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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. 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






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






3. Organizing curriculum around large themes






4. Realistic scenarios to consider during simulation






5. Used for students with memory difficulties or learning disabilties






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






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






8. Oral - written - or through visual performance






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






10. Extent to which an assessment is consistent with its measures






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






12. Home team - each student is then given a number - each student joins others with same number to become expert - home team comes together to teach others the lesson he/she learned






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






14. Double - entry page - graphic organziers - and SQ3R






15. Students work as a class to read - discuss - or solve problem (don't use all the time)






16. Groups that change as the students' learnng needs change






17. Test is found to be valid if it measures what it was designed to measure






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






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






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






21. 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)






22. Visual - kinesthetic - whole body






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






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






25. Students must be taught and learn to use teamwork and positive social skills when working with others






26. Effective teaching model of lessons


27. Nonlinguistic and linguistic






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






29. Partner check (complete work individually and then check with partner) - group investigation (students are assigned a topic and prepare a report or summary to share with the whole class)






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






31. Used after focused lessons...provide alternative to seat work - rewards students - provide enrichment and remediation - fosters collaboration - accomodates individual learning styles






32. Tool for learning in schools today






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






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






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






36. What the student feels is his or her area of weakness or strength






37. Teacher - led or peer - led (literature circles and cooperative learning activities...lectures - recitations - reciprical teaching and Socrative seminars






38. Written notes teacher maintain based on observations of individual children (file folders - mailing labels - index cards)






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






40. 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)






41. 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






42. They can see patters and connections (comparing - contrasting - classifying information - discussion - inquiry - graphic organizers - and examples)






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






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






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






46. Student must perform a task or generate his or her own response during assessment






47. Student draws line down the middle of page; left - hand side used for taking lecture notes - right - hand side used for reflections and connections






48. Reading or hearing






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






50. Develop the response