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Praxis 2 Elementary Education Vocab

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. Is an instructional approach that encourages students to work collaboratively as partners or in small groups on clearly defined tasks.






2. A technique to examine students' collective abilities via real - world challenges that requires them to apply their relevant skills and knowledge.






3. Field trips to community entities - various technology - study economic systems - build skills in areas of communication






4. Utilize primary sources - incorporate fiction - use of timelines






5. The smallest unit of language that has meaning and may be a part of a word






6. Construct understanding from the words






7. You give a list of vocabulary words in L2. Classes are taught in L1.






8. Influences from home - school - and community affect how well the student will learn






9. Stages of cognitive development






10. Credited to Carl Rogers who suggested that all human beings have a natural propensity to learn. The role of the teacher is to facilitate learning via: setting a positive classroom climate for learning; clarifying the purposes and rules; organizing an






11. Refined mastery of multiplication and division






12. Motivation is the primary determinant of L2 proficiency;The more motivated you are the better you will perform






13. Families and schools - cities - state - federal government - ancient and foreign governments






14. Anecdotal records and checklists to record students being observed doing tasks






15. Teaching students to use their own thinking processes to solve problems.






16. Grammatical structures need not be the center of cirriculum organization. Certain rules are acquired before others.

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17. Gradually - experiment with numbers - visualize numbers - use numbers - understand number relationships






18. Field trips to government facilities - scenarios for useful problem solving - discuss and debate current events






19. Rhyming and alliteration - sentence segmentation - syllable blending and segmentation - onset rime - blending and segmentation - phoneme blending and segmentation






20. Doubles - five facts - zeros and ones - nifty nines






21. The reader at the beginning stages of learning to read and developing an association of print with meaning. During this stage of reading development - children engage in reading play and retelling familiar stories from memory and using pictures to ma






22. Numbers and operations - algebra - geometry - measurement - data analysis and probability - problem solving - reasining and proof - communicatins - connections - representations






23. 'if so - how?' In short - metacognition is simply the process of 'thinking about thinking.' In fact - good readers use metacognition before they read anythingin order to help them clarify their purpose for reading and to preview the text.






24. Predict outcomes - create questions - monitor understanding - clarify - connect






25. Simple maps to begin - instruct on simple symbols used - students construct a map






26. Movements or skills become natural and completed without thought






27. Mapping






28. Developmentally appropriate practice - integration - scaffolding - cooperative learning - questioning - task analysis - content enhancements - graphic organizers - wait time - peer tutoring - student responses - instructional pacing - feedback






29. Art






30. Ongoing evaluation during an instructional sequence to allow midstream adaptation and improvement of the project.






31. Zone of proximal development






32. 1. understand the problem - 2. determine essential information - 3. make a plan - 4. follow the plan - 5. check the answer






33. Observing - measuring - identifying content - interpreting data - classifying - predicting - researching - communicating - inferring - hypothesizing - experimenting






34. Eight stages of human development






35. 30-60 minutes of physical activities on all days - 60 minutes of free play per day - daily activities with 10-15 minutes of moderate action






36. A theory advanced by George A. Miller who stressed the idea that short - term memory could only hold 5-9 chunks of information (seven plus or minus two). The term chunk represents any meaningful unit (i.e. - digits - words - pictures - etc.). The con






37. Recognize and name letters of the alphabet - print knowledge - phonemic awareness






38. Student names - nursery rhymes - sound games - read poems - sing songs - alphabet books - discuss words and sounds - word banks - point out consonants and vowels






39. Changing one phoneme for another to make a new word






40. New vocabulary - descriptive words - realistic viewpoints of people and environment






41. The study of the nature and use of symbols in a writing system; correct or standardized spelling according to established usage in a given language.






42. State question - formulate hypothesis - describe variables - indicate controls - collect data - organize data - use mathematical applications - conclusion - enrichment activities






43. Direct instruction - model - guided practice - application






44. Promotes understanding of alphabetic principles and relationship between phonemes and graphemes






45. Connectionism






46. Subtraction as think - addition - subtraction facts with sums to 10 - sums greater than 10






47. Role playing






48. Provide lecture - deliver demonstrations - impart explanations of science topics






49. Two - vowel combinations where both vowels are heard - but not quite making their usual sounds because of the blending - i.e. - oy in TOY.






50. (1849-1936) discovered 'conditioning' and initially believed that all behavior was reflexive. Pavlov thought that all learning - whether the elicited responses in animals - or of highly conceptual behaviors in humans was due to the mechanisms of clas