WorksheetsPractice PPR TExES 160
Total questions: 26
Worksheet time: 2hrs 10mins
A grade 6 history teacher is beginning a unit on Native American history. After the teacher forms the students into groups, each group will identify a specific tribe on which to concentrate. The unit will integrate a variety of instructional approaches, including Internet research and a culminating presentation. The teacher wants to use this unit to help develop students' independence as learners and to engage in learning activities that promote high levels of understanding of the history content.
Which of the following delivery methods best describes the teacher's approach in teaching the Native American history and culture unit?
Direct Instruction
Role playing and simulation
Lecture, whole-class, and group discussion
Inquiry and problem solving
Which of the following scenarios correctly describes a teacher's responsibilities in integrating a special education student into a mainstream classroom?
The teacher meets with the ARD committee to specify assistance and resources needed to meet the student's educational needs
The teacher is responsible for meeting the instructional requirements specified in the student's IEP
The teacher is responsible for initially assessing the student's content-area abilities and implementing developmentally apporpriate instruction
The teacher is expected to make minimal adjustments to content-area instruction but is required to offer differentiated instruction for the special education student
A grade 9 teacher whose ELL students are not meeting satisfactory standards on the campus benchmarks is concerned that these low achievement levels will have a negative impact on the students' persistence in developing higher levels of English proficiency. The teacher's concern demonstrates awareness of...
the connection between the belief that success is possible and the motivation to learn.
the difficulty of promoting English proficiency in students who lack basic language abilities.
the lack of correlation between ELPS and day-to-day classroom activities.
the reality that ELLs need long-term bilingual education in order to sustain academic progress.
It is the beginning of the school year. A grade 4 teacher has a class that includes several ethnic groups, several students who require special education services, and several students categorized as ELL. Additionally, the students' records' show that they have a wide socioeconomic range. The teacher wants to promote the students' appreciation and celebration of diversity. Which of the following insturctional strategies would primarily address this goal?
Decorating the class with motivational posters that say things such as "Difference rocks," "Let's be friends," and "If we were all the same, things would be boring"
Providing a generous amount of play time each day to allow students to socialize and get to know each other better
Creating heterogeneous groups and using cooperative activites for part of every class period
Talking to the students on the first day of class about the importance of getting along with each other
Which THREE of the following learner characteristics should teachers factor into instructional plans?
Students' variable participation in independent and collaborative activities
Students' persistence in working through challenging material
Students' attention span
Students' grades in the previous academic year
Students' performance on the latest benchmark exams
One group has discovered a website created and maintained by a member of one of the most historically prominent families in the county. The students want to use photographs posted on the family's website in their group presentation, and they ask Ms. Rosas if that is okay. Which of the following responses should Ms. Rosas offer in order to guide students in legal and ethical use of digital information?
The students should contact the family to get permission to use the photographs in their presentation
Because the photographs are already available on the family's website, it is considered fair use to copy it and use it in creating a new informaiton product
Photgraphs do not fall under intellectual property restrictions, so the students can use the photographs freely in their presentation
If the photgraphs are going to be used only in the class presentation and will not be published elsewhere, the students can integrate the photographs, making sure to corrctly document the family's website as the source
A grade 8 English teacher constructs a thematic unit focused on peer pressure, with the instructional goal to have students recognize that peer pressure can have positive as well as negative effects. In addition to class discussion of the anchor text unit, the class will create and conduct interviews to collect data on how young people respond to peer pressure. The culminating assignment for the unit will be construction of a class spreasheet to analyze the interview data.
Which THREE of the following directions should be included in the interview assignment to ensure that students understand the requirements for this part of the unit?
Minimum number of required interviews
Guidelines on how to construct good interview questions
Warnings about certain types of interviewees
Speculaitons about the type of information they are likely to get from interviewees
A timeline for completing the interview
Which of the following descriptions best explains teachers' cross-curricular responsibilities in helping ELLs meet academic expectations?
Instruction for ELLs must be linguistically accommodated commensurate with the students' current English language proficiency
Instruction for ELLs must be delivered through a pull-out method that focuses on language enrichment
Content-area instruction for ELLs must be delivered in the students' L1
Content-area teachers with ELL students in their classes team-teach with ESL teachers to ensure that all students' language needs are effectively addressed
A grade 7 math teacher plans his lessons to reflect TEKS readiness and supporting standards from the state assessment system in every lesson. This straegy primarily reflects which of the following components of effective instructional design?
Streamlining the curriculum to elimiate topics not addressed by TEKS
Constructing meaningful connections between state assessment requirements and daily instruction
Using TEKS as the basis of instructional design to ensure compliance with TEA curriculum requirements
Maximizing instructional efforts by focusing on what students need to know for mandated exam to ensure high campus pass rates
A high school history teacher introduces a lesson on slavery in America by having the students read several Civil War-era documents presenting slave owners' defense of slavery and abolitonists' arguments against slavery. The teacher guides students in exploring the arguments posed by both sides. This strategy primarily reflects which of the following principles of effective instructional design?
Lessons should be devised so as to prompt students to explore ideas from multiple perspectives
Lessons should include material beyond the textbook to ensure that topics are covered thoroughly
Lessons should focus on controversial topics in order to fully engage students in content-area subject matter
Lessons should streamline new knowledge by focusing students' attention on limited views of controversial topics
A grade 6 teacher is planning a unit on water and related concepts of conservation, ecology, and human needs. The teacher wants to stimulate reflection, critical thinking, and inquiry among the students. Which of the following initial learning activities would most effectively engage students in the instructional goals?
The teacher shows students the famous scene in the film adaptation of Helen Keller's life where the young Helen realizes that words are signifiers as she feels water running over her hands
The teacher asks students to brainstorm about the importance of water in their lives
The teacher has students work in groups to create a diary of water-related events that impact them in a single day and rate each one as (1) essential, (2) important, or (3) unnecessary
The teacher has students do Internet research on drought-stricken areas in the United States
Ms. Vidal is starting a geography lesson in her fifth-grade class. She will be teaching several lessons on countries with radically different topographies. To help students remember the landscape features of each of the key countries, she models a graphic organizer that involves drawing a sketch of the country in the center of a blank page and having students create a web of features around the sketch as she presents the lesson. She makes sure each student has several colored pencils or crayons to use in creating his or her geography web. The webbing strategy primarily supports students' learning processes in which of the following ways?
It teaches students a study skill that they can use in the class and transfer to other classes as well
It facilitates students' acquisition of new knowledge by applying nonacademic art skills in a content-area lesson
It reduces the amount of direct instruction that the teacher provides each class period
It creates scaffolding for students to remember information about each country
A grade 6 history teacher is beginning a unit on Native American history. After the teacher forms the students into groups, each group will identify a specific tribe on which to concentrate. The unit will integrate a variety of instructional approaches, including Internet research and a culminating presentation. The teacher wants to use this unit to help develop students' independence as learners and to engage in learning activities that promote high levels of understanding of the history content.
The teacher starts the unit by having each group formulate questions they have about Native American history and culture. This activity primarily addresses which of the following instructional strategies for actively engaging students in learning?
Focusing on factual content since this is a history unit
Higher-order thinking skills
Activating prior knowledge
Identifying weaknesses in the students' content-area knowledge
Mr. Gomez has the following motivational saying on the wall of his grade 9 history class: "Winning in here is the key to winning out there." He tells the students that this is a quote from the film Coach Carter and periodically shows clips of the film to the class. Mr. Gomez wants his students to understand what "winning in here" means. Which THREE of the following activities could Mr. Gomez use to reinforce the culture of success in the class environment?
Each time he shows a film clip, Mr. Gomez has students analyze the conlficts depicted in the scene
Once a week, at the beginning of class, students work in groups to brainstorm about words that suggest winning, like success, triumph, overcoming, yes!, hitting the mark, and bull's-eye!
Mr. Gomez has a "winning is about..." bulletin board where students post comments about a story
Mr. Gomez breaks students into groups with the task to create a list of "winners" and "losers" in history
Mr. Gomez creates a class blog where students can post a response to this prompt: "You're a winner when...." The only requirement is that the sentence completion based on something that really happened in a real class
A grade 8 English teacher constructs a thematic unit focused on peer pressure, with the instructional goal to have students recognize that peer pressure can have positive as well as negative effects. In addition to class discussion of the anchor text unit, the class will create and conduct interviews to collect data on how young people respond to peer pressure. The culminating assignment for the unit will be construction of a class spreasheet to analyze the interview data.
Which THREE of the following instructional goals demonstrate how creating a spreadsheet will enhance student learning?
Compiling data in the spreadsheet will enable students to collect and present interview data in an organized learning format
Arranging data in a spreadsheet will enable studetns to see trends and themes in the survey responses
Using a spreadsheet instead of pen and paper offers an alternative to traditional essay writing
Creating a spreadsheet will enable students to recognize that technology can be challenging
Manipulating rows and columns in the spreasheet will develop students' ability to see information from different perspectives
Which THREE of the following instructional practices contribute to managing group activities effectively?
Using a timer to set limits on collaborative work time
Asking students to decide how much time they need to complete the group tasks
Creating an independent work area in the classroom for students who prefer not to work in groups
Putting a list of group tasks on the board before the group work starts
Using fishbowl discussion to demonstrate how to be a productive group member
Teachers can use a variety of grouping strategies. They can place students in groups based on ability, or they can create heterogenous groups that reflect a range of abilities. Students can be allowed to self-select groups. Teachers can pair students or they can create groups of four and five members. Flexibility in grouping strategies primarily reflects which of the following aspects of a positvie, productive class environment?
Students thrive in a climate that routinely integrates surprise and limits predictability
Using a variety of grouping systems allows students to develop cooperative work strategies that reflect their individual abilities
Using a variety of grouping strategies allows the teacher to test the developmental appropriateness of instructional materials
Using a variety of grouping strategies ensures fairness by moving low-achieving students from group to group
A grade 2 teacher wants to help her students learn to function effectively in groups. Which of the following group activites is most developmentally appropriate for promoting these young students' ability to collaborate with others?
Giving each group a box of crayons, one pair of scissors, one tube of glue, one sheet of construction paper, a few craft sticks, and other crats materials and telling students they need to share these material to create indiviual products
Giving each group a group task to complete and designating a specific task, such as gluing, coloring, cutting, folding, disoplaying, etc., to each group member
Giving each a single set of crayons and timing each student's turn in using a particular color
Giving each group a piece of consturdtion paper and having the group complete this sentence to create a class collaboartion chart: "A good group member is ____"
In a grade 2 class, which of the following measures would most effectively convey expectations for behavior and procedures for walking down school hallways?
The teacher tells the students that the principal expects them to be quiet because other students are trying to learn
The teacher tells students in clear, simple terms what is expected, models the desired behavior, and gives students the opportunity to practice the behavior
The teacher has students make behavior posters using original artwork showing examples of students observing and violating the procedures
The teacher watches the students passing through the halls and corrects their behavior
The school media specialist collaborates with the language arts teachers in an elementary school to set up a reading program that will reward studetns for out-of-class reading. The specialist installs software containingcomprehension questions for 500 books. As students complete a book, they can go to the library during free time and take the comprehension quiz as many times as they need to until they score 80 percent correct. This technology-supported reading program primarily demonstrates which of the following principles of effective, responsive instruction?
Providing extrinsic rewards for students to boost motivation in completing self-selected reading
Assessing students' reading practices in a nonacademic environment
Creating high expectations for students by allowing them to retake the reading quizzes as many times as they need to
Collaboration between the media speicalist and content-area teachers to create an opportunity that integrates technology to enchance student learning
Mr. Shoney has administered three unit test in his high school geometry class. The average scores are 68 on Test 1, 65 on Test 2, and 67 on Test 3. On Test 1, 5/25 students passed the test, on Test 2, 10/25, and on Test 3, 7/25. For the Unit 4, he wants to improve the passing ratio, with a goal of reaching 50% pass rate and want to raise the average score to 72%. Which THREE of the following instructional strategies should he apply to promote student achievement?
Mr. Shoney offers bonus points to students who come in before or after school to retake the three tests. And he plans to replace the original score if the second attempt yields a higher score
Mr. Shoney distributes the scored exams to the students and has the students identify the items that they found most difficult
Mr. Shoney analyzes the test items to ensure they align to his learning objectives for Unit 4
Mr. Shoney rewrites the upcoming Test 4, to create easier items so that more students are able to meet the 50% pass rate
Mr. Shoney integrates self-checks into each day's lesson to assess whether the lesson is enabling learners to meet the learning objectives for the day
A grade 3 teacher is having his students study missions in Texas. Working in groups at the computer stations in the classroom, they are supposed to produce a multimedia presentation that incorporates visuals and text using the software available on the school computers. The teacher distributes a rubric that includes categories for research effort, writing quality, visual creativity, and general presentation. Each category has boxes that can be checked. Which additional teacher action would most effectively provide formative asssessment as students work on their projects?
The teacher helps each group determine which areas of the rubric they need to address
The teacher takes all the projects home each day and gives each group detailed feedback on what they are doing right and wrong
The teacher works in a peer assessment day so that the groups can give each other feedback on their projects
The teacher asks students to fill out a plusses and minuses chart at the end of each group work session to determine how the groups feel about the progress they are making
During the first week at school, Mr. Finch gives his grade 6 math students a variety of class activities including independent work, collaborative projects, and problem-solving scenarios. Mr. Finch takes note of each student's strong points. Throughout the week, he calls a few parents to comment on their children's first-week progress. Mr. Finch is primarily addressing which of the following means of supporting student learning?
Making sure students know that he will call parents if the students do not perform well in class
Initiating positive communication with parents early in the year
Creating internal motivation in students to make sure they work hard to meet learning objectives
Establishing a social connection with parents so that he'll be able to contact them later in the year in case students do not perform well
A grade 6 teacher plans a career awareness unit. She sends invitations to all the parents to volunteer to come and talk to the class about their careers and/or work and to answer student questions. Ten parents volunteer, and the teacher schedules two to four parents over several days of the unit. Which of the following explanations primarily addresses the way this activity reflects the teacher's professional responsibilities?
The teacher is actively engaging families in the children's educational experiences
The teacher is establishing a foundation for recruiting parent volunteers for field trips, class projects, and other class events
The teacher will be able to use the level of parent response as a baseline measure of parents' general interest in their children's education
The teacher is creating an opportunity to meet the students' families
A high school physics teacher wants his students to write a traditional research paper on a physicist or other scientist who has made a significant contribution to the area of physics. He feels unsure about how to guide his students in the research process and the mechanics of the writing. Additionally, he wants the final papers to be produced using word-processing tools. Which THREE of the following actions would most strongly support his students' learning on this project?
The teacher tells students to read the APA manual carefully, noting information about crafting a thesis statement, documenting sources, and meeting fair use expectations
The teacher invites the librarian to do a guest lecture in this class to go over procedures for using library databases and other research tools
The teacher asks an English colleague to help him create a rubric that relfects APA formatting requirements so that students will know expectations for all aspects of the assignment
The teacher makes a list of websites that offer complete research papers and has students read at least one essay on a physics topic
The teacher asks the school technology director to schedule several class sessions for his students in the school computer lab so that he can work with the students as they construct their drafts
Ms. McRae, a middle-school history teacher attends a professional development workshop sponsored by the Regional Education Service Center. The focus of the workshop is training and practice in using Bloom's Taxonomy to plan effective, coherent instruction. As part of the workshop, teachers draft a unit in their discipline, share it with colleagues at the workshop, and get feedback from the presenter. For her unit, Ms. McRae creates a unit on the U.S. presidents. Her overall instructional goal for the unit is to enhance students' understanding of the historical contribution of each president.
This workshop primarily meets which of the following teacher roles and responsibilites?
Socializing with colleagues in the same discipline to create a collaborative environment
Mentoring colleagues by modeling effective pedagogical strategies
Planning teaching activities that will meet the proficient rating level in the teacher appraisal rubric
Using professional development resources to enhance pedagogical skills
