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PPR Practice Certification Exam
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Middle school science students are creating a multimedia presentation
about different types of soil. The students are required to include pictures
of various types of soil and an explanation of the attributes of each soil type.
Which of the following best ensures that students can include pictures in
the presentation without breaking copyright laws?
A. Having students copy pictures from Web sites and reference the sources
within the presentation
B. Allowing students to use pictures that they scanned from available books
C. Having students use photographs that they took with a digital camera
D. Allowing students to use digital photographs that they purchased to use
in the presentation - ANS ✓Option (C) is correct because copyright permission
is not needed; since the students are taking the pictures themselves, they have
the right to include the pictures in their presentation. Options (A), (B), and (D)
are incorrect because copyright laws ensure copyright owners the rights related
to the reproduction, distribution, and modification of copyrighted works.
Consequently, to adhere to copyright laws, one may still be required to obtain
permission to include a photograph in a presentation regardless of whether the
photograph is from a Web site and is referenced, scanned from a book, or
purchased.
For the units in her high school physics class, Ms. Galloway develops a series
of experiments for students to work on independently at their own pace
within a specified time frame. After each experiment, students turn in their
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lab notes and a detailed report, and Ms. Galloway notes any problems for
students to review. Students determine how to improve and revise their
work according to Ms. Galloway's feedback before they can move on to the
next experiment. As the school year progresses, Ms. Galloway is very
pleased with the overall improvement in her students' lab skills, scientific
thinking, and writing skills. However, she feels overwhelmed by the amount
of time she spends reviewing student work and maintaining student
records. Ms. Galloway discusses the issue with her mentor teacher who
helps her list the specific problems she is having, as shown below.
1. Too much class time gets wasted collecting and passing ou - ANS ✓Option
(C) is correct because opportunities for reflection are provided when the
students make decisions about how to improve and revise their work based on
the teacher's notes. Reflection is developmentally appropriate for the high school
students because students develop confidence and independence as they
complete their work well. Intellectual interests gain importance as students begin
to consider their career paths. Option (A) is incorrect because while working
with peers is important for students of this age, they are working independently
in this scenario. Option (B) is incorrect because no form of competition is
described in the scenario, and enjoying competition is a trait of students in late
elementary grades. Option (D) is incorrect because the content is not presented
from varied perspectives. The content is based upon a series of experiments
which are standardized according to a procedures section. The standardized
procedures are in line with concrete thinking which is mainly developed during
middle school.
For the units in her high school physics class, Ms. Galloway develops a series
of experiments for students to work on independently at their own pace
within a specified time frame. After each experiment, students turn in their
lab notes and a detailed report, and Ms. Galloway notes any problems for
students to review. Students determine how to improve and revise their
work according to Ms. Galloway's feedback before they can move on to the
next experiment. As the school year progresses, Ms. Galloway is very
pleased with the overall improvement in her students' lab skills, scientific
thinking, and writing skills. However, she feels overwhelmed by the amount
of time she spends reviewing student work and maintaining student
records. Ms. Galloway discusses the issue with her mentor teacher who
helps her list the specific problems she is having, as shown below.
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1. Too much class time gets wasted collecting and passing ou - ANS ✓Option
(D) is correct because the responsibility is put on students to decide how to
improve their own work rather than simply doing what the teacher tells them.
Option (A) is incorrect because students have to determine how to improve their
work, and they do not have to be aware of the cognitive processes involved to
complete the assignments. Also, they will not become aware of these processes
without direct instruction that requires them to focus on the processes. Option
(B) is incorrect because the teacher is allowing students to select their own
methods to make the suggested revisions without any direction. Option (C) is
incorrect because according to the description, Ms. Galloway's teaching method
focuses students on one specific learning goal at a time as they complete
independent experiments.
For the units in her high school physics class, Ms. Galloway develops a series
of experiments for students to work on independently at their own pace
within a specified time frame. After each experiment, students turn in their
lab notes and a detailed report, and Ms. Galloway notes any problems for
students to review. Students determine how to improve and revise their
work according to Ms. Galloway's feedback before they can move on to the
next experiment. As the school year progresses, Ms. Galloway is very
pleased with the overall improvement in her students' lab skills, scientific
thinking, and writing skills. However, she feels overwhelmed by the amount
of time she spends reviewing student work and maintaining student
records. Ms. Galloway discusses the issue with her mentor teacher who
helps her list the specific problems she is having, as shown below.
1. Too much class time gets wasted collecting and passing ou - ANS ✓Option
(C) is correct because the mentor is helping Ms. Galloway reflect on her teaching
and identify problems she needs to address to improve her instructional
effectiveness. Option (A) is incorrect because the mentor does not reference
previous experiences with similar problems and only helps Ms. Galloway to
identify her main problems. Option (B) is incorrect because Ms. Galloway is not
being asked to explain her teaching philosophy but is listing the issues she is
having as a teacher. Option (D) is incorrect because the problems are already
present; and the mentor is not having her act before any problems surface.
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For the units in her high school physics class, Ms. Galloway develops a series
of experiments for students to work on independently at their own pace
within a specified time frame. After each experiment, students turn in their
lab notes and a detailed report, and Ms. Galloway notes any problems for
students to review. Students determine how to improve and revise their
work according to Ms. Galloway's feedback before they can move on to the
next experiment. As the school year progresses, Ms. Galloway is very
pleased with the overall improvement in her students' lab skills, scientific
thinking, and writing skills. However, she feels overwhelmed by the amount
of time she spends reviewing student work and maintaining student
records. Ms. Galloway discusses the issue with her mentor teacher who
helps her list the specific problems she is having, as shown below.
1. Too much class time gets wasted collecting and passing ou - ANS ✓Option
(D) is correct because it is important to use resources that are backed by
research; otherwise, the problems may just be exacerbated. Option (A) is
incorrect because blogging will promote further reflection rather than possible
solutions. Option (B) is incorrect because classes and teachers vary, so it is more
effective to examine best practices that are research driven rather than to chat
with other teachers about potential solutions. Option (C) is incorrect because
joining such an organization only provides access to a limited amount of
additional resources. There is no guarantee the resources will provide Ms.
Galloway with any solutions.
After meeting with her mentor teacher, Ms. Galloway devises a folder
system for student work. Each student is given a record sheet stapled inside
a folder for keeping all lab work together during the semester. The folders
are kept in boxes on a table in the back of the classroom, with each class
having its own in-box and out-box. When lab notes and reports are ready
for Ms. Galloway to review, students place their folders in the in-box. After
Ms. Galloway looks through a folder and notes any problems, she places the
folder in the out-box. Students pick up their folders as soon as they enter
the classroom and place them in the appropriate box at the end of the
period. The following is part of a record sheet from one student's folder.
A primary benefit of the folder system is that it
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