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Praxis Instruction And Assessment

Subjects : praxis, teaching
Instructions:
  • Answer 50 questions in 15 minutes.
  • If you are not ready to take this test, you can study here.
  • Match each statement with the correct term.
  • Don't refresh. All questions and answers are randomly picked and ordered every time you load a test.

This is a study tool. The 3 wrong answers for each question are randomly chosen from answers to other questions. So, you might find at times the answers obvious, but you will see it re-enforces your understanding as you take the test each time.
1. Nonlinguistic and linguistic






2. Involves students in the process of exploring the natural and/or material world in an effort to help them discover meaning






3. Set clear expectations for lessons (not too narrow); students need to understand big picture and be able to connect what they are leanring to experiences and events (use advance organizers)






4. This taps into students' natural curiosity to each student's advantage; it helps students more deeply understand concepts...student must be clear in explaining to apply knowledge to new setting






5. Survey (preview of chapter) - question (scans headings and subheadings and rephrases them into questions) - read (read one section of chapter) - recite (answers questions in his/her own words and writes notes) - review (immediately reviews what has b






6. Reading or hearing






7. Set the level of performance expectation for students; set at state level






8. Helps prepare students' minds for instruction; research has found that learning increases when teachers focus on what is most important - not what students might think is the most interesting






9. When you divide a normal distribution of scores into four equal parts 25% 50% 75%






10. Four or five students who collaborate on worksheets designed to provide extended practice on instruction given by the teacher






11. Written work that makes connections between new and previously learned context






12. Instructional strategies suggested by researchers that improve achievement across the content area






13. Carefully planned lessons presented in small - attainable increments with clearly defined goals and objectives (lectures - demonstrations - review of student performance - student examination)






14. Provide information about learning in progress and offer the teacher and the student an opportunity to monitor and regulate learning






15. Derived from STANdard NINEs. based on nine - point standard scale with a mean of five






16. Combines service to the community with learning inside and outside the classroom






17. Specific expectations of what a student must know and be able to do






18. Mean = average median = midpoint mode= most common






19. Visual - kinesthetic - whole body






20. Helpful for teachers to see that overall student motivation is very high or very low. Based on levels 1-4 (Bell Curve)






21. Teacher/student discussion to improve comprehension






22. Responding to a wide range of abilities present in the classroom






23. In original unaltered form






24. Teacher breaks down unit's content into smaller units and provides support and frequent feedback to the student as he or she demonstrates understanding of each unit






25. Small groups or pairs to solve a problem or learn more about topic






26. Effective teaching model of lessons

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27. Standarized tests (used against peer's scores)






28. Collection of products that reflect progress in a content area






29. Teachers must provide an opportunity for feedback - not only on the group's product but also on the group's process






30. Instructional apporach that ties information to an anchor; student uses concrete applications of the concept being taught (anchor) to connect what he or she is learning to a concrete experience






31. Teacher offers same core content to each student but provides varying levels of support for students






32. Sharing stories of those who didn't give up - personalizing recognition - supporting students when they struggle






33. List the broad goals of a school district - state - or school and provide subject - specific outlines of course content - standards - and performance expectations






34. Oral - written - or through visual performance






35. Interests of the children (early childhood - based)






36. Teacher poses a problem and makes students think individually...teacher then suggests pairing and sharing on problem.






37. Measure a student's knowledge or proficiency in something that has been learned






38. Showing a student what something is or how to do something






39. Using previously learned material in a new situation or context (often supported in the closing of the lesson)






40. Foster inquiry rather than didactic (lecture) methods for learning (asking questions and hypothesize)






41. Knowledge (who - what - where) - comprehension (interpret - retell - organize) - application (subdividing info and putting it back together) - synthesis (infer an idea) - evaluation (making a value decision)






42. Students work at thier own pace under the leadership or guidance (good for those who need accomodations)






43. Given before teaching so teachers understand areas of weaknesses






44. Demonstrate the grade and month of the school year to which a student score can be compared






45. Story maps - cause and effect maps - sequence diagrams - continuums - matrixes and cycle maps






46. Organizing curriculum around large themes






47. Set induction as an activity at the start of a lesson used to set the stage for learning in order to help motivate students and activate prior knowledge






48. To be assessed as successful - students must contribute to the group's success and complete their portion of the task






49. Like authentic assessments/understanding of key concepts or his or her ability to commuicate ideas in writing






50. Instructional materials are divided and then studied by individuals or pairs of students. After they become experts on their sections of information they share the information with the group