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ABCTE PTK Exam Study With Correct Questions And Answers 2024
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ABCTE PTK Exam Study With Correct Questions And Answers 2024
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ABCTE PTK Exam Study With CorrectQuestions And Answers 2024
The .highest .level .in .Bloom's .Taxonomy. .Includes .verbs .such .as: .assess, .create,
.compare, .solve, .judge, .recommend, .rate, .relate, .criticize, .evaluate, .summarize, .appraise.
.- .correct .answer.Evaluate
The .second .highest .level .in .Bloom's .Taxonomy. .Includes .verbs .such .as .design,
.compose, .invent, .hypothesize, .develop, .construct, .produce, .plan, .create, .organize. .-
.correct .answer.Synthesis
A .middle .level .in .Bloom's .Taxonomy. .Includes .verbs .such .as .compare, .analyze, .classify,
.distinguish, .categorize, .differentiate, .infer, .survey, .select, .prioritize. .- .correct
.answer.Analysis
A .middle .level .in .Bloom's .Taxonomy. .Includes .verbs .such .as .organize, .generalize,
.prepare, .produce, .choose, .apply, .solve, .draw, .show, .paint. .- .correct .answer.Application
a .lower .level .in .Bloom's .Taxonomy. .Includes .verbs .such .as .match, .restate, .paraphrase,
.give .examples, .express, .illustrate, .explain, .defend, .distinguish, .summarize, .interpret,
.interrelate. .- .correct .answer.comprehension
The .lowest .level .in .Bloom's .Taxonomy. .Includes .verbs .such .as .select, .list, .name, .define,
.describe, .memorize, .label, .identify, .recite, .state, .recognize. .- .correct .answer.knowledge
Curricular .standards .communicate .what? .- .correct .answer.what, .when, .and .how .to .teach
what .lesson .plans .are .designed .to .meet .or .achieve .- .correct .answer.standards
the .most .important .educational .document .- .correct .answer.the .lesson .plan
what .does .curriculum .contain? .- .correct .answer.objectives, .sample .lessons,
.assessments, .procedures, .materials/equipment .needed, .activities, .samples .of .student
.work
what .the .student .is .supposed .to .learn .- .correct .answer.objective
,methods .of .determining .effectiveness .of .the .lessons .- .correct .answer.assessments
What .was .the .purpose .of .No .Child .Left .Behind .and .the .Every .Student .Succeeds .Act? .-
.correct .answer.to .create .a .standardized .curriculum .for .each .subject .area
what .is .curriculum? .- .correct .answer.what .the .students .are .supposed .to .learn .as .a .result
.of .a .specific .educational .sequence .of .events
anchor .papers .- .correct .answer.the .reference .for .all .other .work; .what .is .expected .by
.students
Who .can .help .translate .curriculum? .- .correct .answer.administrators .and .content
.specialists
order .the .steps .of .instruction: .re-design, .teach, .repeat, .review, .give .assessment, .write
.assessment, .identify .time .limit .of .unit, .evaluate .instruction, .review .for .assessment .-
.correct .answer.1. .identify .time .limit .of .unit
2. .write .assessment
3. .teach
4. .review .for .assessment
5. .give .assessment
6. .evaluate .instruction
7. .re-design
8. .repeat
Objectives .should .be .specific .enough .that .they .can .be .used .as .____________ .questions.
.- .correct .answer.Exam
Lesson .Objectives: .what .the .students .will .___________________ .by .the .end .of .the
.lesson. .- .correct .answer.accomplish
Agenda .Items: .what .the .class .will .___________ .to .meet .the .lesson .objectives. .- .correct
.answer.do
Pacing .of .material .is .dependant .upon .3 .things .- .correct .answer.1. .nature .of .students
2. .nature .of .material
3. .goals .of .the .teacher
periodic .measuring .devices .that .indicate .student .growth .and .also .verify .successful
.lessons .- .correct .answer.assessments
should .you .schedule .assessments .based .on .the .calendar .date .or .the .progress .of .the
.class? .- .correct .answer.based .on .progress .of .the .class
Who .do .you .need .to .know .before .you .begin .planning .lessons? .- .correct .answer.your
.students
,who .can .help .you .get .to .know .your .students? .- .correct .answer.prior .teachers, .counselors,
.administrators, .other .colleagues
How .much .repetition .is .enough? .- .correct .answer.as .much .as .possible .until .mastery .is
.acheived
What .should .inform .your .instruction? .- .correct .answer.assessments
Name .three .important .things .to .consider .when .choosing .a .seating .arrangement. .- .correct
.answer.1. .visibility .of .students
2. .movement .by .the .teacher
3. .space .for .isolation
4. .students .should .always .be .in .front .of .the .teacher
5. .utilize .a .second .teacher's .desk .in .the .room
6. .considers .the .distance .between .students
what .is .fostered .when .students .are .seated .close .together .or .in .groups? .- .correct
.answer.interaction .between .students
when .should .you .prepare .class .rules .and .their .consequences? .- .correct
.answer.BEFORE .school .begins
Name .some .ways .to .create .a .positive .learning .environment. .- .correct .answer.1. .greet
.students .at .the .door
2. .display .examples .of .student .work
3. .make .the .classroom .feel .open, .welcoming, .and .caring
Definition= .The .learning .and .practice .of .teaching .- .correct .answer.Pedagogy
Lessons .are .intended .for .the ._________________ .of .the .audience, .not .for .the
.____________________ .of .the .teacher. .- .correct .answer.benefit
convenience
What .are .the .steps .of .the .Learning .Cycle .based .on .Piaget's .learning .theory? .- .correct
.answer.1. .exploration
2. .concept .introduction
3. .concept .application
In .Piaget's .learning .cycle, .exploration .is .what? .- .correct .answer.the .beginning .of
.instruction
addresses .the .concrete .level .of .thinking- .lower .order .thinking .skills
teacher's .job .is .to .replace .misconceptions .with .correct .knowledge
, When .beginning .a .lesson, .you .should .provide... .- .correct .answer.a .context .for .the
.material
In .Piaget's .learning .cycle, .concept .introduction .is... .- .correct .answer.the .teaching .stage
the .guided .discovery .stage- .students .are .constructing .meaning .based .on .the .teacher's
.lessons
In .Piaget's .learning .cycle, .concept .application .is... .- .correct .answer.where .students .apply
.what .they .have .learned .to .new .situations
students .formulate .a .new .idea .or .understanding
should .lead .directly .into .the .exploration .stage .of .the .next .curricular .concept
what .are .some .ways .to .identify .what .the .students .already .know? .- .correct .answer.1. .offer
.a .pre-test .on .the .material
2. .group .discussion
3. .student .interviews
4. .classroom .participation
how .can .you .provide .context .for .learning .new .concepts? .- .correct .answer.create
."bridges" .between .the .old .and .the .new
what .are .some .ways .to .stimulate .active .learning? .- .correct .answer.1. .minimize
.unnecessary .info .or .distractions
2. .utilize .sufficient .relevant .examples
3. .organize .curriculum .around .a .central .theme .or .idea
4. .require .review, .memorization, .repetition, .and .mnemonic .devices
5. .provide .study .and .memory .aides .prior .to .the .lesson
warm-up, .lecture, .demonstrations, .gallery .walk, .using .graphic .organizers, .and
.questioning .are .all .teaching .strategies .to .use .with .what .types .of .groups? .- .correct
.answer.whole/large .groups
what .is .a ."bell .ringer"? .- .correct .answer.daily .work .that .is .completed .by .the .students .as
.soon .as .they .enter .the .room
allows .the .teacher .time .to .complete .clerical .tasks
this .is .the .most .common .and .efficient .whole .group .teaching .strategy .- .correct
.answer.lecture
what .is .the .engagement .time .of .most .students .during .a .lecture? .- .correct .answer.15-20
.minutes
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