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Praxis PLT Study Guide
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Praxis PLT Study Guide
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Praxis PLT Study GuideWhich iiof iithe iifollowing iistrategies iiis iimost iilikely iito iiincrease iistudents' iiself-motivation
iiduring iia iiunit? ii- iiAnswers ii-
Which iiof iithe iifollowing iistatements iiaccurately iidescribes iithe iiimpact iiof iimetacognition
iion iithe iilearning iiof iielementary iistudents? ii- iiAnswers ii-Students iibenefit iifrom
iireceiving iiexplicit iiinstruction iion iiwhen iito iiuse iicognitive iistrategies.
Which iiof iithe iifollowing iiteacher iistrategies iiis iimost iieffective iifor iimotivating
iielementary iistudents iito iiread iirecreationally? ii- iiAnswers ii-Offering iiincentives, iisuch
iias iirewards iifor iithe iinumber iiof iipages iiread
A iiteacher iiintroduces iimultiplying iitwo-digit iinumbers iiby iibreaking iidown iieach iistep
iiduring iiwhole-class iiinstruction. iiThree iistudents iicontinue iito iistruggle iiafter iifour iidays
iiof iiinstruction iiand iipractice. iiThe iiteacher iiprovides iithree iiadditional iidays iiof iismall-
group iiinstruction iito iithe iistudents, iiwho iiare iithen iiable iito iibe iisuccessful
iiindependently. iiWhich iiof iithe iifollowing iilearning iitheories iidoes iithis iibest iirepresent? ii-
iiAnswers ii-zone iiof iiproximal iidevelopment
At iithe iiend iiof iia iiunit iiof iistudy, iistudents iirefer iiback iito iia iiKWL iichart iithey iistarted iito
iifill iiout iiat iithe iibeginning iiof iithe iiunit. iiBy iireflecting iion iiwhat iithey iihave iilearned,
iistudents iican ii- iiAnswers ii-determine iiactual iiprogress iito iisee iiif iithey iireached iitheir
iigoals
Which iiof iithe iifollowing iiassessments iican iia iiteacher iiuse iito iibest iidetermine iiwhether
iia iistudent iiis iireading iion iigrade iilevel? ii- iiAnswers ii-Achievement iitest
A iiteacher iiasks iiher iiclass, ii"How iidid iipeople iimeasure iilength iibefore iithey iihad
iirulers?" iiStudents iiwork iiin iigroups iito iibrainstorm iiideas, iisuch iias iiusing iitheir iihands
iiand iifeet. iiThe iiteacher's iiquestion iibest iiexemplifies iiwhich iiof iithe iifollowing iitheories?
ii- iiAnswers ii-Constructivism
Which iiof iithe iifollowing iiexamples iibest iirepresents iianalytical iiscoring iion iian iiessay? ii-
iiAnswers ii-Assigning iia iiB iifor iicontent iiand iian iiA iifor iimechanics
A iithird-grade iiteacher iiobserves iithat iia iistudent iihas iitrouble iiremembering iiinformation
iiand iifollowing iidirections iithat iiare iipresented iiorally. iiThe iistudent iialso iihas iidifficulty
iifocusing iiin iiloud iienvironments. iiWhich iiof iithe iifollowing iibest iidescribes iithe iiprobable
iiarea iiof iiexceptionality iithis iistudent iidemonstrates? ii- iiAnswers ii-Auditory
, Which iiof iithe iifollowing iifindings iiabout iibullying iiis iibest iisupported iiby iiresearch? ii-
iiAnswers ii-Boys iiare iimore iilikely iithan iigirls iito iibully iiothers iiand iiuse iiphysical
iiaggression.
Students iiare iigiven iiassignments iion iithe iibasis iiof iitheir iiability iilevels iiand iiprovided
iiwith iifrequent iiopportunities iifor iisuccess. ii- iiAnswers ii-Erikson
Students iiare iiencouraged iito iieat iiif iihungry, iiprovided iiwith iia iisafe iienvironment, iiand
iimade iito iifeel iiaccepted iiin iithe iiclassroom. ii- iiAnswers ii-Maslow
Students iiare iigiven iia iireward iifor iipositive iibehavior iiand iiacademic iisuccess iiand iia
iiconsequence iifor iinegative iibehavior iiand iilack iiof iiacademic iiprogress. ii- iiAnswers ii-
Watson
Students iiare iiassessed iiand iiencouraged iito iiwork iiat iitheir iiown iipace iias iithey iiare
iiintroduced iito iinew iiinformation iione iistep iiat iia iitime. ii- iiAnswers ii-Thorndike
A iiscience iiteacher iiwants iito iibuild iia iigarden iion iischool iiproperty iifor iistudents iito iigrow
iiplants iiand iistudy iilife iicycles. iiThe iiteacher iicreates iian iiaction iiplan iithat iiincludes
iigoals iifor iiinvolving iithe iicommunity. iiWhich iiof iithe iifollowing iidescribes iithe iibest iifirst
iistep iifor iithe iiteacher's iiaction iiplan? ii- iiAnswers ii-Meeting iiwith iiadministrators iito iitalk
iiabout iithe iipurpose iiand iiscope iiof iithe iiproject
To iihelp iiwith iiclassroom iimanagement, iia iiteacher iiteaches iistudents iito iiassociate
iicertain iiclapping iisequences iiand iilight iisignals iiwith iidesired iibehaviors. iiThe iiteacher's
iiclassroom iimanagement iitechnique iiis iian iiapplication iiof iiwhich iiof iithe iifollowing
iilearning iitheories? ii- iiAnswers ii-Classical iiConditioning
John, iia iisecond iigrader, iicomplains iito iihis iiparents iithat iihis iiteacher iikept iihim iiin iifrom
iirecess iifor iimisbehaving iiin iiclass. iiAt iia iiparent-teacher iiconference, iithe iiparents iisay
iithat iithey iithink iithe iiconsequence iiwas iitoo iiextreme. iiWhich iiof iithe iifollowing iibest
iidescribes iiwhat iithe iiteacher iishould iido iito iiaddress iithe iiparent's iiconcern? ii- iiAnswers
ii-Review iiwith iithe iiparents iithe iiclassroom iirules iiand iiconsequences iithat iiare iialigned
iito iithe iischool's iistandards
Ms. iiSmith's iistudents iihave iibeen iistudying iisingle-digit iisubtraction. iiBefore iimoving iion
iito iidouble-digit iisubtraction, iiMs. iiSmith iidevelops iia iiquiz iito iiassess iihow iimuch iiher
iistudents iiunderstand iiabout iisingle-digit iisubtraction. iiIf iiany iiof iiher iistudents iido
iipoorly, iishe iiwill iispend iianother iiday iireteaching iiand iireviewing iithe iiconcepts. iiWhich
iiof iithe iifollowing iitypes iiof iiassessment iidoes iiMs. iiSmith's iiquiz iibest iirepresent? ii-
iiAnswers ii-Formative
Constructivist iiteaching iiis iibased iion iithe iibelief iithat iithe iiteacher's iirole iiis iito
iiencourage iistudents iito ii- iiAnswers ii-seek iianswers iiby iimaking iiconnections iito iiprior
iiknowledge
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