TEPC 5800 Exam Latest
update(QUESTIONS AND ANSWERS)
2024/2025
prefer constructing knowledge to receiving information passively - ANSWER-
Questions 1-3 are based on the following scenario:
Laura May Hanson teaches art in a middle school with a diverse student
population. She includes the following art appreciation activity in her eighth-
grade unit on painting. She shows students slides of paintings exemplifying each
of the following three genres: portraits, landscapes, and still-lifes. Afterward,
students engage in a small group activity in which they are given 20 numbered
postcards displaying reproductions of paintings and are asked to classify the
paintings by genre. Ms. Hanson tells them to make their choices based on
observations they made during the slide presentation. She then asks each group
to complete the following two task sheets as they work through the activity.
Activity: Identify the genre of paintings
TASK 1:
Examine each of the reproductions in your set of 20 postcards, and classify each
painting according to its genre. Use the Other category for paintings that appear
to represent more than one genre OR that do not fit any of these categories. For
all the paintings, explain why you think the painting belongs in that category.
Card # Portrait Landscape Still Life Other Explain why your group thinks this
painting belongs in this genre
1
,2
Activity: Identify the genre of paintings
TASK 2:
When you are finished categorizing the reproductions, go back and review all the
paintings in each category. Describe the characteristics those painting have in
common.
When two or more of the Other paintings have features in common, make up a
name for this genre, and describe the common characteristics of the paintings in
this category. Name and describe all the new genres you noticed.
Genre Common Characteristics
All Portraits:
All Landscapes:
All Still-Lifes:
All ______:
By introducing the unit on painting with the classification
taking advantage of the diversity within and beyond the classroom to create a
classroom environment that respects and celebrates differences - ANSWER-In
the sample sets given to each group, Ms. Hanson includes reproductions of
paintings created in a wide range of time periods and cultural traditions,
including cultures represented by students' own backgrounds. By doing this, Ms.
Hanson best demonstrates an understanding of the importance of:
taking advantage of the diversity within and beyond the classroom to create a
classroom environment that respects and celebrates differences
fostering students' view of learning as a purposeful pursuit that is meaningful to
them
taking into account students' individual strengths and learning styles in order to
design instruction that maximizes learning for a diverse student population
helping students make connections between their prior learning experiences and
those that are new to them
providing Jamie with a related alternative activity that he could work on
independently and complete successfully - ANSWER-Jamie is a student in Ms.
Hanson's class who has a learning disability that is likely to make it difficult for
him to participate fully in the group classification activity. Ms. Hanson can best
, fulfill her legal and professional responsibilities toward this student by taking
which of the following steps first?
providing Jamie with a related alternative activity that he could work on
independently and complete successfully
arranging for Jamie to complete the activity in the resource room with the
support of the special education teacher
developing roles and responsibilities for the members of each group so as to
involve Jamie productively in the group activity
assigning a partner to work with Jamie during the activity who will help guide him
to the correct answers
varying the physical setting to achieve different instructional goals - ANSWER-
During the slide presentation and the explanation of the activity, students sit in
rows of chairs facing the front of the room. After Ms. Hanson has finished giving
the instructions for the activity, each group of students moves to a round table at
the back of the room with the postcards and task sheets.
During the next class meeting, Ms. Hanson arranges students' chairs in a
semicircle so students can all see one another. She selects a representative from
each small group to report to the rest of the class on the group's findings. During
each representative's report, the other members of the group display or pass
around each postcard for the rest of the class to see. Once each group's findings
have been reported, Ms. Hanson engages the whole class in a discussion of
issues and questions that have emerged from the painting-classification activity.
Throughout this sequence of events, Ms. Hanson demonstrates which of the
following aspects of effective classroom management?
establishing consistent routines to minimize student confusion
varying the pace of instruction to accommodate all students
establishing high standards of behavior to minimize disruptions
varying the physical setting to achieve different instructional goals
validating students' ideas - ANSWER-During the class discussion, one issue that
stimulates a great deal of interest and enthusiasm among the students is the way
in which painting styles vary from time to time and from place to place. Following
is an excerpt from the discussion.
Jeff: I like the way they used all that gold in medieval paintings in Europe, but I
don't understand why everything looks so flat! And look how big this guy is
compared to the house! (holds up a postcard his group studied during the
activity) Did they really see things that way back then?
update(QUESTIONS AND ANSWERS)
2024/2025
prefer constructing knowledge to receiving information passively - ANSWER-
Questions 1-3 are based on the following scenario:
Laura May Hanson teaches art in a middle school with a diverse student
population. She includes the following art appreciation activity in her eighth-
grade unit on painting. She shows students slides of paintings exemplifying each
of the following three genres: portraits, landscapes, and still-lifes. Afterward,
students engage in a small group activity in which they are given 20 numbered
postcards displaying reproductions of paintings and are asked to classify the
paintings by genre. Ms. Hanson tells them to make their choices based on
observations they made during the slide presentation. She then asks each group
to complete the following two task sheets as they work through the activity.
Activity: Identify the genre of paintings
TASK 1:
Examine each of the reproductions in your set of 20 postcards, and classify each
painting according to its genre. Use the Other category for paintings that appear
to represent more than one genre OR that do not fit any of these categories. For
all the paintings, explain why you think the painting belongs in that category.
Card # Portrait Landscape Still Life Other Explain why your group thinks this
painting belongs in this genre
1
,2
Activity: Identify the genre of paintings
TASK 2:
When you are finished categorizing the reproductions, go back and review all the
paintings in each category. Describe the characteristics those painting have in
common.
When two or more of the Other paintings have features in common, make up a
name for this genre, and describe the common characteristics of the paintings in
this category. Name and describe all the new genres you noticed.
Genre Common Characteristics
All Portraits:
All Landscapes:
All Still-Lifes:
All ______:
By introducing the unit on painting with the classification
taking advantage of the diversity within and beyond the classroom to create a
classroom environment that respects and celebrates differences - ANSWER-In
the sample sets given to each group, Ms. Hanson includes reproductions of
paintings created in a wide range of time periods and cultural traditions,
including cultures represented by students' own backgrounds. By doing this, Ms.
Hanson best demonstrates an understanding of the importance of:
taking advantage of the diversity within and beyond the classroom to create a
classroom environment that respects and celebrates differences
fostering students' view of learning as a purposeful pursuit that is meaningful to
them
taking into account students' individual strengths and learning styles in order to
design instruction that maximizes learning for a diverse student population
helping students make connections between their prior learning experiences and
those that are new to them
providing Jamie with a related alternative activity that he could work on
independently and complete successfully - ANSWER-Jamie is a student in Ms.
Hanson's class who has a learning disability that is likely to make it difficult for
him to participate fully in the group classification activity. Ms. Hanson can best
, fulfill her legal and professional responsibilities toward this student by taking
which of the following steps first?
providing Jamie with a related alternative activity that he could work on
independently and complete successfully
arranging for Jamie to complete the activity in the resource room with the
support of the special education teacher
developing roles and responsibilities for the members of each group so as to
involve Jamie productively in the group activity
assigning a partner to work with Jamie during the activity who will help guide him
to the correct answers
varying the physical setting to achieve different instructional goals - ANSWER-
During the slide presentation and the explanation of the activity, students sit in
rows of chairs facing the front of the room. After Ms. Hanson has finished giving
the instructions for the activity, each group of students moves to a round table at
the back of the room with the postcards and task sheets.
During the next class meeting, Ms. Hanson arranges students' chairs in a
semicircle so students can all see one another. She selects a representative from
each small group to report to the rest of the class on the group's findings. During
each representative's report, the other members of the group display or pass
around each postcard for the rest of the class to see. Once each group's findings
have been reported, Ms. Hanson engages the whole class in a discussion of
issues and questions that have emerged from the painting-classification activity.
Throughout this sequence of events, Ms. Hanson demonstrates which of the
following aspects of effective classroom management?
establishing consistent routines to minimize student confusion
varying the pace of instruction to accommodate all students
establishing high standards of behavior to minimize disruptions
varying the physical setting to achieve different instructional goals
validating students' ideas - ANSWER-During the class discussion, one issue that
stimulates a great deal of interest and enthusiasm among the students is the way
in which painting styles vary from time to time and from place to place. Following
is an excerpt from the discussion.
Jeff: I like the way they used all that gold in medieval paintings in Europe, but I
don't understand why everything looks so flat! And look how big this guy is
compared to the house! (holds up a postcard his group studied during the
activity) Did they really see things that way back then?
