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PTK Practice ABCTE EXAM Questions with complete solution.
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PTK Practice ABCTE EXAM Questions with completen n n n nn n
solution
n
MOST neffective nmethod nfor nclosing na nlesson? n- nCorrect n nAnswer n- nThe nstudents nidentify nthe nimportant ntopics nand
nconclusions nin ngroup ndiscussions.
Why: nClosure nis nbest ndone nby nstudents nso nthat nthe nteacher ncan nassess nthe neffect nof nthe nlesson. nIt nneeds nto nbe ndone na
na ngroup nso nthat nthe nteacher ncan nmonitor nand nadjust nbefore nstudents nwork nindividually. n
Choice nb n(The nteacher nreiterates nan noutline nof nthe nlesson nand noutlines nimportant nconclusions) nisn't ncorrect nbecause
nstudents nare nmerely nreiterating nthe nlesson nand nnot nstating nthe nissues nand nresults nin ntheir nown nwords.
Graphic nOrganizer nthat nwould nbest nhelp nelementary nstudents nunderstand ndifferences nand nsimilarities nof nforests nand
ndeserts? n- nCorrect n nAnswer n- nVENN nDIAGRAM-this nis nused nto ncompare/contrast n2 nobjects/information
These ngraphic norganizers nare nuseful nfor norganizing na nlinear ndiscussion nor nargument n- nCorrect n nAnswer n- noutline
These ngraphic norganizers nare nhelpful nwhen nstudents nneed nto nexamine n2 nsides nof nthe nsame ntopic n(pros ncons) n- nCorrect
nAnswer n- nt ncharts
This norganizer nhelps nshow ndetails nof na ntopic n- nCorrect n nAnswer n- nchoose nweb ncluster nor ntopic/subtopic nchart
This ngraphic norganizer nis nappropriate nto nuse nwhen nshowing nrelationships nbetween nevents n- nCorrect n nAnswer n- nCause-
effect nchart
This nis nthe nmost nappropriate norganizer nto nwork nwith nin nclass nto nunderstand nthe nrecycling nprocess nafter nreading na
nchapter nabout nrecycling. nThis nchart nis nthe nbest nway nfor nstudents nto nvisualize na nprocess nwith nmultiple nsteps nand
noptions. nThey nhelp nclarify ncomplicated nprocesses. n- nCorrect n nAnswer n- nFlow nChart
A nhistory nteacher ninstructs nstudents nto ncreate na ntimeline nto nrepresent nthe nunit nthey njust ncovered. nWhich nof nthe
nfollowing nBEST nexplains nthe npurpose nof nthis nactivity? n- nCorrect n nAnswer n- nA: nto ngive nstudents nan nopportunity nto
nvisually nrepresent nthe ntemporal nrelationships nbetween nkey nhistorical nevents.
This nis nthe nbest nanswer nbecause nthis nactivity nrelates nto nselecting nfacts nto nillustrate nideas nin nthe nclassroom. nthe nproper
nuse nof ncreating ntimelines nis nto nshow nstudents nthe norder nof nhistorical nevents. nstudying nfor nexams nis nnot nthe nprimary
npurpose nof nusing na ntimeline nas nan ninstructional nactivity. nreviewing nkey nevents nis nnot nthe nprimary npurpose neither.
Before nelementary nstudents nstart nreading na nnew nbook nabout nbaby ndinosaurs, nwhich nof nthe nfollowing nactivities nwould
nbest nassess nprior nknowledge nand nstimulate nstudent ninterest? n- nCorrect n nAnswer n- nAnswer na nShow nthe nclass ndrawings
nof ndifferent nkinds nof ndinosaurs nand nask nthem nto nname nand ndiscuss nthem, nif nthey ncan. nDiscuss nthe nanswers nas na ngrou
nand nask nthe nquestion, n"What nwould nyou ndo nif nyou nfound na nbaby ndinosaur?"
Incorrect nB: nshow nstudents nphoto nof ndinosaurs nand nask nif nthey've never nread nany nstories nabout ndinosaurs
why nis na ncorrect? nThe nteacher nis nable nto nassess nwhat nstudents nknow nabout ndinosaurs nand ncan ncorrect nany
nmisinformation. nin naddition, nthe nquestions nis nopen-ended nand nis nan nattention ngrabber. nChoice nb nand nc nare npassive nand
nthe nteacher ncannot nassess nprior nknowledge. nchoice nd(museum) nmay nseem nlike na ngood nactivity, nbut nagain, nthe nteacher
ncannot nassess nprior nknowledge.
In nteaching na nlesson, nit nis nhelpful nto nshare nthe nobjectives nwith nthe nstudents nbecause ndoing nso n- nCorrect n nAnswer n-
nCorrect nA: nhelps nstudents nstrive nfor nthe nsame nlearning ngoals
Incorrect- nMakes nsure nstudents nare non ntask nand nready nto nlearn.
Why? nobjectives nhelp nfocus nthe nstudents non nthe nmajor ngoal nof nthe nday
, Which nassignment nwill nBEST ndetermine nif nstudents ncan nanalyze nwhat nthey nare nlearning? n- nCorrect n nAnswer n- na. ndefin
nthe nfollowing nterms
Correct nB-Create na nstoryboard nthat nexplains nhow nreligion ninfluenced nthe ndevelopment nof nLatin nAmerica
c. ndraw na nmap nshowing nchanges nin nborders nof nEuropean ncountries nbefore nafter nww2
d n(my nanswer) ndescribe nclimate nin nrain nforest nand ndiscuss nhow nhuman nactivity naffects nit
Why-The nstudents nmust nexplain na nconcept nby ncreating nor nsynthesizing nsomething. nIn nBlooms ntaxonomy, nsynthesis nis na
nhigher norder nthan nanswer nknowledge n(a) n-comprehension n(D) nand napplication n(c)
During nthe nbeginning nof na nunit nabout nthe nGreat nDepression nfor na nsixth ngrade nclass, nwhich nof nthe nfollowing nquestions
nwould nbe nmost neffective nfor npresenting nthe nnew ncontent? n- nCorrect n nAnswer n- nCorrect-Can nanyone ntell nus nwhere nthe
nGreat nDepression ntook nplace?
WHy? nit nis na nrelevant nanswer nwith na nverifiable nanswer. nThose nqualities nare nuseful nat nthe nstart nof na nunit nbeause nthey
nstart nbuilding na nstore nof ninfo nthat ncan nbe nused nlater. nChoice na nmay nbe nused nto ncreate ninterest nin nthe ntopic. nchoice nb
nfocuses non nsources, nnot nthe ncontent. nchoice nd nsupposes nprior nknowledge nand nwould nbe nappropriate nlater nin nthe nunit.
In nteaching na nunit non nGermany nin nthe n30s, nteacher nwants nclass nto nrecognize nand nunderstand nthat nmultiple
nsocial,economic, nand npolitical nfactors ncontributed nto nthe nrise nof nNational nSocialism. nAfter nstarting nthe nunit, nwhat ntypes
nof nquestions nshould nbe nasked nnext? n- nCorrect n nAnswer n- nCorrect nanswer n: nD nWhat n& nWhere
Not-A: nHow n& nWhy
Why? nWhat nand nwhere nquestions nelicit ninfo nthat nadds nto na nbase nor nscaffold. nAsking nhow nusually ninvolves nmore
ncomplex nthinking, nas ndoes nasking nwhy. nThose nquestions nthat nwill ncome nup nlater nin na nunit.
What nis nthe nmost nimportant nreason nhomework nshould nbe ngiven nto nhigh nschool nmath nstudents? n- nCorrect n nAnswer n- nB
nTo nfacilitate nlearning noutside nof nthe nclassroom
I nput nC. nTo ngive nstudents na nchance nto ntest ntheir nunderstanding nof nthe nmaterial.
The nquestion ndoes nnot nreference nan nupcoming nexam. nB nis ncorrect nbecause nhomework nshould nbe ntailored nso nit nextends
nthe nideas noutside nof nthe nclassroom. nAlthough nstudents ncould nuse nhomework n, nthe nprimary npurpose nof nhomework nis nto
nextend nlearning noutside nof nschool.
A nlanguage narts nclass nis nbeginning na nsection non npoetry. nWhen nthe nstudents nenter nthe nroom, nthey nsee nthe nteacher nhas
nwritten na nshort npoem non nthe nboard, nbut nleft nthe nsubject nwords nblank. nThe nteacher nopens nthe nclass nby nasking nthe
nstudents nto nfill nin nthe nblanks nof nthe npoem. nusing nthis nexercise nbest naccomplishes nwhich none nof nthe nfollowing ngoals? n
nCorrect n nAnswer n- nA. nEngaging nstudents' ninterest nin npoetry.
I nput nit nwould nintroduce nthem nto nthe nrules nof npoetry nconventions nsuch nas nrhyme nand nmeter
The ncorrect nanswer nis nA nbecause nthe nlesson nprovides nstudents nwith nthe nopportunity nto ndraw nfrom ntheir npersonal
nbackground nand ninterest nin norder nto nrelate nto nthe nnew ntopic. nChoice nB nis nincorrect nbecause nalthough nfilling nin nblanks
nof nan nexisting npoem nmay ngive nteacher nidea nof nhow nmuch nstudents nknow nabout npoetry, nit nis nnot nthe nprimary npurpose
nof nthe nactivity. nc nin nincorrect nbecause nfilling nin nblanks nof nan nexisting npoem ndoes nnot nallow na nteacher nto nassess nwhat
nstudents nwant nto nlearn nabout ncomposing npoetry. nchoice nd nis nincorrect nbecause ninfo nrelated nto npoetry nconventions nsuch
nas nrhyme nand nmeter nis nnot nprovided nand nis noutside nthe nscope nof nthe nquestion.
An n11th ngrade nteacher nis nintroducing npoetry nin na nlesson. nWhich nof nthe nfollowing nillustrates nthe nbest nsequence nfor
nintroducing nthe nmaterial? n- nCorrect n nAnswer n- nB. nDescribe neach ntype nof npoem nand nreview nparts, nhave nstudents nwrite
nexamples, nand nfinish nthe nlesson nby ncomparing nand ncontrasting nthe ndifferent ntypes.
teachers nshould npresent nmaterial nin na nlogical nsequence. nit nmakes nsense nto nintroduce nthe ntypes nof npoems nand nthe nparts
nof neach nbefore nhaving nstudents nwrite ntheir nown nexamples. nhaving nstudents nwrite ntheir nown nexamples nbefore
nintroducing nthe ndifferent ntypes nof npoetry nis nnot ncorrect.
Which nof nthe nfollowing nsituations nare nstudents nmost nlikely nto nrequire nadditional nguidance nand nsupport nfrom nthe
nteacher? n- nCorrect n nAnswer n- nAnswer nD nThe nstudents nhave nlittle nchoice nor ncontrol nover ntheir nlevel nof nparticipation
Not nC n(They nhave na nlot nof nchoice) n
Why nD? nSome ndegree nof npersonal nchoice nor ncontrol nalmost nalways nmakes nlearning neasier; nin nits nabsence, nextra
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