FTCE Professional Education Test Questions & Answers. 100% Verified Exam Predictor Quizzes. Rated A+

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FTCE Professional Education Test Questions & Answers. 100% Verified Exam Predictor Quizzes. Rated A+ A teacher's first step in planning a lesson - ✔✔-To identify, within the framework of the s... tate-adopted standards, the instructional objective(s) for the lesson Planning is critical to successful ______ of curriculum, instruction, and assessment - ✔✔-Alignment When designing instruction, teachers should focus on the desired instructional _____ - ✔✔-Objectives Good assessment reflects what is _____ - ✔✔-Taught T or F: When planning lessons, teacher should rely solely on their textbooks - ✔✔-False T or F: Worksheets and drills are the hallmarks of effective instruction - ✔✔-False NGSSS (Next Generation Sunshine State Standards) specify the core content knowledge and skills that K12 public school students are expected to acquire for... - ✔✔-Language arts, mathematics, science, social studies, visual and performing arts, physical education, health, and foreign languages In 2014 Florida adopted the... - ✔✔-Mathematics Florida Standards (MAFS) and Language Arts Florida Standards (LAFS). They are now incorporated in the NGSSS Standards are divided into smaller units called ______ - ✔✔-Benchmarks. These outline the specific content, knowledge, and skills that students are expected to learn in school CPALMS - ✔✔-An online source of information, expert-reviewed resources, and interactive tools. It is Florida's official website for standards information and course descriptions. Definition of parent - ✔✔-By Florida School Law, a parent is either or both parents, a guardian, or any person in a parental relationship to a student or who has charge over a student in place of the parent The NGSSS establish the core _____ of the curricula to be taught in Florida. - ✔✔-Content Florida law specifies that the standards must be relevant, _____, and logically sequential. - ✔✔-Rigorous Instructional Objective - ✔✔-Clearly written statement of what students are expected to know and be able to do as a result of an instructional learning experience Well written standards consist of the following elements: - ✔✔-Action: what the student will do Conditions: the circumstances in which the action will take place Level of mastery: the level of proficiency expected for the action *ABC's of writing objectives: Audience, Behavior, Condition, Degree The best way to write measurable objectives is to use action verbs such as: - ✔✔-Analyze, arrange, assess, classify, compare, compose, contrast, create, define, discuss, identify, judge, list, predict, recite, show, solve, and summarize Task Analysis - ✔✔-The process of identifying the prerequisite skills and prior knowledge that students must have in order to achieve the instructional objective with a high degree of success. This should be conducted for each instructional objective Cognitive Domain - ✔✔-The category for learning that involves thinking capabilities, from recalling simple facts to judging the quality of an argument Example objective: Given a list of 10 animals, the student will classify the animals as herbivores, carnivores, or omnivores with 90% accuracy Affective Domain - ✔✔-The category for learning that involves feeling, values, and dispositions Example objective: While participating in a whole class discussion, the student will show respect for others by not interrupting when others are talking for 100% of the discussion time Psychomotor Domain - ✔✔-The category for learning that involves manual, athletic, and other physical skills Example objective: Given a set of 10 functions, the student will graph the functions on a graphing calculator with 90% accuracy Blooms's Taxonomy - ✔✔-Creating (Evaluation) Evaluating (Synthesis) Analyzing (Analysis) Applying (Application) Understanding (Comprehension) Remembering (Knowledge) The circumstances in which the action of an instructional objective will take place are called the _____ - ✔✔-Conditions "The student will catch the ball" is an action that falls in the ____ domain of instructional objectives - ✔✔-Psychomotor T or F: The cognitive domain is the category for learning that involves thinking capabilities - ✔✔-True T or F: The action in an instrumental objective must be observable - ✔✔-True Content complexity - ✔✔-Refers to the level of cognitive demand that standards and curriculum place on learners. Level 1 Content Complexity: Recall - ✔✔-Recall, identify, locate, or recognize facts or information and demonstrates simple skills or abilities Level 2 Content Complexity: Basic Application of Concepts and Skills - ✔✔-Demonstrate comprehension and processing of information Level 3 Content Complexity: Strategic Thinking and Complex Reasoning - ✔✔-Demonstrate the use of higher-order thinking skills, including abstract reasoning Level 4 Content Complexity: Extended Thinking and Complex Reasoning - ✔✔-Demonstrate significant conceptual understanding and higher-order thinking extended over time and multiple resources Lesson Cycle Model - ✔✔-Focus Explanation Check for understanding Guided Practice Closure Independent Practice Reteach and Extend The 5E Model (Learning Cycle Model) - ✔✔-Engage Explore Explain Extend/Elaborate Evaluate Cooperative learning - ✔✔-Allows students to assume responsibility for their own learning as they work together to complete a project or activity. It provides students with opportunities to develop interpersonal and small-group social skills through a variety of group formats Types of Cooperative Learning - ✔✔-Jigsawing: group members become experts on an assigned topic that they then teach others Corners: group members meet in a designated corner of the room to discuss an assigned topic before teaching it to the rest of the class Think, pair, share: students first work individually on an assigned problem-solving task, next they pair with a partner to discuss and revise, finally they share their results with the entire class Debate: students work in teams to research a topic and formulate persuasive arguments supporting their viewpoints on an issue. Then they present their arguments in a teacher-determined format Developmentally Appropriate Practice (DAP) - ✔✔-Refers to a framework that takes into account the typical patterns of physical, social, and cognitive development of students in order to optimize student learning and to promote social growth Play - ✔✔-Pleasurable, spontaneous, self-motivated, and freely chosen activity. The NAEYC (National Association for the Education of Young Children) strongly advocates play as an important component of developmentally appropriate practice in early childhood because play supports children's cognitive, physical, emotional, and social development Functional play - ✔✔-Commonly occurs from birth to age 2 and involves movement and sensory exploration of the environment Symbolic Play - ✔✔-Usually begins around age 2 and involves using materials or objects to represent things or engaging in imaginary roles Games with rules play - ✔✔-Commonly begins near school age and involves the ability to agree upon and abide by rules Onlooker play - ✔✔-A child watches others play, but doesn't join in Solitary play - ✔✔-A child play's alone Parallel play - ✔✔-Children play side-by-side, engage in similar activities, and might mimic each other, but they do not play together and interact very little Associate play - ✔✔-Children play similar activities side-by-side with interaction such as talking or sharing, but with little joint focus Cooperative play - ✔✔-Children play as a group of two or more with more complex social interaction and with a common focus Cephalocaudal progression - ✔✔-Motor ability develops from the top down. Infants are first able to control their heads, then shoulders, then arms, and finally, their legs and feet Proximodistal progression - ✔✔-Gross and motor ability develop from the central axis of the body outward. Trunk and shoulder movements occur before separate arm movements. Hand and finger control comes last. Before about age six, children's eyesight tends to be _____ - ✔✔-Farsighted In the period from ages 8 to 10, the adolescent growth spurt begins in ______ - ✔✔-Girls In the period from ages 11 to 13, the adolescent growth spurt begins in _____ - ✔✔-Boys T or F: By age 4, most children draw realistic pictures - ✔✔-False T or F: Adolescence is a time of rapid, but irregular, height and weight gain - ✔✔-True Assimilation - ✔✔-Involves fitting new information into existing mental structures (schema) Accommodation - ✔✔-Requires modifying current schema or creating new schema in order to take the new data or information into account Disequilibrium - ✔✔-What children experience when they encounter new data or information, a cognitive conflict. This occurs until they can either assimilate or accommodate Physical knowledge - ✔✔-Developed from physical interaction with objects Logical-mathematical knowledge - ✔✔-Developed from recognizing logical relationships between objects and ideas Social knowledge - ✔✔-Developed through custom or social convention Piaget's Stages of Cognitive Development - ✔✔-Sensorimotor Preoperational Concrete Operational Formal Operational Sensorimotor (Stage One) - ✔✔-Begins at birth and continues to age 2 Learning occurs through the senses and motor development and through trial and error. Children learn to distinguish themselves from the external world. They discover the beginning of independence through cause and effect, learn imitative behavior, and develop object permanence, which means they learn that objects continue to exist even when the object is no longer visible Preoperational Stage (Stage Two) - ✔✔-Ages 2-6 Children are highly imaginative and they enjoy games of pretend. They see the world from their own points of view (egocentric), focus on one aspect of a situation (centration), are rapidly developing language, and are beginning to acquire some reasoning ability, although they do not infer beyond what they see. Symbolic thought- the ability to mentally represent objects, events, and actions Reversibility- the ability to mentally reverse an operation Conservation- the ability to recognize that number, length, quantity, area, mass, weight, and volume of objects has not necessarily changed even though the appearance of these objects might have changed Concrete Operational Stage (Stage Three) - ✔✔-Ages 7-11 Children develop the ability to take another's point of view (decenter) and no longer have problems with centration, conservation, reversibility, and distinguishing appearances from reality. They can sort objects into multiple categories and, based on more than one aspect, can think of the whole and its parts simultaneously (class inclusion) and can arrange objects in sequential order (seriation). They can reason logically to solve problems and make inferences about reality. Still have difficulty with abstract reasoning and hypothetical thinking Formal Operational Stage (Stage Four) - ✔✔-Age 12-adulthood Adolescents who reach this stage begin to think more easily about abstract concepts, things they cannot touch or see. They can develop hypotheses, organize information, test hypotheses, and solve problems. They can also reason both deductively and inductively, make generalizations, and critically analyze the thinking of others. Heteronomous Mortality (Piaget) - ✔✔-In this stage, children see rules as unbreakable and unchangeable - even if everyone agrees to change them. They obey rules for fear of punishment; when very young, they will tattle on rule breakers Autonomous Morality (Piaget) - ✔✔-In this stage, children develop autonomy and are willing to challenge rules. They recognize that punishment is not always automatic and that rules exist by mutual agreement and can be changed with the consent of participants Enactive Mode (Bruner) - ✔✔-Involves interacting with objects in their environment (Age 6) Iconic Mode - ✔✔-Involves the use of images or graphic illustrations to convey concepts (Ages 6 through 11) Symbolic Mode - ✔✔-Using symbols and words to represent concepts (Ages 11 and up) Jerome Bruner - ✔✔-Viewed learning as a process of constructing meaning like building on prior understandings. Believed that children learn best when tasks are presented to them at their appropriate level of development through a discovery-oriented approach Vygotsky - ✔✔-Believed that learning cannot be understood without consideration of its cultural and social context Self-regulation - ✔✔-The ability to learn and solve problems on one's own without assistance Private speech - ✔✔-The self-talk learners use to monitor and guide themselves as they work through a problem or complete a learning task Zone of Proximal Development - ✔✔-The gap between a student's independent level of problem-solving ability and the student's potential level of problem solving ability that can be achieved with assistance from an adult or more capable peer Scaffolding - ✔✔-The support and assistance provided for learning and problem solving, such as verbal cues or prompts, visual highlighting, diagrams, checklists, reminders, modeling, partially completed learning charts or tasks, and examples. Scaffolding should be diminished as learners become selfregulated High ability students need opportunities to work _____ and also with other high-ability students - ✔✔- Alone Struggling students need frequent, corrective ______ - ✔✔-Feedback Struggling students are usually _____ thinkers - ✔✔-Concrete T or F: It is appropriate for students to be given responsibility for their own learning - ✔✔-True Whole-group instruction usually works well in mixed-ability classes - ✔✔-False Boys and girls are _____ capable of academic achievement - ✔✔-Equally Teachers should encourage students to strive for excellence in ____ subject areas - ✔✔-All Teachers should consciously endeavor to provide ____ opportunities for boys and girls alike - ✔✔- Equitable T or F: Gender equity is an important issue in Florida - ✔✔-True T or F: High school teachers should encourage students to consider careers traditionally associated with their gender roles - ✔✔-False Learning Style - ✔✔-The manner in which an individual perceives and processes information in learning situations. Left/Analytical/Deductive Learners - ✔✔--Think from part to whole -Process thought logically and analytically -Approaches problem solving systematically -Skillful in reasoning deductively -Depend on words and language for meaning -Readily follows verbal instructions -Prefers structured assignments -Is independent -Prefers quiet, bright lighting, and formal seating when working -Might not think of himself/herself as creative Right/Global/Inductive Learner - ✔✔--Thinks from whole to part -Processes thought holistically -Approaches problem solving randomly with visual, nonverbal strategies (drawing a picture) -Is skillful at reasoning inductively -Sees patterns and relationships -Perfers to see the big picture before exploring the small details -Prefers instructions that are graphically presented or modeled -Learns better when images and pictures augment text -Can work on several parts of a task at the same time -Likes group work and social activities -Likes music/sound, dim lighting, and relaxed seating -Engages in creative activities T or F: Instruction in most public schools in the US has traditionally favored left-brained dominant students - ✔✔-True Auditory Learners - ✔✔--Like to make people laugh -Talkative -Good storytellers -Enjoy listening activities -Memorize easily -Can deliver oral messages accurately -Easily distracted -Enjoy being in charge Visual Learners - ✔✔--Notice small details -Have good spatial memory -Enjoy drawing pictures -Enjoy illustrated books -Like to work puzzles -Remember faces -Has trouble remembering oral instructions -Dislikes speaking before a group Kinesthetic/Tactile Learners - ✔✔--Need to move around -Want to feel and touch things -Have good motor skills -Enjoy doing things manually -Likes taking things apart -Likes to use concrete objects when learning -Avoids reading -Sometimes appears immature in behavior Field-independent learners - ✔✔-Have the ability to perceive objects without being influenced by the background -Process information in parts -Might focus on specific parts, rather than the whole -Passive in social situations -Tends to be less influenced by peers -Likes working alone -Chooses fields like math, engineering, and science Field-dependent learners - ✔✔-Have the ability to perceive objects as a whole rather than as individual parts -Process information holistically -Has difficulty separating specific parts from a situation or pattern -Able to see relational concepts -Active in social situations -Tends to be influenced by suggestions from others -Likes to work in groups -Chooses fields requiring interpersonal, nonscientific orientation, such as history, art, or social work Concrete Learners - ✔✔-Rely on physically experiencing information Abstract Learners - ✔✔-Are able to process symbolic, abstract representations of information Sequential Organizers - ✔✔-Use a linear step-by-step organizational approach Concrete-sequential learners - ✔✔-Enjoy hands-on, linearly sequenced learnin [Show More]

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