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ABCTE PTK Practice Exam Questions with complete solution.
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ABCTE PTK Practice Exam Questions with complete solution.
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ABCTE nPTK nPractice nExam nQuestions nwith ncomplete nsolutionWhat ntype nof nquestion nwould nmost nlikely ngenerate nthe nwidest nrange nof nanswers nand ndiscussions namong nstudents? n-
nCorrect n nAnswer n- nWhy nwould nthe nauthor nhave nended nthe nbook nthis nway? n"Why" nquestions ntend nto nbe nthe nmost
nopen-ended.
Why nshould na nteacher nalways nspend ntime nexplaining nclassroom nrules nduring nthe nfirst nfew ndays nof nclass? n- nCorrect n
nAnswer n- nTo nestablish nclear nexpectations nfor nperformance nand nbehavior. nStudents nbenefit nfrom nclear, nfirm nguidelines
nfrom nthe noutset.
What nmethod nwill nBEST nhold nstudents naccountable nfor ntheir nfull nparticipation nin ncooperative nlearning ngroups? n- nCorre
n nAnswer n- nAssign neach nstudent nin nthe ngroup na nspecific nrole nin naccomplishing nthe nobjectives nof nthe nactivity. nIf neach
nstudent nhas na nrole nin nmeeting nthe nobjectives nand nthe nactivity nis nwell nstructured, nthen nall nstudents nwill nbe ndrawn ninto
nparticipating nbecause nthey nall nhave nsomething nto ndo.
When nteachers nshare nstandardized ntest nresults nwith nparents, nthere nis na nlarge namount nof ninformation nin nthe nscore nreport
nto nbe ndiscussed. nWhich ninformation nwill nbe nof nMOST nuse nto nthe ntypical nparent? n- nCorrect n nAnswer n- nSpecific nareas
nof nacademic nstrength nand nweakness. nWhen nparents nknow ntheir nchild's nweaknesses, nthey ncan nemphasize nworking nto
nimprove nthem.
Suppose nyour nobjective nfor na nlesson nis n"The nstudent nwill ndemonstrate nan nability nto ndifferentiate namong nigneous,
nsedimentary, nand nmetamorphic nrocks." nWhich nof nthe nfollowing nis nthe nBEST nactivity nfor nintroducing nstudents nto nthe
nattributes nof neach ntype nof nrock? n- nCorrect n nAnswer n- nStudents nexamine nrocks nbelonging nto neach ngroup nand nidentify
nthe nsimilarities nand ndifferences. nThe nactivity nis nfollowed nby na ngroup ndiscussion nin nwhich nthe nteacher nbrings nout nthe
nimportant ncharacteristics nof neach ntype. nStudents nlearn nbest nwhen nthey nare nactively ninvolved.
A ngroup nof nstudents nwants nto nproduce nan nelectronic nmagazine nthat npublishes noriginal nstudent nwriting nand nart. nTheir
nadviser nis nplanning na nunit nto ntrain nthem nhow nto nuse na nword-processing napplication nto ncreate npages nthat ninclude
nfeatures nsuch nas nimages, nmulti-column nlayouts, nsidebars, nheaders, nfooters, nlinks, nand npage nbackgrounds. nWhat nwould nb
nthe nBEST nculminating nactivity nfor nthis nportion nof nthe ntraining? n- nCorrect n nAnswer n- nSmall nteams nproducing na
ndocument nunder nproctored nconditions, nusing nspecified nfeatures, nand nwithin na ntime nlimit. nThe npurpose nof nthe nraining nis
nto nprepare nstudents nto napply nwhat nthey nlearn. nThe nteam nand ntime nlimit nconditions nmake nthe nperformance nmore
nrealistic; nthe nwhole nactivity npromotes nretaining nand ntransferring nwhat nhas nbeen nleaned.
What nis nMOST nlikely nto npromote neffective ntransfer nof nknowledge nto nstudents? n- nCorrect n nAnswer n- nHaving nstudents
nwork non ntheir nown nwith nspecific ninformation nrelated nto na ntopic nbefore ngiving nan norganizing nlecture. nStudies nindicate
nthat ntopics nneed nto nbe norganized nand nconnected nin norder nto npromote ntransfer nknowledge, nbut nthat na nlarge nnumber nof
ntopics ncovered nquickly nwill nhinder nstudent ntransfer nbecause nstudents nhave ntoo nlittle ntime nto nconnect nand norganize nthe
ninformation.
Students nare nabout nto ntake na npaper nand npencil ntest. nIf nthere nis ntime nfor nonly none nactivity, nwhat nwould nbe nthe nBEST
nto nprepare nthe nstudents nfor nthe ntest? n- nCorrect n nAnswer n- nStudents nshould nmake na nchart nof nthe nimportant ntopics nwith
nnotes non nsubtopics nbelow neach. nOrganizational nstructures nhelp nstudents nto nconnect nand nremember.
What nlearning nobjectives nuses na nhigher norder nthinking nskill? n- nCorrect n nAnswer n- nBloom's nTaxonomy nidentifies
nthinking nskills nin nincreasing norder nof nsophistication nas nknowledge, ncomprehension, napplication, nanalysis, nsynthesis, nand
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