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PLT Praxis 5625 - From Cirrus Practice Booklet Exam Questions and Answers
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PLT Praxis 5625 - From Cirrus Practice Booklet Exam
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PLT Praxis 5625 - From Cirrus PracticeBooklet Exam
Abraham iiMaslow
He iideveloped iithe iiHierarchy iiof iiNeeds, iiwhich iihe iitheorized iito iibe iithe
iiunconscious iidesires iithat iimotivate iipeople.
guided iipractice
practicing iia iinew iiconcept iiwith iiscaffolded iisupport iifrom iithe iiteacher ii(Bandura)
iiessential iiwhen iiusing iisocial iilearning iiin iilesson iiplans
operant iiconditioning
provides iirewards ii(intrinsic iior iiextrinsic) iior iipunishment iias iia iimotivation iifor
iidesired iiperformance ii(Thorndike's iiresearch iiled iito iiit. iiWatson iiperformed
iiexperiments iion iiorphaned iiinfants. iiSkinner iiexpanded iion iithe iitheory ii- iilearning
iiby iiresponding iito iithe iienvironment iirather iithan iistimuli)
short-term iimemory
information iithat iienters iithe iiconscious iimemory iibut iiis iinot iistored iifor iirecall iiat
iia iilater iitime ii(less iithan iia iimin iiunless iilearner iiconsciously iiattempts iito iistore iiit
iiin iilong-term iimemory iii.e. iirepetition)
verbal iiprompting
using iiwords iior iibeginning iiphonemes iito iiassist iistudents ii(memory ii- iigoes iiwith
iinonverbal iiprompting iior iisentence iistems)
,inductive iireasoning
conclusions iiare iidrawn iiby iiputting iitogether iiknown iiconcepts iiand iiapplying
iithem iito iia iinew iisituation ii(cognitive iiprocess) iican iibring iistudents iiclose iito iian
iiaccurate iiconclusion ii(approximation), iideductive iireasoning iiis iimore
iiaccurate/absolute
conference
a iimeeting iibetween iiteacher iiand iistudent iiin iiwhich iilearning iiis iiorally iiassessed
iiand iievaluated ii(can iialso iibe iito iimitigate iibehavior)
mode
the iiscore iithat iiappears iimost iifrequently ii(national, iistate, iiand iidistrict
iistandardized iiassessments) iiLikert iiScale iishould iibe iiinterpreted iiusing iimode, iinot
iimean.
attribution iitheory
internal iiattribution iiis iiassumed iiwhen iiother iipeople iimake iimistakes iior iiare
iivictims, iias iiindividuals iitend iito iisee iiothers iias iia iipredictable iistereotype; iiwhen
iian iiindividual iimakes iia iimistake, iihe iior iishe iitends iito iiview iithe iicause iias
iiexternal ii(see iiyourself iias iimore iicomplex iithan iithey iigive iiothers iicredit iifor)
iiTeachers iineed iito iibe iicareful iiabout iiapplying iiinternal iiattributions iito iistudents
iiand iihelp iistudents iiunderstand iiothers iicomplexity.
visual iiimpairments
problems iiwith iieyesight, iisuch iias iiblindness
Title iiIX iiof iithe iiEducation iiAmendments iiof ii1972
protects iistudents iiagainst iigender iidiscrimination iiin iiall iifederally iifunded
iieducation iiprograms, iiincluding iicolleges iithat iireceive iifederal iifunding
extrinsic iimotivation
,an iiexternal iireward ii(people iiwith iian iiexternal iiPLOC ii- iiperceived iilocus iiof
iicausality ii- iifeel iioutside iiforces iiare iicontrolling iitheir iibehavior iiand iiare
iimotivated iiby iiexternal iirewards. iihelp iistudents iiunderstand iitheir iiPLOC iiso iithey
iifeel iimore iiin iicontrol iiof iitheir iiown iibehavior).
exit iiticket
a iismall iipiece iiof iipaper iithat iiincludes iitwo iito iithree iishort, iiliteral iicomprehension
iiquestions; iia iiuseful iitool iifor iiteachers iito iiassess iistudent iiunderstanding iiat iithe
iiend iiof iia iilesson iiin iiorder iito iibetter iishape iifuture iilessons ii(for iimonitoring iiand
iiadjusting iiinstruction)
Lawrence iiKohlberg
Worked iito iifurther iidevelop iiPiaget's iiideas iion iimoral iidevelopment. iiIdentified
iithe iithree iilevels ii(six iistages) iiof iimoral iidevelopment ii(Preconventional iimorality,
iiConventional iiMorality, iiPosconventional iimorality) iiMoral iidevelopment iiin
iiclassroom=student iiparticipation iiin iicreating iia iisocial iicontract. iiCooperative
iilearning, iirole-play, iiand iiself-assessment iitoward iistage ii5.
Common iiCore iiStandards
the iipredominant iiset iiof iistandards iiused iiacross iimost iistates iifor iiMath iiand
iiEnglish iiLanguage iiArts
standardized iitest
a iitest iiadministered iito iiall iistudents iiin iia iiconsistent iiway iiand iithen iigraded iiin
iithe iisame iiway iiso iithat iiscore iicomparisons iimay iibe iiaccurately iimade. iiUsed iito
iimeasure iiachievement, iiaptitude, iior iiability.
Albert iiBandura
, a iiCanadian iipsychologist iiwho iideveloped iithe iisocial iilearning iitheory ii- iiLearning
iiis iia iicombination iiof iicognition, iibehavior, iiand iienvironment. iiChange iioccurs
iiwhen iifour iiprocesses iiare iipresent ii- iiattention ii(attention iito iia iibehavior iito iiget
iisomeone iito iicopy), iiretention ii(must iihave iienough iimeaning iito iibe iimemorable),
iireproduction ii(learner iihas iithe iiskill iiand iiability iito iirecreate iibehavior), iiand
iimotivation ii(positive iiand iinegative iireinforcement iirelated iito iibehavior). ii(Bobo
iidoll iiexperiment) iiSocial iiLearning iiTheory iiin iiclassroom=using iiattention-getting
iihook, iiexplaining iilearning iigoals, iirecalling iibackground iiknowledge, iimodeling,
iiguided iipractice, iifeedback, iimore iiguided iipractice, iiassessment, iispiraling iithe
iiobjective iiinto iicurriculum iiat iia iideeper iilevel.
remediation
Strategies iithat iiassess iithe iilearning iineeds iiof iieach iistudent iiand iiprovide
iitargeted iiinstruction iiwhen iithere iiare iigaps iiin iia iistudent's iibackground.
selected iiresponse
students iichoose iithe iibest iianswer iifrom iithe iiavailable iichoices; iisometimes
iicalled iimultiple iichoice. iiEasy iito iigrade iiand iiversatile. iiGuessing iiis iilikely iiand
iierror iianalysis iiis iidifficult
Erik iiErikson
Expanded iion iiSigmund iiFreud's iiideas. iiHis iitheory iiof iipsychosocial iidevelopment
iifocuses iion iireconciling iiindividual iineeds iiwith iineeds iiof iisociety iithrough iistages.
iiFailure iiat iia iistage iican iiresult iiin iipersonality iidisorders/stunt iifuture iistages.
iiTeachers iican iicontribute iito iithe iipsychosocial iidevelopment iiof iitheir iistudents iiin
iia iivariety iiof iiways. iiMiddle iiand iihigh iischool iistudents iineed iiteachers iiwho
iimodel iirespect, iiexpose iithem iito iicareer iichoices, iiand iihelp iithem iibuild
iiconfidence iiin iitheir iiabilities.
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