wayground logo

Free Printable Worksheets

Font size

S
M
L
XL
Worksheets

Education Application

Total questions: 142

Worksheet time: 2hrs 28mins

Name
Class
Date
1.

Classroom management and discipline differ with regard to:

a)

timing of the strategy

b)

intensity of the strategy

c)

duration of the strategy

d)

who administers the strategy

2.

The cultural diversity of a classroom is critical for teachers to attend to because

a)

ignoring it can lead to legal issues

b)

children will not tell you about their cultural norms

c)

the definition of appropriate behavior is culturally defined

d)

children from other cultures may be intimidated by American schools

3.

Which management style is characterized by a great deal of warmth and affection (high responsiveness) and few demands on students in terms of behavior or academics (low demand)?

a)

Authoritarian

b)

Authoritative

c)

Permissive

d)

None of these

4.

Which management style is characterized by control and punishment (high demand) and few, if any, positive reinforcement (low responsiveness)?

a)

Authoritarian

b)

Authoritative

c)

Permissive

d)

None of these

5.

Which management style is characterized by developing appropriate demands and using shared decision-making?

a)

Authoritarian

b)

Authoritative

c)

Permissive

d)

None of these

6.

Successful evaluation of learning outcomes hinges on which of the following?

a)

The explicitness of the instructional objective

b)

The appropriateness of the outcomes

c)

Whether or not the outcomes are observable

d)

Whether or not the instructional objective is student-centered

7.

Used in instructional objectives, which verbs would suggest concept learning?

a)

list, recall, describe

b)

distinguish, differentiate, contrast

c)

identify, categorize, recognize

d)

solve, diagnose, resolve, determine

8.

What's the best definition of the learning outcome in a discovery process?

a)

the expected finding or answer students are expected to discover

b)

how much fun and engaging the process is for the students

c)

the process and thinking skills students are expected to acquire

d)

How cooperatively the students work together

9.

Which of the following is NOT one of the criteria for judging the quality of an instructional objective?

a)

student-oriented

b)

describing a learning-outcome

c)

clear

d)

unambiguous

e)

learning activity

10.

A lesson plan is analogous to which of the following?

a)

The script for one act of the play

b)

The script for the entire play

c)

The set description (scene) for a play

d)

All of the above

11.

The text (Cooper- Classroom Teaching Skills) describes five parts included in most unit and lesson plans. Which of the following is NOT one of those five parts?

a)

The statement of the goal or purpose of instruction

b)

A list of the instructional materials

c)

A list for whom the plan is appropriate

d)

A statement about the evaluation procedures

12.

In what part of a lesson plan are alternative instructional strategies most readily apparent?

a)

The procedures section

b)

The instructional materials section

c)

The goals or purpose section

d)

The evaluation procedures section

13.

Which of the following is an example of "setting the scene" for a lesson?

a)

Creating a list of needed materials

b)

Defining the standards the lesson will support

c)

Stating the central content to be addressed in the lesson

d)

Arranging desks in a large semicircle

14.

Advance organizers may be used to fulfill which purpose of a planned beginning?

a)

To focus student attention on the lesson

b)

To establish expectations for what the student is about to learn

c)

To motivate students to become involved in the lesson

d)

To relate students' prior knowledge with the new material that will be learned

15.

Why might a teacher use examples and analogies as part of a planned beginning?

a)

To focus student attention on the lesson

b)

To establish expectations for what is to be learned

c)

To motivate students to become involved in the lesson

d)

To relate students' prior knowledge with what is go to be learned

16.

A planned discussion refers to those actions and statements by the teacher that are designed to

a)

permit open interaction between student and student

b)

permit open interaction between student and teacher

c)

require all participants to follow a set of guidelines for acceptable discussion of behavior

d)

All of these answers

17.

A planned ending (closure) refers to those actions and statements by the teacher that are designed to

a)

cut off student debates

b)

summarize the week’s lesson plans.

c)

bring a lesson to an appropriate conclusion

d)

have students close their texts and pay attention

18.

Which of the following is an important purpose discussion serves as a vehicle for involving students in learning?

a)

students acquire new knowledge

b)

students learn to evaluate their own thinking and the thinking of others

c)

students learn to reflect on ideas different from their own

d)

all of these answers

19.

The 5 Es is an instructional model based on the

a)

constructivist approach to learning

b)

behavioral approach to learning

c)

perennialist approach to learning

d)

linguistic approach to learning

e)

spatial approach to learning

20.

Which of the following are apart of the 5 E's approach to learning?

a)

Engage

b)

Explore

c)

Explain

d)

Elaborate

e)

Evaluate

21.

The 5 E's allows students and teachers to...

a)

experience common activities

b)

to use and build on prior knowledge and experience

c)

to construct meaning

d)

to continually assess their understanding of a concept.

e)

All of the answers

22.

Effective teaching strategies include:

a)

differentiated instruction

b)

inquiry based learning

c)

learning mastery

d)

teacher-centered approach

e)

cooperative learning

23.

Which of the following are skills teachers need?

a)

How to create and begin a lesson

b)

How to generate a productive discussion

c)

How to end a lesson

d)

How to make lessons more difficult

24.

to continually assess their understanding of a concept.

a)

Planned beginning

b)

Planned ending

c)

Planned discussion

d)

Planned activity

e)

Planned homework

25.

To prepare your class for a classroom discussion you should

a)

Teach basic discussion skills

b)

Segregate students by ability levels

c)

Get yourself organized

d)

Find a talking stick that can be used

e)

Prepare a framework

26.

The purpose of planned endings is ...

a)

To draw attention to the end of a lesson segment

b)

To help consolidate student learning

c)

To reinforce the major points to be learned in the lesson.

d)

To provide a segway into what homework will be assigned

e)

To teach a new topic

27.

Instructional objectives should be

a)

Student-oriented

b)

Sequentially appropriate

c)

Clear and understandable

d)

Observable/measurable

e)

Complexly written

28.

Appropriate objectives/learning targets should be

a)

Developmentally inappropriate

b)

Attainable by students within a reasonable time limit

c)

Sequentially appropriate

d)

In harmony with the overall goals of the course/curriculum and of the value of the school/school district

29.

We should design lessons using

a)

Flipped Design

b)

Backward Design

c)

Reverse Design

d)

Forward Design

e)

Split Method/Design

30.

TRUE OR FALSE: The effective teacher is one who is able to bring about intended learning outcomes.

a)

TRUE

b)

FALSE

31.

Two critical dimensions of effective teaching are:

a)

Intent

b)

Creativity

c)

Thoughtfulness

d)

Positive test scores

e)

Achievement

32.

Which of the following are general areas of teacher competence

a)

Command of theoretical knowledge about learning and human behavior as well as subject matter

b)

Repertoire of teaching skills that facilitate student learning.

c)

Personal practical knowledge

d)

Display of attitudes that foster learning and genuine human relationships.

e)

Respect of the school/school district's rules and procedures

33.

Who's framework identifies aspects of a teacher’s responsibilities that empirical studies have demonstrated as promoting improved student learning?

a)

Danielson's Framework

b)

Dewy's Framework

c)

Cooper's Framework

d)

Conner's Framework

e)

Heuerd's Framework

34.

Reflective teaching is a teacher’s habit of examining and evaluating his or hers teaching and should

a)

be done on a regular basis

b)

involve logic & emotion

c)

be done before, during, and after teaching

d)

be reported to administration as requested by the school/district

e)

None of the following

35.

What are some factors that may influence instructional decisions?

a)

poverty

b)

racial, ethnic, and cultural diversity

c)

gender

d)

personal/practical knowledge

e)

students' abilities

36.

_______________ refer(s) to the actions teachers take to create an environment that is respectful, caring, orderly, and productive.

a)

Classroom environment

b)

Classroom organization

c)

Classroom management

d)

Cooperative learning strategies

37.

Classroom management supports and facilitates

a)

Academic learning

b)

CLLAS learning

c)

Social-emotional learning

d)

None of the following

38.

When dealing with minor misbehaviors you should use

a)

Verbal strategies

b)

Nonverbal strategies

c)

Penalties

d)

Strategies based on behavioral learning principles

39.

When dealing with more serious misbehaviors you should use

a)

Verbal strategies

b)

Nonverbal strategies

c)

Penalties

d)

Strategies based on behavioral learning principles

e)

Glasser's Reality Therapy

40.

TRUE OR FALSE: Consequences should not relate to the misbehavior.

a)

True

b)

False

41.

Classroom management is

a)

desinging an appropriate physial setting

b)

establishing positive student-teacher and student-student relationships

c)

establishing norms

d)

reaching out to families

e)

using punishment strategies to change behavior

42.

______________ assessment tools seek to obtain information under conditions that are as close as possible to the real-world use of the information or skills

a)

anecdotal

b)

diagnostic

c)

authentic

d)

inquisitive

43.

Tools used in authentic assessment include

a)

rubrics, checklists, rating scales, portfolios

b)

graphic organizers, guided notes, word search

c)

formal exams and quizzes

d)

think-pair-share and KWL strategies

44.

Which of the following seeks opinions

a)

Tests

b)

Checklists

c)

Rating scales

d)

Questionares

e)

Rubrics

45.

Which of the following judges/assesses quality of performance

a)

Tests

b)

Checklists

c)

Rating scales

d)

Questionares

e)

Rubrics

46.

Which of the following assess achievement information

a)

Tests

b)

Checklists

c)

Rating scales

d)

Questionares

e)

Rubrics

47.

Which of the following is helpful for assessing typical and maximum performance

a)

Tests

b)

Checklists

c)

Rating scales

d)

Questionares

e)

Rubrics

48.

Which of the following are helpful in keeping observations focused on key points or critical behaviors.

a)

Tests

b)

Checklists

c)

Rating scales

d)

Questionares

e)

Rubrics

49.

Which of the following keep inquiry focused and help the teacher obtain the same information from each student

a)

Tests

b)

Checklists

c)

Rating scales

d)

Questionares

e)

Rubrics

50.

Which of the following allow for observational data to be used in making qualitative as well as quantitative judgements

a)

Tests

b)

Checklists

c)

Rating scales

d)

Questionares

e)

Rubrics

51.

Which of the following is a list of criteria for evaluating some performance or end product

a)

Tests

b)

Checklists

c)

Rating scales

d)

Questionares

e)

Rubrics

52.

A __________ is a set of rules for scoring student products or student performance.

a)

Tests

b)

Checklists

c)

Rating scales

d)

Questionares

e)

Rubrics

53.

_________________ present a common situation to which all student respond with a common set of instructions and rules for scoring.

a)

Tests

b)

Checklists

c)

Rating scales

d)

Questionares

e)

Rubrics

54.

Is used when accurate information is needed

a)

Standardized tests

b)

Teacher made tests

55.

__________________ assess quality while ____________________ judge quality

a)

Rubrics - Rating Scales

b)

Rating Scales - Rubrics

56.

Can test many facts in a short time, are fairly easy to score, and test recall.

a)

Short answer

b)

True and false

c)

Matching

d)

Multiple choice

e)

Essay

57.

Can test complex learning and assess thinking processes and creativity.

a)

Short answer

b)

True and false

c)

Matching

d)

Multiple choice

e)

Essay

58.

Tests the most facts in the shortest time, is easy to score, and tests recognition.

a)

Short answer

b)

True and false

c)

Matching

d)

Multiple choice

e)

Essay

59.

Excellent for testing associations and recognition of facts and can test complex learning.

a)

Short answer

b)

True and false

c)

Matching

d)

Multiple choice

e)

Essay

60.

Is highly reliable, test a large knowledge set, and assess learning at all levels of complexity.

a)

Short answer

b)

True and false

c)

Matching

d)

Multiple choice

e)

Essay

61.

SELECT THE TYPE OF GRADING: Allows for comparisons among students

a)

Norm-referenced

b)

Criterion-referenced

c)

Self-referenced

62.

SELECT THE TYPE OF GRADING: Allows for comparisons among classes

a)

Norm-referenced

b)

Criterion-referenced

c)

Self-referenced

63.

SELECT THE TYPE OF GRADING: Allows teachers to spot students who are dropping behind in the class

a)

Norm-referenced

b)

Criterion-referenced

c)

Self-referenced

64.

SELECT THE TYPE OF GRADING: Helps teacher decide if students are ready to move on.

a)

Norm-referenced

b)

Criterion-referenced

c)

Self-referenced

65.

SELECT THE TYPE OF GRADING: Each individual can be evaluated on different material, depending on their level of achievement.

a)

Norm-referenced

b)

Criterion-referenced

c)

Self-referenced

66.

SELECT THE TYPE OF GRADING: Allows you to check student progress and compare achievement for the same individual across multiple subjects.

a)

Norm-referenced

b)

Criterion-referenced

c)

Self-referenced

67.

What is the term for questions that connect both with student interests and with their personal experience?

a)

Probing or delving questions

b)

Scaffolding questions

c)

Authentic questions

d)

Differentiated questions

68.

Which of the following is an example of a knowledge question?

a)

Describe in your own words what the cartoonist is saying in this cartoon.

b)

In each of the following cases, which of Newton's laws is being demonstrated?

c)

What is the capital of Peru?

d)

What evidence can you cite that indicates global warming is or is not occurring?

69.

What do synthesis questions ask students to do?

a)

Recall information

b)

Apply a rule or process to a problem

c)

Demonstrate sufficient understanding to organize and arrange material mentally

d)

Perform original and creative thinking

70.

Which words are frequently found in evaluation questions?

a)

Apply, classify, choose, employ, show

b)

Judge, argue, assess, rate, conclude

c)

Describe, compare, contrast, rephrase

d)

Define, recall, identify, recite, name

71.

What type of question asks students to identify reasons, uncover evidence, and reach conclusions?

a)

Analysis questions

b)

Synthesis questions

c)

Evaluation questions

d)

Application questions

72.

Which of the following is are not part of the 7 habits of a highly effective questioner?

a)

Asking fewer questions

b)

Asking more questions

c)

Questioning for breadth

d)

Questioning for depth

73.

Which of the following is are not part of the 7 habits of a highly effective questioner?

a)

Using wait time

b)

Selecting students

c)

Providing useful feedback

d)

All of the above

e)

None of the above

74.

PLC stands for (a)  

75.

One teacher has primary instructional responsibility while the other gathers specific observational information on students or the (instructing) teacher.

a)

one-teach, one-observe

b)

one-teach, one-assist

c)

Station teaching

d)

Parallel teaching

76.

One teacher has primary instructional responsibility while the other gathers specific observational information on students or the (instructing) teacher.

a)

one-teach, one-observe

b)

one-teach, one-assist

c)

Station teaching

d)

Parallel teaching

77.

One teacher has primary instructional responsibility while the other assists students’ with their work, monitors behaviors, or corrects assignments.

a)

one-teach, one-observe

b)

one-teach, one-assist

c)

Station teaching

d)

Parallel teaching

78.

This strategy allows one teacher to work with students at their expected grade level, while the other teacher works with those students who need the information and/or materials extended or remediated.

a)

one-teach, one-observe

b)

one-teach, one-assist

c)

Supplemental teaching

d)

Parallel teaching

79.

This strategy allows one teacher to work with students at their expected grade level, while the other teacher works with those students who need the information and/or materials extended or remediated.

a)

Parallel teaching

b)

Alternative teaching

c)

Supplemental teaching

d)

Team teaching

e)

Station teaching

80.

The co-teaching pair divide the instructional content into parts. Each teacher instructs one of the groups, groups then rotate or spend a designated amount of time with each teacher.

a)

Parallel teaching

b)

Alternative teaching

c)

Supplemental teaching

d)

Team teaching

e)

Station teaching

81.

In this approach, each teacher instructs half the students. The two teachers are addressing the same instructional material using the same teaching strategies.

a)

Parallel teaching

b)

Alternative teaching

c)

Supplemental teaching

d)

Team teaching

e)

Station teaching

82.

_____________________ strategies provide two different approaches to teaching the same information. The learning outcome is the same for all students; however, the avenue for getting there is different.

a)

Parallel teaching

b)

Alternative teaching

c)

Supplemental teaching

d)

Team teaching

e)

Station teaching

83.

Both teachers are actively involved in the lesson. From a student’s perspective, there is no clearly defined leader, as both teachers share the instruction, are free to interject information, and available to assist students and answer questions.

a)

Parallel teaching

b)

Alternative teaching

c)

Supplemental teaching

d)

Team teaching

e)

Station teaching

84.

There are 3 main types of ELLs.

NEP stands for (a)  

85.

There are 3 main types of ELLs.

LEP stands for (a)  

86.

There are 3 main types of ELLs.

FEP stands for (a)  

87.

There are 3 main types of ELLs: NEP, LEP, FEP.


Which english language learner is at the beginning level?

a)

NEP

b)

LEP

c)

FEP

88.

There are 3 main types of ELLs: NEP, LEP, FEP.


Which english language learner is at the intermediate level?

a)

NEP

b)

LEP

c)

FEP

89.

There are 3 main types of ELLs: NEP, LEP, FEP.


Which english language learner is at the advanced level?

a)

NEP

b)

LEP

c)

FEP

90.

TRUE OR FALSE:


Gifted students are happy, popular, and well adjusted in school.

a)

True

b)

False

91.

What percent of gifted students drop out of high school?

a)

0-2%

b)

2-5%

c)

5-7%

d)

7-10%

e)

>10%

92.

TRUE OR FALSE:


Students with disabilities cannot be classified as gifted/talented.

a)

True

b)

False

93.

Differentiation is ...

a)

The standardized process

b)

making the learner match the content material taught

c)

personalizing the curriculum

d)

used only on assessments

94.

Which of the following are elements of differentiation

a)

Change

b)

None of the following

c)

Challenge

d)

Choice

95.

What should be differentiated

a)

Content - what is taught

b)

Process - how it is taught

c)

Product - what the students do with what they're taught

d)

Process & Product

e)

Content & Process & Product

96.

Students in a sixth-grade class are trying to find a way to deal with the problem of wasted food in the school lunchroom. They have invited the district director of food services to speak with the class. The student are at which of the following steps in the problem-solving process.

a)

Develop criteria to evaluate possible solutions to the problem

b)

Brainstorm possible solutions to the problem

c)

Gather facts and information about the problem

d)

Develop a plan to implement the best solution to the problem

97.

To determine how well the students in an eight-grade class are reading as compared to other students in the nation, a teacher should examine the results of which of the following types of tests?

a)

A criterion-referenced reading test

b)

A norm-referenced reading test

c)

An aptitude test

d)

An informal reading inventory

98.

Which of the following instructional strategies is most commonly observed in middle-grade classes in which core subjects are integrated into the curriculum?

a)

The teacher focuses on individualized instruction, although small groups are used more for reading than for mathematics

b)

The teacher is careful to prepare students for seat work so they have opportunities to complete tasks successfully

c)

The teacher focuses on whole-group discussions and uses various questioning, explaining, and probing techniques.

d)

The teacher stops and reteaches the material whenever necessary for students who do not understand the material

99.

Daryl, a sixth-grader, receives a score report from a standardized mathematics test taken by his entire sixth-grade class that includes both a grade-equivilent score and a national percentile rank. Daryl's grade equivalent score is 8.2. His national rank is 87. Daryl's grade equivalent score indicates that which of the following is true?

a)

Daryl did as well on his test as an average eight grade student in the second month of school would do on an eight grade test.

b)

Daryl can do the mathematics expected of an average eighth grader who is in the second month of the school year.

c)

Daryl may well encounter difficulties in the later stages of the eight grade mathematics curriculum.

d)

Daryl did as well on this test as an average eighth-grader in the second month of school would do on the same test.

100.

In Ms. Prestage's ninth-grade English class, English is the second language for 11 of the 25 students. They represent four different language groups and have a wide range of English proficiency. One of Ms. Prestage's goals for this class is that "students will develop speaking and listening skills in both formal presentations and informal discussions." To address this goal, she plans to have pairs of student interview and then introduce each other to the rest of the class. Which of the following has the potential for helping the students for whom English is a second language perform well in this activity?

a)

Presenting a model of an interview and an introduction in which a student from a previous year interviews Ms. Prestage and then introduces her.

b)

Providing a set of written guidelines on conducting an interview and introducing another person.

c)

Having students discuss among themselves what completing the activity successfully will require.

d)

Providing a rubric by which both the interviews and the introductions will be evaluated.

101.

Dan is a student in Ms. Kane's fifth-grade class under the least restrictive provision of the Individuals with Disabilities Education Act (IDEA). One of Dan's IEP objectives addresses his limited attention span and states, "Given a 10- to 12- minute lecture/oral lesson, Dan will take appropriate notes as judged by the teacher."


Which of the following strategies will best help Dan meet the objective?

a)

Ms. Kane grades Dan's notes on lecture/oral lesson material and incorporates the grade into Dan's overall class grade.

b)

Ms. Kane allows Dan to record the lecture/oral lesson, rather than take notes, and listen to the audio at home to learn the material.

c)

Ms. Kane provides Dan with a graphic organizer, or skeleton outline, of the lecture so Dan can fill in the missing information as is provided.

d)

Ms. Kane seats Dan with a student he says he likes and allows Dan to ask that student questions as the lecture/oral lesson proceeds.

102.

Which of the following is best for a teacher to do when establishing classroom rules?

a)

Mention the rules once at the beginning of the school year.

b)

State the rules in a forceful way to establish authority.

c)

Explain why the established rules are necessary for enhancing student cooperation.

d)

Create as many rules as possible to guarantee order and control in the classroom.

103.

According to Bloom's Taxonomy of Educational Objectives, which of the following levels of understanding is best described as the ability to break information into parts to see how the parts relate to the whole?

a)

Comprehension

b)

Application

c)

Analysis

d)

Knowledge

104.

Which of the following is most likely to be a component of an enrichment activity rather than part of an accelerated program?

a)

Participating in academic competitions

b)

Receiving credit by exam

c)

Taking college-level courses in high school

d)

Skipping subjects

105.

A science teacher is teaching a unit that includes a group of activities based on making small mechanical devices. Students are individually assigned to create a device using parts provided in class. When the students have finished making the devices to the teacher's satisfaction, the teacher write the following assignment on the board and verbally goes over the instructions to ensure that the students understand them.


In class written activity:

  • Draft directions describing how to assemble the device you created in class.
  • After drafting your directions, rewrite them so that they are neat and easy to read.
  • Be sure the directions you write would be clear to another student who has no previous experience with your device.
  • Your directions can be any format-for example, short sequential statements, a list of steps, descriptive paragraphs, etc.


When student finish the activity, the teacher says"trade the draft directions with your lab partner. OK, now you and your lab partner should try out each other's directions by using the box of parts in front of you. You should give each other tips on how to improve the directions." At this point in the lesson, which of the following best describes the types of assessments the teacher is using?

a)

Summative and informal

b)

Peer and informal

c)

Portfolio and formal

d)

Formative and formal

106.

A science teacher is teaching a unit that includes a group of activities based on making small mechanical devices. Students are individually assigned to create a device using parts provided in class. When the students have finished making the devices to the teacher's satisfaction, the teacher write the following assignment on the board and verbally goes over the instructions to ensure that the students understand them.


In class written activity:

Draft directions describing how to assemble the device you created in class. After drafting your directions, rewrite them so that they are neat and easy to read. Be sure the directions you write would be clear to another student who has no previous experience with your device. Your directions can be any format-for example, short sequential statements, a list of steps, descriptive paragraphs, etc.


When student finish the activity, the teacher says"trade the draft directions with your lab partner. OK, now you and your lab partner should try out each other's directions by using the box of parts in front of you. You should give each other tips on how to improve the directions." The teacher instructs the students to use the feedback from their lab partners to improve and finalize their directions, put the directions in a formatted, word-processed document, and hand in the document at the next class. When the students hand in the assignments, the teacher sees that one of the students has used a series of diagrams and pictures as the basis for her directions. Which of the following states the most appropriate evaluation for the teacher to make.

a)

The student showed evidence of creativity in interpreting the direction.

b)

The student carried out the instructions exactly as specified.

c)

The student did not follow the directions and will receive a low grade for the assignment.

d)

The student must redo the assignment and follow the directions more closely.

107.

The administrators of a school are in the process of finalizing a decision to suspend a teacher for disciplinary reasons. They have provided the teacher with written notice of their intention to carry out the suspension and the dates the suspension will be effective. They have also provided the teacher with an explanation of why the administration is taking the action of suspension. IN addition, they have scheduled a meeting so that the teacher will have the opportunity to explain why the suspension should not be carried out.


The scenario addresses issues most directly related to which of the following professional concerns?

a)

Liability

b)

Due process

c)

Equal access

d)

Confidentiality

108.

Which of the following professional strategies is most likely to result in improved student motivation and academic performance?

a)

Each teacher employs the classroom management techniques with which he or she feels most comfortable.

b)

Teachers collaborate to formulate, select, and monitor classroom management techniques and other classroom procedures based on successful experiences.

c)

A subset of teachers determines the rules to be given the other teachers who then impose the rules on their classes.

d)

Teachers elect a colleague to represent them in working with the administration to determine a set of five best practices to be used at each teacher's discretion.

109.

Which of the following correctly states an aspect of effective reflective practice?

a)

Peer coaching should be done sparingly because it can interfere with a coach's own reflective potential.

b)

Reflective practice, to remain truly professional, should exclude student input that challenges teaching practices.

c)

The reflection process should be free of links to conceptual frameworks that limit inquiry and problem solving.

d)

Teacher coaches should create an environment of trust and build a context for reflection that is unique to every learning situation.

110.

A middle school teacher asks students to make observations and draw conclusions during a science lesson. Which of the following types of reasoning is the teacher asking students to use?

a)

Exemplar reasoning

b)

Deductive reasoning

c)

Backwards reasoning

d)

Inductive reasoning

111.

On a snowy day the heat is not functioning properly in a portably classroom. According to Maslow's hierarchy which of the following types of needs is causing the students to have difficulty focusing in the class?

a)

Physiological

b)

Social

c)

Esteem

d)

Self-actualization

112.

Which of the following educational approaches to learning best relates to the work of John Dewy?

a)

Learning is essentially passive

b)

Learning is precisely measured by tests

c)

Learning is sharply designed by specific content

d)

Learning is directly related to meaningful experiences

113.

Classroom management research findings suggest that one of the most effective ways to maximize the amount of time elementary school children spend on academic activities is for the teacher to do which of the following?

a)

Plan for, teach, and enforce routines for transition times and classroom housekeeping tasks

b)

Assign homework three times a week in the major subjects

c)

Assign individual reading on new topics before discussing the topic in class.

d)

Introduce new material in a lecture followed immediately by a questioning session on the material.

114.

Which of the following kinds of instruction is frequently contrasted with discovery learning?

a)

Simulation games

b)

Expository teaching

c)

Mastery learning

d)

Schema training

115.

During a visit to a second-grade classroom, a student teacher observed a child spending the time allotted for a worksheet either looking out the window or doodling on his paper. When the student teacher asked the child if he needed help on the assignment, he said no. When asked why he wasn't doing it, he pointed to another student and said, "She does all her work fast and when she is done she gets more work."


The boys reaction suggests which of the following about this classroom?

a)

A routine has been established for students who are having trouble finishing an assignment to ask the teacher for assistance.

b)

A routine for rewarding students who finish work promptly is not in place.

c)

Students must work alone on seat work, without consulting other students.

d)

Students who finish work before the whole class is finished must not interrupt the students who are still working.

116.

For developing the language abilities of kindergarteners, which of the following would be the most appropriate way to follow up the writing of a group essay?

a)

Prepare a list of the most difficult words for the children to learn to spell

b)

Show the children how to revise the sentences to make them longer and more complex structurally.

c)

Have the children print the essay for themselves, then practice writing it, using cursive letters.

d)

Read the essay aloud, in unison with the children, then leave it displayed where they can examine it.

117.

Dan is one of two students in Ms. Kane's fifth-grade class under the "least restrictive environment" provision. Dan has a very limited attention span and says he usually cannot follow what is going on in class. One of the IEP objectives for Dan is "Given a 10-12 minute lecture/oral lesson, Dan will take appropriate notes as judged by the teacher."


Which of the following strategies has the best potential to help Dan meet his goal by the end of the year?

a)

Ms. Kane grades Dan's notes on lecture/oral lesson materials and incorporates the grade into Dan's overall class grade

b)

Ms. Kane allows Dan to tape-record the lecture/oral lesson, rather than taking notes, and then listen to the tape at home to learn the material.

c)

Ms. Kane provides Dan with a graphic organizer or a skeleton outline, of the lecture so Dan can fill in the missing information as it is provided.

d)

Ms. Kane seats Dan with a student he says he likes and allows Dan to ask that student questions as the lecture/oral lesson proceeds.

118.

A teacher shares with students the following scenario and asks the class to discuss the ethical decision-making implications of the situation.


Bob asks his mother for $40 so that he can take a trip with the school hiking club. His mother tells him that if he contributes $20 of his own money that she will contribute the other $20. A week before the trip, Bob tells his mother that he will need $30 from her because he was only able to save $10. She gives him the $30. Bob later tells his younger sister that he actually had $20 but lied to their mother so that he could have pocket money for the trip. What should Bob's sister do?


A student at Kohlberg's stage 4 of moral development would most likely say that the sister should.

a)

make a deal with Bob that if he will keep a secret for his sister in the future, she will not tell their mother.

b)

tell their mother because the sister could also be punished if Bob gets caught.

c)

urge Bob to confess his action to their mother because he broke the rules by lying, and people should never tell lies.

d)

encourage Bob to confess his action to their mother because he must be responsible for his own behavior.

119.

Which of the following descriptors best characterizes creativity?

a)

The student's ideas are generated in spurts, few of which tend to be relevant to solving a specific problem

b)

The student's solutions are generally based on established perspectives or frameworks

c)

The student's solutions prove viable, although they give initial appearance of novelty.

d)

The student's abilities typically apply uniformly across all learning domains not just one.

120.

Which of the following is a type of test score used to show a student's relative position among a group of student's in the same grade who are tested at the same time?

a)

percent correct

b)

percentile rank

c)

raw score

d)

composite score

121.

Which of the following best defines a portfolio assessment?

a)

An explicit set of criteria used for assessing a particular type of work or performance that usually indicates potential levels of achievement for each criterion.

b)

A systematic collection of materials selected to demonstrate a person's level of knowledge, skill, or ability in a particular area

c)

An informal written record for tracking a child's social, emotional, physical, and cognitive development

d)

A tool used to gather information that can help teachers make sense of educational situations, gauge the effectiveness of educational practices, and plan for improvement.

122.

According to the Equal Access Act (20 USC Sec. 4071), which of the following correctly states a criterion under which a school would be deemed to offer a fair opportunity to students who wish to conduct meetings as limited open forums?

a)

All students in the school must attend the meetings unless excused for specific religious or cultural reasons.

b)

The school must fund all expenses for each student organization holding meetings on school property

c)

The meetings must not interfere with the orderly conduct of educational activities within the schools

d)

A person not affiliated with the school must direct, conduct, control, or regularly attend activities of student groups

123.

Which of the following is the best practice for promoting a positive learning enviornment?

a)

Subtracting class points for the day according to students' behavior at regular intervals

b)

Providing students with inquiry-based cooperative learning activities

c)

Conducting lessons in lecture format

d)

Creating class rules without student input

124.

Which of the following best describes instruction using Vygotsky's zone of proximal development (ZPD)?

a)

Giving second-grade students a work sheet of two digit addition problems to complete independently

b)

Giving first-grade students a book to read independently at their instructional reading level

c)

Using a book at a group of first grade students' independent reading level in a guided reading group

d)

Using manipulative cubes with second grade students to help them learn regrouping in addition

125.

Which of the following is considered a strength of a flexible ability group?

a)

Reducing student stigmatization by teaching the same curriculum

b)

Providing opportunities for more able students to assist less able peers in learning

c)

Providing student-specific instruction in areas where students struggle

d)

Maintaining high level of expectations for all students

126.

Which of the following is something that should almost always be discussed with students when they are given a type of assignment that may be new to them?

a)

Whether the students will be tested on the material covered in the assignment

b)

Whether the assignment will be graded according to the same criteria as other assignments with which the students are familiar

c)

What the students can expect to learn from doing the assignment

d)

What kind of prior experience the teacher has had with this type of assignment

127.

A teacher gives his students a list of terms to use in an essay and intends the list to serve as a kind of learning support called a scaffold. If the students use the list effectively, which of the following would be an appropriate next step for the teacher to take when assigning the students their next essay?

a)

Asking the students to come up with their own list of terms to use in the new assignment

b)

Giving the students a longer list of items to use in the new assignment

c)

Giving the students a list of terms and asking them to write down a definition of each before beginning the new assignment

d)

Asking the students to use the same term in the new assignment

128.

A high school teacher is trying to help nonnative speakers of English understand an English test. During the class, the teacher asks the students to read aloud and focuses on correcting errors in pronunciation. Which of the following is a principle of second-language development that this approach fails to take into account?

a)

For most nonnative speakers of a language, the fastest way to learn the language is to imitate the way native speakers speak it.

b)

Reading skills have to be well established before a student of a language can learn a language.

c)

Nonnative speakers of a language can understand what they are reading before they can accurately pronounce all the sounds in the language.

d)

Students should not attempt to read aloud before they read grade-level tests silently with understanding.

129.

The concept of the placement of students in the least restrictive educational environment developed as a result of efforts to

a)

equalize educational opportunities for females and minorities

b)

normalize the lives of those children with disabilities who were being educated in isolation from their peers

c)

Obtain increased federal funding for the noneducational support of children living in poverty

d)

reduce the overall costs of educating students with special needs

130.

A tenth-grade student feels overwhelmed by an assignment to write a term paper on an assigned topic. The teacher's advice is to approach the task by breaking it into smaller subtasks with which the student has more experience. Which of the following activities is most consistent with this method?

a)

First writing on a topic that is familiar and then adding material about how this topic is related to the assignment

b)

Preparing a bibliography of books and articles about the topic

c)

Finding two sources of information on the topic and reading each to see what they have in common

d)

Drafting a paper and reading it aloud to a friend to determine which parts need to be revised to be made more intelligible

131.

A science teacher is teaching a unit that includes a group of activities based on making small mechanical devices. Students are individually assigned to create a device using parts provided in class. When the students have finished making the devices to the teacher's satisfaction, the teacher write the following assignment on the board and verbally goes over the instructions to ensure that the students understand them.


In class written activity:

Draft directions describing how to assemble the device you created in class. After drafting your directions, rewrite them so that they are neat and easy to read. Be sure the directions you write would be clear to another student who has no previous experience with your device. Your directions can be any format-for example, short sequential statements, a list of steps, descriptive paragraphs, etc.


When student finish the activity, the teacher says"trade the draft directions with your lab partner. OK, now you and your lab partner should try out each other's directions by using the box of parts in front of you. You should give each other tips on how to improve the directions." The teacher instructs the students t use the feedback from their lab partners to improve and finalize their directions, put the directions in a formatted, word-processed document, and hand in the document at the next class. To most appropriately modify the assignment for beginning-level English-language learners (ELLs), the teacher should

a)

Allow the ELLs to submit a series of pictures as a basis for explaining their directions

b)

Have the ELLs use bilingual dictionaries when writing their directions

c)

Ask the ELLs to explain their directions orally rather than submit them in writing

d)

Reduce the number of directions that the ELLs are required to submit

e)

Do not require ELLs to complete the assignment since they do not have the language basis to complete the assignment at home.

132.

Approximately what percent of students struggle with reading?

a)

10-15%

b)

15-20%

c)

20-25%

d)

25-30%

e)

More than 30%

133.

What percent of students attend high-poverty schools

a)

20%

b)

45%

c)

50%

d)

75%

e)

90%

134.

What percent of public school students are considered to be part of a racial or ethnic minority group?

a)

48%

b)

67%

c)

53%

d)

82%

e)

71%

135.

What percent of the school population is served under IDEA?

a)

10%

b)

13%

c)

15%

d)

17%

e)

25%

136.

In the typical classroom, __ out of __ students may be in the need of some sort of differentiation or extra attention to reach his or her full literacy potential.

a)

1 out of 3

b)

1 out of 2

c)

1 out of 4

d)

3 out of 4

137.

What is the approximate percent of school-age children with ADHD?

a)

5-11%

b)

11-20%

c)

20-27%

d)

5% or less

e)

25-33%

138.

TRUE OR FALSE:


ADHD is classified as a learning disability.

a)

True

b)

False

139.

Slow learners, those who are generally on a higher functional level than students with intellectual disabilities but on a lower level than the average students, make up approximately what percentage of the school population?

a)

8%

b)

14%

c)

25%

d)

32%

140.

Select all of the following types of learners that usually have some sort of language impairment:

a)

HI

b)

VI

c)

ID

d)

ASD

e)

ELL

141.

Some __ percent of children ages 5 to 17 (11 million) speak a language other than english at home and ___ percent (or 4.8 million students) are served in programs that provide language assistance

a)

20 & 7.5

b)

21 & 8.5

c)

22 & 9.5

d)

23 & 10.5

e)

24 & 11.5

142.

The largest percent of ELs are in

a)

Elementary School

b)

Middle School

c)

High School

Similar Resources on Wayground

Test listening tối 21/10

141 questions

Test listening tối 21/10

quiz

Worksheet

•

Professional Development

Block 1

137 questions

Block 1

quiz

Worksheet

•

Professional Development

Microsoft Azure Fundamentals (AZ-900)

146 questions

Microsoft Azure Fundamentals (AZ-900)

quiz

Worksheet

•

Professional Development

Viajes - Capítulo 2

147 questions

Viajes - Capítulo 2

quiz

Worksheet

•

Professional Development

Airport [ENG-VIET Complete] Level 3

142 questions

Airport [ENG-VIET Complete] Level 3

quiz

Worksheet

•

KG - Professional Dev...

Plumbing Code Review

139 questions

Plumbing Code Review

quiz

Worksheet

•

Professional Development