TEPC 5800: EC-12 PRACTICE TEST #2 || with Errorless Solutions 100%.
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TEPC 5800: EC-12
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TEPC 5800: EC-12
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...
TEPC 5800: EC-12 PRACTICE TEST #2 || with Errorless
Solutions 100%.
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.
correct answers 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. correct answers 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 correct answers
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. correct answers 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 correct answers 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 correct answers 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 correct answers 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 correct answers 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 and enjoyment of reading. In selecting books
for this purpose, it is most important for the teacher to ensure that the books she chooses:
reflect situations likely to be equally familiar to all students
have clear connections to the content that students will be learning.
feature controlled vocabulary with which all first graders should be familiar
are engaging and of interest to the students. correct answers are engaging and of interest to the
students.
10. The most important reason for planning an entire unit before beginning instruction in it is to:
facilitate moving from one topic to another in the unit according to students' interests and needs.
allow the unit's summative assessment tool to be created before developing lesson plans.
ensure that the content and learning activities are sequenced in a logical and coherent manner.
determine whether the topic of the unit is appropriate given the age and developmental level of
the students. correct answers ensure that the content and learning activities are sequenced in a
logical and coherent manner.
11. When planning and setting up activity centers in a classroom to accompany and instructional
unit, it is more important for a teacher to adhere to which of the following guidelines?
Each activity should be designed to support a specific objective or set of objectives related to the
unit
The centers should be designed to be visited in a predetermined sequence rather than randomly.
Each activity should be simple enough that students can complete it in a short amount of time.
The centers should be introduced only after the class is about halfway through the unit correct
answers Each activity should be designed to support a specific objective or set of objectives
related to the unit
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