TExES 191 Generalist EC-6 Test Background Information Dion J. Dubois, Ed.D. [email protected] A National Board Certified Teacher 5 th Grade Teacher.

TExES 191Generalist EC-6 Test

Background InformationDion J. Dubois, Ed.D.

[email protected] National Board Certified Teacher

5th Grade TeacherStevens Park Elementary

Training Dates

9:00 – 5:00Friday, May 31st Fine Arts, Health, PE

ScienceSaturday, June 1st ELARSunday, June 2nd Math & Social Studies

Practice Test: 5:00 – Friday and Saturday (Same Test)

EC-6 Generalist Test Content

English, Language Arts, & Reading 32%

Math 19%

Social Studies 19%

Science 18%

Fine Arts, Health and Physical Education 12%

What you’re being tested on!

ContentCognitive

CharacteristicsLearning

Strategies

TExES

Learner Centered Instruction

As opposed to

Teacher Directed Instruction

Not Even Dallas ISD!

Classic Learning Theory

Piaget – Classic Learning TheoryFour Stages of Development

Sensory-Motor Stage (Birth – 2) Pre-Operation Stage (2-7 yrs old) Concrete Operational Stage (7-11 yrs old) Formal Operational Stage (7-15 yrs old)

Brain-Based Learning Theory

1) The brain is a complex adaptive system2) The brain is social3) The search for meaning in innate4) We use patterns to learn more effectively5) Emotions are crucial to developing patterns6) Each brain perceives and creates parts and whole

simultaneously.

Brain-Based Learning Theory

7) Learning involves focused and peripheral attention8) Learning involves conscious and unconscious

processes.9) We have at least two ways to organizing memory10)Learning is developmental11)Complex learning is enhanced by challenges12)Every brain is unique

Constructivist Learning Theory

1) The learner creates knowledge2) The learner constructs and makes meaningful new

knowledge from existing knowledge3) The learner shapes and constructs knowledge by

life experiences and social interactions4) The student, teacher and classmates establish

knowledge cooperatively on a daily basis.

Metacognition Learning Theory

The study of how to help the learner gain understanding about how knowledge is constructed and about the

conscious tools for constructing that knowledge.Teach students to process his or her learning and

mastery of skills to provide the greatest learning and retention opportunities.

Students are taught to teach themselves skills in problem solving and critical thinking.

Associations

Associations are connections of bits of knowledge.

Associating is relating what we know to what we are trying to learn.

It is using what are already know to make sense out of what we are trying to learning

Sample Questions

What does this remind you of? Where else have you heard something like this? Has anything like this every happened to you? What might his be an example of? Have you ever been in this situation?

Brainstorming

Make your lessons really fun by encouraging student to use their prior knowledge in creative ways.

Challenge them to identify, associate and describe things they already know that are similar to the

lesson’s new concepts. For example, in a science lesson, have the students list all the words they might associate with the topic

“energy”.

Graphic Organizers – Venn Diagram

Graphic Organizers – Spider Map

Graphic Organizers – Concept Map

Predictions

Encouraging student to integrate their prior knowledge, construct inferences, propose alternative solutions, and specify outcomes are creative ways to

get students actively involved in thinking. For example, in a reading lesson, ask the students to: Read the title. What do you think this story is about?

What do you think would happen?

Analogies

Helping students structure and organize new learning through analogies.

For example, in a social studies lesson, ask students to consider the dangers and struggles encountered by the early pioneer settlers to learning how to ride a bike

or to space exploration

Concept Formation

A concept is a mental construct commonly symbolized by a word – it could be an object, event, idea, or

process.Students learn new concept through a process of

differentiating between examples and non-examples of essential characteristics of concepts.

Higher Order Thinking Skills

Knowledge Comprehension Application Analysis Synthesis Evaluation

HOTS Descriptive VerbsKnowledge Define, fill in the blank, identify, label, list, locate, match, memorize,

name, recall, spell, state, tell, underlineComprehension Convert, describe, explain, interpret, paraphrase, put in order,

restate, retell, rewrite, summarize, trace, translateApplication Apply, compute, conclude, construct, demonstrate, determine,

draw, give an example, illustrate, show, solve, useAnalysis Analyze, categorize, classify, compare, contrast, debate,

deduct, diagnose, diagram, differentiate, dissect, distinguish, inferSynthesis Change, combine, compose, construct, create, design, generate,

invent, plan, predict, produce, rearrange, revise, suggest, suppose, visualize, write

Evaluation Appraise, choose, compare, conclude, decide, defend, evaluate, judge, justify, prioritize, rank, rate, support, value

Knowledge

Who was the first person to set foot on the moon? What is the key word in the problem? What was the name of the main character in the

story? What is the Bill of Rights? What part of speech is the word “picture”?

Comprehension

Explain why astronauts had to wear space suits What operation does the key word signify? During what part of the country did the story take

place? What does the Bill of Rights guarantee? Could the word picture be also used as a verb?

Application

Compute how much you would weigh on the moon Write and solve the problem. Give me an example of the selfishness of the

grandmother. How have you exercised your rights under the Bill

of Rights? Write two sentences using the word as a different

part of speech.

Analysis Compare the type of food taken on this journey to the type

of food that you would take if you were going mountain climbing for a week

Will the answer in these types of problems always be larger, smaller, or it depends?

Which of the characters displayed more aggression? To which group of people do certain rights apply? Of the eight parts of speeches, which ones would more

than likely have words that could be used as another part of speech.

Synthesis Pretend you were the first person on the moon. What

would your famous words be? Give me an example where this type of problem may yield

a different type of answer? If you would have been the main character, how would you

have dealt with the grandmother? Which “unspoken” rights do a married couple have as part

of their marriage contract? Can you think of a word that has come out in the last ten

years that is used as a different part of speech?

Evaluation In your opinion, has the money that has been spent on the

space program been worthwhile? Defend your answer. Would this problem be more precise if you use fractions

instead of decimals? Do you think there is a relationship between a person’s

level of aggression and their quality of life? Do you think that a person who has committed a federal

crime should retain the same rights as everyone else? Should a word be used as an adverb and an adjective in

the same sentence? Why or why not?

Effective Teaching Strategies

Learner CenteredActive InvolvementHOTSCreative ThinkingLearning CentersResource People

Cooperative Learning

Simulations Inquiry Approach

Test-Taking Skills Forget about your district, your school, your students and

instructional practice in your school. On the other hand, whole-group instruction, dictionary

work, memorization, worksheets, and workbooks are not effective teaching practices.

Focus on Phonics and teaching alphabetic knowledge of letters and combination of letters and the sound they make in the early grades.

Authentic practices in reading and writing in upper grades Respect and incorporate cultural diversity Incorporate technology