirected-teaching
what ntype nof nwhole ngroup nteaching nstrategy nis nmost nrelied nupon nin nthe nclassroom, nbut nshould nnever ntake nthe nplace nof
nthe nteacher's nlesson nplan? n- nCorrect n nAnswer n- nworksheets
how ncan nworksheets nbenefit na nlesson? n- nCorrect n nAnswer n- n1. nprovide nadditional npractice
2. nprovide nrepetition
3. ncan nserve nas na nreview nof nthe nmaterial
4. nhelps nrefresh nstudent's nmemories
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