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PRAXIS 5622 PLT Practice Questions and Answers
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PRAXIS 5622 PLT Practice Questions and Answers
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PRAXIS 5622 PLT Practice Questionsand Answers
The iiuse iiof iiheterogeneous iigroups iiin iiorder iito iiincrease iilearning iiin iithe iiclassroom iiis
iibest iisupported iiby
iiA. iiPiaget's iiDevelopmental iiTheory
iiB. iiVygotsky's iiZone iiof iiProximal iiDevelopment
iiC. iiBruner's iiModes iiof iiRepresentation
iiD. iiBloom's iiTaxonomy ii- iiAnswers ii-B
The iimost iisignificant iidifference iibetween iiBruner's iiModes iiof iiRepresentation iiand
iiPiaget's iiCognitive iiDevelopmental iiStages iiis ii______.
iiA. iiThe iiages iiassociated iiwith iieach iimode/stage
iiB. iiThat iiBruner iibelieves iigeneric iicoding iisystems iiallow iiindividuals iito iipredict iiand
iiinvent
iiC. iiThat iiPiaget iisuggests iiwe iilearn iithrough iiassimilation iiand iiaccommodation
iiD. iiThat iiBruner iibelieves iian iiindividual iiis iicapable iiof iilearning iiany iiconcept iiat iiany
iiage iias iilong iias iiit iiis iipresented iiand iiorganized iiappropriately ii- iiAnswers ii-D
Eight iiyear iiold iiNathan iihas iibeen iifailing iito iireach iithe iiclass iigoal iiof ii30 iiaddition iifacts
iianswered iicorrectly iiin iione iiminute. iiThe iiteacher iidecides iito iiuse iiindividual iigoals iifor
iithe iione-minute iitimings iiinstead, iiand iiadjusts iiNathan's iigoal iito ii20. iiThis iidecision
iimost iiclearly iidemonstrates iia/an ii___________.
iiA. iiTeacher's iimisunderstanding iiof iichild iidevelopment
iiB. iiAppropriate iimodification iito iia iicognitive iitask
iiC. iiClear iiunderstanding iiof iia iidevelopmental iineed iifor iicompetence
iiD. iiBoth iiB iiand iiC ii- iiAnswers ii-D
A iistudent iiis iiable iito iiuse iicounters iito iishow iithat ii3 ii+ ii4 ii= ii7, iibut iiwhen iithe iiteacher
iiwrites ii3 ii+ ii4 ii= ii? iion iithe iiwhite iiboard, iithe iisame iistudent iicannot iianswer iithe
iiquestion. iiA iireasonable iiconclusion iithe iiteacher iimay iidraw iiis iithat iithis iichild
ii__________.
iiA. iiHas iinot iiyet iireached iiPiaget's iipreoperational iistage iiof iidevelopment
iiB. iiDoes iinot iirespond iitypically iito iioperant iiconditioning
iiC. iiIs iiperforming iiat iithe iisynthesis iilevel iiof iiBloom's iiTaxonomy
iiD. iiHas iia iilearning iidisability ii- iiAnswers ii-A
,Isabel iifrequently iicomplains iithat iishe iiis iinot iiunderstanding iithe iimath iimaterial
iipresented iiin iiclass. iiWhich iiof iithe iifollowing iifactors iishould iiNOT iibe iiconsidered iia
iilikely iicontributor iito iithis iilack iiof iiunderstanding:
iiA. iiGender
iiB. iiThe iimethods iiof iiinstruction
iiC. iiIsabel's iiSES
iiD. iiA iilanguage iibarrier ii- iiAnswers ii-A
In iithe iimiddle iiof iia iimath iilesson, iia iithird iigrade iiteacher iirealizes iithat iiseveral
iistudents iiare iihaving iidifficulty iiunderstanding iiand iiapplying iithe iistrategy iiinvolved.
iiThe iiteacher iishould iiinvestigate iiwhich iiof iithe iifollowing iias iipossible iicauses?
iiA. iilow iiself iiesteem
iiB. iilack iiof iiprior iiknowledge
iiC. iicultural iidifference iitheory
iiD. iiBoth iiA iiand iiB ii- iiAnswers ii-D
Alec iiis iialways iineeding iireminders iito iistay iion iitask iiduring iimath. iiDespite iihis iilack iiof
iiattention iiand iiengagement, iimost iiof iihis iiwork iigets iicompleted iiwith iiaccuracy. iiHis
iiteacher iishould iifirst iipursue iithe iipossibility iiof:
iiA. iiAn iiachievement iigap
iiB. iiA iilearning iidisability
iiC. iiUnderachievement
iiD. iiNone iiof iithe iiabove ii- iiAnswers ii-C
Which iiof iithe iifollowing iistatements iiis iitrue iiof iiEnglish iiLanguage iiLearner iiproficiency?
iiA. iiAcademic iiEnglish iiproficiency iiis iikey iito iistudent iiachievement
iiB. iiEnglish iiLanguage iiLearner iiachievement iigaps iiare iiwide iionly iiin iireading
iiC. iiThe iimajority iiof iiEnglish iiLanguage iiLearners iiare iinot iifrom iilow-income iifamilies
iiD. iiLanguage iibarriers iiof iiEnglish iiLanguage iiLearners iido iinot iihave iilong-term
iidetrimental iieffects iion iistudent iiperformance ii- iiAnswers ii-A
Which iiof iithe iifollowing iiconsiderations iishould iiyou iipay iithe iimost iiattention iito iiin iifirst
iisetting iiup iithe iiclassroom iibefore iistudents iiarrive?
iiA. iiDesk/table iiarrangement
iiB. iiLocation iiof iiyour iifile iicabinet
iiC. iiAttendance iiprocedures
iiD. iiPosting iiexpectations ii- iiAnswers ii-A
Research iisuggests iithat iithe iicore iicomponents iiof iieffective iiclassroom iimanagement
iido iiNOT iiinclude ii_____________.
, iiA. iiThe iiteaching iiof iitransition iitime iiroutines
iiB. iiClassroom iiarrangement
iiC. iiAlignment iiwith iian iiauthoritarian iiteaching iistyle
iiD. iiRecord iikeeping iiconsiderations ii- iiAnswers ii-C
Piaget's iiprocess iiof iiaccommodation iiis iimost iiclosely iirelated iito ii____________.
iiA. iiClassical iiconditioning
iiB. iiCognitive iidissonance
iiC. iiAttribution iitheory
iiD. iiIntrinsic iimotivation ii- iiAnswers ii-B
. iiA iiteacher iiusing iisystems iiof iipositive iireinforcement iiand iilogical iiconsequences iito
iimotivate iilearners iibest iiillustrates iithe iitenets iiof ii__________.
iiA. iiMaslow's iiHierarchy iiof iiNeeds
iiB. iiThorndike's iiLaw iiof iiEffect
iiC. iiErikson's iiTheory iiof iiIdentity ii& iiPsychosocial iiDevelopment
iiD. iiHeider/Weiner's iiAttribution iiTheory ii- iiAnswers ii-B
Beginning iiwith iia iistandard iistated iias iia iistudent iilearning iiobjective iiin iiorder iito iiplan iia
iilesson iiis iian iiexample iiof ii____________.
iiA. iiAn ii"anticipatory iiset"
iiB. ii"Backwards iiPlanning"
iiC. iiAligning iiassessment iiwith iithe iiinstructional iigoal
iiD. iiNone iiof iithe iiabove ii- iiAnswers ii-B
Standards iiallow iifor ii_______________.
iiA. iiLearning iiopportunities iito iibe iispecifically iitargeted iito iiwhat iia iistudent iishould
iiknow iiand iibe iiable iito iido
iiB. iiTeachers iito iidiagnose iilearning iidisabilities
iiC. iiAlignment iiof iiactivities, iimaterials, iiinstructional iiprocesses, iiand iiassessments
iiD. iiBoth iiA iiand iiC ii- iiAnswers ii-D
In iiplanning iia iikindergarten iisink-or-float iiexperiment iiwith iipumpkins, iithe iiteacher iiis
iiconfident iithat iimost iistudents iiwill iibe iisurprised iiby iisuch iia iilarge iiand iiheavy iiobject
iibeing iiable iito iifloat. iiS/he iidesigns iisome iidiscussion iiquestions iithat iiwill iisupport iithe
iistudents iiin iihaving iito iiadjust iitheir iioriginal iischema iiaround iiwhat iicauses iiobjects iito
iisink. iiThis iiscenario iidemonstrates iithe iiteacher's iiawareness iiof ii___________.
iiA. iiVicarious iilearning
iiB. iiZones iiof iiProximal iiDevelopment
iiC. iiReciprocal iiDeterminism
iiD. iiCognitivism ii- iiAnswers ii-D
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