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-Students as Learners 33% (MC 11% & CR 22%)Student Development and Learning ProcessStudents as Diverse LearnersStudent Motivation and the Learning Environment
Students as Learners-Refer to theoretical points as you discuss specific
strategies or actions.
-Refer to theorists as you discuss specific strategies
or actions.
-Incorporate theories into your answers as
appropriate.
-Consider and integrate ethnicity and race with
respect to actions.
-Consider gender with respect to actions.
-Consider learning abilities and disabilities with
respect to actions.
-Consider primary language with respect to actions.
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Piaget his stages and their implications for teachers Vygotsky zone of proximal development, scaffolding Erikson stages and their implications for each level of school-age children Albert Bandura social cognitive theory and observational learning Abraham Maslow hierarchy of needs (motivation) Kohlberg stages and their implications for each level of school-age children
Instruction and Assessment-Write parts of and analyze unit and lesson plans-Write learning objectives-Create assessments, rubrics, and analyze them-Create instructional strategies and tell how and when you might
use them-Explain how and when you might modify instruction for students-Explain how you would motivate students in certain situations-Explain how you will make goals and procedures clear to students-Explain how you will make content comprehensible to students-Explain how you will monitor students' understanding of content-Demonstrate how you would use instructional time wisely-Explain how you will extend student thinking
Communication Techniques-Communicate expectations to students -Demonstrate effective verbal and nonverbal communication -Demonstrate cultural and gender differences in communication -Stimulate discussion and responses in the classroom -Communicate effectively with parents, colleagues, and administrators -Recognize and comprehend different forms of communication
PASSAGE WITH SEVERAL MC QUESTIONSThe following passages are taken from a debate about the advantages and
disadvantages of a constructivist approach to teaching.Why constructivist approaches are effective
The point of constructivist instruction is to have students reflect on their questions about new concepts in order to uncover their misconceptions. If a student cannot reason out the answer, this indicates a conceptual problem that the teacher needs to address. It takes more than content related professional expertise to be a guide on the side in this process. Constructivist teaching focuses not on what the teacher knows, but on what and how the student learns. Expertise is focused on teaching students how to derive answers, not on giving them the answers. This means that a constructivist approach to teaching must respond to multiple different learning methods and use multiple approaches to content. It is a myth that constructivist teaching never requires students to memorize, to drill, to listen to a teacher explain, or to watch a teacher model problem-solving of various kinds. What constructivist approaches take advantage of is a basic truth about human cognition: we all make sense of new information in terms of what we already know or think we know. And each of us must process new information in our own context and experience to make it part of what we really know.
Why constructivist approaches are misguidedThe theory of constructivism is appealing for a variety of reasons, especially for its emphasis on direct student
engagement in learning. However, as they are implemented, constructivist approaches to teaching often treat memorization, direct instruction, or even open expression of teacher expertise as forbidden. This demotion of the teacher to some sort of friendly facilitator is dangerous, especially in an era in which there is an unprecedented number of teachers teaching out of their fields of expertise. The focus of attention needs to be on how much teachers know about the content being taught. Students need someone to lead them through the quagmire of propaganda and misinformation that they confront daily. Students need a teacher who loves the subject and has enough knowledge to act as an intellectual authority when a little direction is needed. Students need a teacher who does not settle for minimal effort but encourages original thinking and provides substantive intellectual challenge.
Questions related to passage9. The first passage suggests that reflection on which of the
following after a lesson is an essential element in constructivist teaching?(A) The extent to which the teachers knowledge of the content of the lesson was
adequate to meet students curiosity about the topic
B) The differences between what actually took place and what the teacher planned
(C) The variety of misconceptions and barriers to understanding revealed by students responses to the lesson
(D) The range of cognitive processes activated by the activities included in the lesson design and implementation
10. The author of the second passage would regard which of the following teacher behaviors as essential for supporting student learning?(A) Avoiding lecture and memorization
(B) Allowing students to figure out complex problems without the teachers intervention
(C) Emphasizing process rather than content knowledge
(D) Directly guiding students thinking on particular topics
These questions require you to construct a response rather than select the correct answer from a list; thus, these questions count for more points toward your score.
The constructed response questions require you to demonstrate an awareness of curriculum and pedagogical issues and assess your ability to explain material and key concepts in your own words.
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All CR Items ask for-2 strengths, -2 approaches, -2 strategies, -2 actions, -2 reasons, -2 weaknesses, -2 suggestions, etc.
-Restate the question as an introduction to keep focused:Mr. Smiths classroom management approach would be more effective if he employed alternative measures.
-Idea #1 with rationaleOne strategy that Mr. Smith could use to improve his classroom management approach would be __________. This strategy etc.
-Idea #2 with rationaleAnother strategy that Mr. Smith could use to improve his classroom management approach would be __________. This strategy etc.
-Have a concluding sentenceMr. Smiths approach to classroom management would be more effective etc.
PLT MC Practice Tests-Check out study guides from the library orpurchase your own-Talk to students who have taken the test-Form a study group-Apply basic principles of test taking-Do not wait until the last minute to prepare