FTCE Professional Final Exam Study Guide Answered 100% Correct

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Inductive Thinking - ANSWER requires experimentation and research; moves from the concrete to the general; project-based Primary concern of educators - ANSWER Development of students' potention ... All lessons should be based on... - ANSWER Standards Lessons should start by... - ANSWER Assessing and activating prior knowledge; reviewing pre-requisite skills The type of motivation we want in students - ANSWER Intrinsic (curiosity) Optimal role of the teacher in student behavior - ANSWER Facilitate self-regulation The role of assessments - ANSWER Know if the instruction is effective and if the skills have been mastered When should we use intervention programs? - ANSWER For students who continuously fail/don't progress Effective classroom rules - ANSWER -discussed with students -posted -reviewed periodically -consistently enforced Student-centered classroom - ANSWER Mixed ability groups; cooperative learning activities The best way to increase learning - ANSWER motivation Effective teachers - ANSWER knowledgeable, reflective, monitor student performance and provide intervention Action research - ANSWER -collection of data about current education practice and resulting outcomes in order to reflect and develop an improvement plan -anecdotal records, audio, video, results of assessment Best way to prepare for a new unit - ANSWER provide clear expectations - projects and their rubrics Proximity control - ANSWER gets students back on track without being disruptive Effective directions - ANSWER Clearly provided - orally and in writing Objectives - ANSWER Should be specific and measurable -say what students should know/be able to do at the end Best way to increase student focus - ANSWER ask questions about the subject How to verify if the curriculum is lacking in certain areas - ANSWER use the gradebook Reasons for revocation of license - ANSWER -immoral acts -false information -failure to report arrest -failure to report abuse Professional development - ANSWER -should focus on improving classroom performance Software should only be used - ANSWER to teach/reinforce standards Rigor - ANSWER critical thinking, problem-solving, making predictions What should be done when students repeatedly fail on the same skill? - ANSWER Reteach and practice pre-requisite skills Creative thinking - ANSWER Produce original, creative materials Proper corrections - ANSWER Identify what is wrong and provide the correct answer When do students score higher on exams? - ANSWER When they are familiar with the test format and the content covered What is the best evidence of successful PD? - ANSWER Increase in student performance How to best teach vocabulary - ANSWER In context How to best encourage exploration of personal interests - ANSWER Choice, not creativity When are modifications necessary? - ANSWER Student below grade level and classroom accommodations aren't enough When is feedback effective? - ANSWER Specific, constructive, relevant, immediate, and sincere reciprocal teaching - ANSWER Allows the student to alternate between the role of a student and a teacher. -predicting, questioning, clarifying, summarizing criterion-referenced test - ANSWER tests for standards What should teachers do about new tools? - ANSWER Discuss with principal and share with all faculty through PD reflective learning community - ANSWER teachers meet regularly to reflect on instructional methods school improvement plans - ANSWER designed by the school advisory council and implemented by the principal and staff PD goals - ANSWER relevant, measurable, based on student needs Until when may students retest on a skill? - ANSWER Until they demonstrate mastery redirects - ANSWER used to encourage critical thinking e.g. asking if students agree or asking to expand on something the best timing for feedback - ANSWER 24-48 h after IEP annual goals - ANSWER individualized, detail what needs to be accomplished and how well (behavior - conditions- criteria) Best resource for teachers - ANSWER professional learning community/other teachers Parents should be called for... - ANSWER positive comments and academic concerns What is the impact of self-assessment of comprehension? - ANSWER Students focus on the lesson objective What type of skills does student-centered learning use? - ANSWER higher order What should teachers who teach ELL students do when they don't have the ESOL endorsement? - ANSWER -send out-of-field letter to parents -continue working on satisfying the requirement Best way to understand cultural background of students - ANSWER allow them to share personal experiences with the class stanine scores - ANSWER used in norm-referenced tests to compare student performance -single-digit number stands for percentage e.g. 7 = did as well or better than 70% of students transition management - ANSWER seamless change of activity within the lesson Where can differentiation occur? - ANSWER process (how something is delivered), products (how something is assessed), learning environments NOT the standards LEP committee meetings include - ANSWER parents, ESOL and Gen-Ed teacher, psychologist/social worker Modifications - ANSWER alternative assessments; change target skill or construct of learning (lower performance expectations - amount of content or complexity) First step for accommodations - ANSWER develop a behavior inventory personal discovery inventories - ANSWER students list characteristics about themselves (inductive) The best way to help students retain information is to - ANSWER outline objectives at the beginning and review them at the end What's an IEP? - ANSWER individualized education program/plan to support students with disabilities What is the process of an IEP? - ANSWER Identify the need, evaluate, decide eligibility, IEP meeting and writing of the IEP, provide services, measure progress, review IEP, re-evaluate child Bloom's taxonomy levels - ANSWER cognitive, affective, psychomotor What are the main guidelines for cooperative learning? - ANSWER -guided by standards -teacher is a facilitator -groups of 2-4 with defined roles and expectations -short/long term rewards to motivate -evaluate group and individual What is the best classroom arrangement for academic and social needs? - ANSWER academic - rows social - open concept In what two ways can behavior management be used? - ANSWER -prevention -intervention Ivan Pavlov's classical conditioning - ANSWER pairing neutral stimuli with unconditioned stimuli results in learning a conditioned response to a stimuli that was neutral in the past E.L. Thorndike's law of effect - ANSWER behaviors with positive consequences are more likely to be repeated and those with unfavorable consequences are not as likely to be repeated B.F. Skinner's operant conditioning - ANSWER reinforced behavior is more likely to be repeated and behavior that is not rewarded or punished is less likely to be repeated reinforcement - ANSWER - increase the likelihood of behavior to be repeated -positive ->praise, reward - negative -> removal of undesirable stimulus Premack principle - ANSWER pair undesirable behaviors with desirable acts to induce students to engage in less desirable acts (i.e. offering a reward for doing something undesirable) punishment - ANSWER -decreases the likelihood of repeat behavior -should be fair and justified by explanation extinction - ANSWER a learned behavior no longer elicits an expected reinforcement or isn't paired with an unconditioned stimulus *happens when there's failure to reinforce Bandura - ANSWER learning occurs through observation of modeled behavior and consequences of the behavior Meichenbaum's model of self-regulated learning - ANSWER practice modeled behavior by forescasting rewarding and negative consequences types of bullying victims - ANSWER -passive (no defense; just suffers) -provocative (tease and irritate bully; can't defend himself) Accommodations - ANSWER Do not reduce learning expectations or change the test construct - change presentation and how students respond What are the four categories of accommodations? - ANSWER -timing -presentation of material -setting (quiet room, small group) -response (formats) How can teachers be effective communicators? - ANSWER know audience, mini-lecture (10-20 min), variety of presentation techniques, stop and check for understanding Listservs - ANSWER compilation of all email addresses under one address (send to all) fishbone diagram - ANSWER cause-effect graphic organizer culturally responsive classroom - ANSWER -teacher recognizes the kids want to learn -strategies and behaviors used to encourage students -instructional programs prevent failure and increase opportunity seven learning styles - ANSWER -visual (spatial) -aural (auditory-musical) -verbal (linguistic) -physical (kinesthetic) -logical (mathematical) -social (interpersonal) -solitary (intrapersonal) institutional challenge - ANSWER belief that everyone can learn in the same way and use the same measure Gardner's Multiple Intelligences - ANSWER -visual-spatial -bodily-kinesthetic -musical -interpersonal -intrapersonal -linguistic -logical-mathematical Brain hemispheres - ANSWER -left --> academic and logical, language, right hand - right --> artistic, music, intuition, left hand Bloom's Cognitive Domains - ANSWER Remembering; Understanding; Applying; Analyzing; Evaluating; Creating Piaget's Cognitive Development - ANSWER 1- Sensorimotor (birth - 18/24 months) 2- Preoperational (18/24 months - 7 y/o) 3- Concrete Operational (7-12) 4- Formal Operational (adolescence to adulthood) Sensorimotor stage - ANSWER -only aware of what's in front of you -object permanence Preoperational stage - ANSWER -think symbolically -memory, imagination, language -no reliance on logical skills Concrete Operational stage - ANSWER -logical thinking -less egocentric -reversibility of actions Formal Operations - ANSWER -abstract concepts and relationships Depth of Knowledge (DOK) - ANSWER -recall and reproduction (list, identify, define) -skills and concepts (compare, contrast, classify, describe, explain, summarize, infer) -strategic thinking (analyze, explain with evidence, generalize, create) -extended thinking (synthesize, reflect, conduct, manage Jerome Bruner - ANSWER the mind is guided by experience to make predictions about the future -students should be equipped to invent things for themselves parallel thinking - ANSWER working together to address a subject rather than to argue divergent reasoning - ANSWER generate multiple answers; higher level thinking response to intervention model - ANSWER prevention system to identify students with academic skill weakness and learning disabilities What should teachers do if students do not show progress from an intervention? - ANSWER outside coaches to assist What is a curriculum-based measurement? - ANSWER An assessment that is driven directly from the curriculum being taught (would be derived from standards) What are the three areas of differentiation? - ANSWER -content -process and techniques -products (by students) What are the different types of academic intervention? - ANSWER -acquisition -proficiency/accuracy -proficiency/speed -generalization -motivation Acquisition techniques - ANSWER Is the task too difficult for the student? e.g. guided reading, peer-assisted activities, tutoring Proficiency/Accuracy techniques - ANSWER Does the student need more support? e.g. cover/copy/compare, response cards Proficiency/Speed techniques - ANSWER Does the student struggle with time? e.g. repeated readings, partner reading, peer-assisted Generalization techniques - ANSWER Has the student successfully done the task before? e.g. functional mediators, train diversely Motivation techniques - ANSWER Does the student lack motivation? e.g. drill practices, mystery Literacy - ANSWER ability to read, write, speak, listen, and think effectively - enables learning and communication What are the three cognitive components of content literacy? - ANSWER -general literacy skills -content-specific literacy skills -prior knowledge of content achievement test - ANSWER standardized test to measure knowledge/skills alternative assessment - ANSWER may require students to answer open-ended questions, solve a problem, demonstrate a skill, produce work authentic assessment - ANSWER measures a behavior in "real world" context; practice an entire concept constructive-response question - ANSWER create something rather than choose from a list to answer the question criterion-referenced test - ANSWER level of mastery holistic method - ANSWER assign a single score; evaluates product, not process outcome - ANSWER usually a culminating activity, product or performance that can be measured performance-based assessment - ANSWER ability to apply knowledge in real-life setting; rubric or analytic scoring guide to guide with objectivity running record - ANSWER used to assess reading level as a student reads from a benchmark book or selection What are the most common alternative assessment techniques? - ANSWER portfolios and projects What are the components of a cognitive objective? - ANSWER Condition, behavior, degree school advisory council (SAC) - ANSWER -reflective of the community (includes principal) -voting members -must meet when members can attend and send agenda two weeks prior to meeting -keep minutes -responsible for school improvement plan and its evaluation, approve budget elections for SAC - ANSWER nominations are invited by the principal; names and ethnic/racial info of winners is sent to the school board -vacancies during the year may be appointed members -elected in an equitable manner What must be the composition of a SAC? - ANSWER 51% + community members not employed by the district; reflection of community diversity standards for professional development - ANSWER -individual needs assessment ---> IPDP includes measurable goals for student achievements, changes in practices and evaluation plan - IPDP reviewed by administration - sustained PD -apply what was learned while receiving support (coaching and resources) -evaluation of plan implementation and changes in practice and student performance ***a similar process is done once a year by schools through classroom-by-classroom analysis to develop a school-wide PDP ***at the district level, they must create opportunities for PD and evaluate their efficacy Sections in the Code of Ethics - ANSWER 3 Obligations to the student - ANSWER -protect from harm -pursuit of learning, diverse POV, accurate presentation of subject -no embarrassment -no violation of legal rights -no discrimination or exploitation for personal gain/advantage -keep identifiable info in confidence Obligations to the public - ANSWER -distinguish between personal views and those of the organization -no use of institutional privileges for gain/advantage -no gift that can influence judgement - no gift to obtain advantages Obligations to the profession - ANSWER -honesty -colleagues (do not deny participation, no harassment, discrimination, interfere with civil and political rights and responsibilities, no false or malicious comments -no fraud or misrepresentation of qualifications -self-report -report violations ***No obligations to the district Who investigates allegations of misconduct? - ANSWER Office of Professional Practice Services LY vs LF - ANSWER LY - code while in ESOL class LF - two year follow-up period after exiting ESOL No Child Left Behind - ANSWER -no testing in languages other than English -districts are responsible for programs to teach English -accommodations for ELLs Florida Consent Decree - ANSWER civil rights of ELL including identification, assessment, evaluation Identification and Assessment of ELLs - ANSWER -Home Language Survey --> test within 20 days -If LEP, notify in writing and enroll in ESOL program *can be appealed by parents Funding for ESOL in FL - ANSWER 5 years + 1 year if the student exists and reenters program Teacher training for ELLs - ANSWER -15 semester hours Alternatively: reduced # of credits or in-service hours + FTCE ESOL exam Who monitors compliance with Florida Consent Decree? - ANSWER FLDOE Stage sof language acquisition - ANSWER -Pre-production (silent period, non-verbal response) -Early production (short answers, approx. 6 months) -Speech Emergent (simple questions and sentences, conversation, classwork with assistance, simple texts) -Intermediate Fluency (complex sentences, writing with errors, may seem fluent in social communication, high-order thinking) [Show More]

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