TEXES PPR EXAM LATEST VERSION 250 + GUIDE REVISION QUESTIONS AND WELL
JUSTIFIED CORRECT ANSWERS A GRADE GUARANTEENED PASS
domain 1: designing instruction & assessment to promote student learning
competency 001 - ANSWER- the teacher understands human developmental processes and applies this
to knowledge to plan instruction and ongoing assessment that motivate students and are responsive to
their developmental characteristics and needs
assimilation (001) - ANSWER- interpreting our new experiences in terms of our existing schemas
accommodation (001) - ANSWER- adapting our current understandings (schemas) to incorporate new
information
piaget cognitive development (001) - ANSWER- - sensorimotor (0-2 years): infants learn about the world
around them through their senses and motor activities
- preoperational (2-7 years): children start to think symbolically (words mean something) and they start
to devlop use of language; egocentric: have a hard time understanding life from an perspective other
than their own (me, myself, and i); small attention span requires short and interactive activities; use
visuals, cues and props to support lesson
- concrete operational (7-11 years): can think logically about events and objects; able to think in reverse
(reversible thinking) and understand the concept of conservation; able to categorize groups and arrange
objects in order according to size (seriation); keep using visuals, cues, props, and aids while asking open
ended questions to promote critical thinking
- formal operational (11- adult): can think abstractly, make generalizations/predictions, and manipulate
ideas in their heads, reflective thinking, think about the world beyond school, can think deductively
inductive reasoning (001) - ANSWER- uses numerous examples/observation to draw a conclusion (ex.
after a student looks at many examples of a triangle, they determine the triangle has 3 sides)
,deductive reasoning (001) - ANSWER- uses known facts to reach a conclusion (ex. since acids are sour,
lemons must be acidic)
erikson psycho social development (001) - ANSWER- - trust vs mistrust (0-1 years): infants rely on adults
to meet all their neeeds at this age. if all needs are met, they begin to trust adults if their needs are not
met, they cannot trust adults
- autonomy vs shame and doubt (2-3 years): children start to want to be independent by performing
basic tasks on their own and making decisions on their own. if parents do too much for them and are
blamed for accidents, develops shame and dount.
- initiative vs guilt ( 4-5 years): children begin to assert their power and control over the world through
directing play and other social interactions. they start taking charge of tasks, those who fail to do this
feel shame/guilt
- industry vs inferiority (6-11 years): children capable of performing complex tasks. children begin to
develop a sense of pride in their accomplishments and abilities. win recognition through hard work and
want parents/teachers to praise and recognize this. if not, they feel inferior.
- identity vs role confusion (12-18 years): adolescence start questioning and developing their own
identity by having values, morals, and beliefs. they start having issues with their identity and face
confusion.
b.f. skinner and operant conditioning (001) - ANSWER- behavior that is followed by pleasant
consequences is likely to be repeated, and behavior followed by unpleasant consequences is less likely
to be repeated
positive reinforcement (b.f. skinner) (001) - ANSWER- using rewards and incentives to
strengthen/encourage a behavior; adding stimulus = strengthening behavior
negative reinforcement (b.f. skinner) (001) - ANSWER- -negative reinforcement: response or behavior is
strengthened by stopping, removing, or avoiding a negative outcome, or aversive stimulus; remove
stimulus = strengthening behavior
,punishment (b.f. skinner) (001) - ANSWER- consequence immediately follows a behavior which
decreases future frequency of that behavior
positive punishment (b.f. skinner) (001) - ANSWER- works by presenting an aversive consequence after
an undesired behavior is exhibited, making the behavior less likely to happen in the future (ex. a child
picks their nose during class (behavior) and the teacher reprimands him (aversive stimulus) in front of
the class
negative punishment (b.f. skinner) (001) - ANSWER- certain reinforcing stimulus is removed after a
particular undesired behavior is exhibited, resulting in the behavior happening less often in the future
(ex. a child yells out in class (behavior) loses a token for good behavior on their token board (reinforcing
stimulus removed) that could have later be cashed in for a prize
extinction (b.f. skinner) (001) - ANSWER- disappearance of a previously learned behavior when the
behavior is not reinforced
physical development (001) - ANSWER- affected by nutrition, sleep, abuse, illness, and stress
- (3-4 years): very high energy, extremely active, large muscle coordination (walking upstairs, dressing
self), need frequent rest, hand/eye coordination is developing
-(5-7 years): small muscle and eye coordination, increased ability to draw and use tools
-(8-10 years): female adolescent growth spurt begins, quiet male growth, increased importance of self
concept
- (11-13 years): onset of male adolescent growth spurt, improved motor development/coordination in
bots, pubescent stage for girls (awkward/concerned about body)
emtional development (001) - ANSWER- kindergarten: express emotions openly and can have outburst
of tantrums/anger, jealousy is common
, elementary: already developed a self-image of themselves, sensitive to ridicule, comparing themselves
to others, become sensitive to feelings of others, disruptive family relations and social rejection can
cause delinquent behavior
middle: think the world revolves around them, self-conscious and self-centered are more aware of other
people's feelings and easily conform with their peers
high school: many psychiatric disorders may occur, most common is depression, they are still influenced
by their peers but don't easily conform
kohlberg's stages of moral development (001) - ANSWER- preconventional (4-10 years): stage 1:
punihsment/obedience: doing what is right bc of fear of punishment
stage 2: hedonistic orientation: doing what is right for personal gain or reward
CLASSROOM: setting a code of conduct for the classroom to encourage good behavior and clearly
stating consequences for misbehavior (stage 1). implementing a system to reward elementary students
who follow the classroom rules and who exhibit helpful behaviors in the classroom can go a long way in
encouraging moral behavior (stage 2).
conventional (10-13 years): stage 3: interpersonal concordance: doing what is right according to the
majority to be a "good girl/boy"
stage 4: law and order: doing what is right bc it is the law and your duty
CLASSROOM: strengthen your students' moral character by allowing them to help you create a code of
conduct for the classroom (stage 3)
post conventional: stage 5: social contract doing what is right even when it is against the law
stage 6: universal ethical principle: doing what is right bc their inner conscious has absorbed principles
of justice
stages of play (kohlberg) (001) - ANSWER- unnoccupied: child is not playing, just observing
solitary (under 3 years): child plays alone, focused on own activity, uninterested in everyone around
them
JUSTIFIED CORRECT ANSWERS A GRADE GUARANTEENED PASS
domain 1: designing instruction & assessment to promote student learning
competency 001 - ANSWER- the teacher understands human developmental processes and applies this
to knowledge to plan instruction and ongoing assessment that motivate students and are responsive to
their developmental characteristics and needs
assimilation (001) - ANSWER- interpreting our new experiences in terms of our existing schemas
accommodation (001) - ANSWER- adapting our current understandings (schemas) to incorporate new
information
piaget cognitive development (001) - ANSWER- - sensorimotor (0-2 years): infants learn about the world
around them through their senses and motor activities
- preoperational (2-7 years): children start to think symbolically (words mean something) and they start
to devlop use of language; egocentric: have a hard time understanding life from an perspective other
than their own (me, myself, and i); small attention span requires short and interactive activities; use
visuals, cues and props to support lesson
- concrete operational (7-11 years): can think logically about events and objects; able to think in reverse
(reversible thinking) and understand the concept of conservation; able to categorize groups and arrange
objects in order according to size (seriation); keep using visuals, cues, props, and aids while asking open
ended questions to promote critical thinking
- formal operational (11- adult): can think abstractly, make generalizations/predictions, and manipulate
ideas in their heads, reflective thinking, think about the world beyond school, can think deductively
inductive reasoning (001) - ANSWER- uses numerous examples/observation to draw a conclusion (ex.
after a student looks at many examples of a triangle, they determine the triangle has 3 sides)
,deductive reasoning (001) - ANSWER- uses known facts to reach a conclusion (ex. since acids are sour,
lemons must be acidic)
erikson psycho social development (001) - ANSWER- - trust vs mistrust (0-1 years): infants rely on adults
to meet all their neeeds at this age. if all needs are met, they begin to trust adults if their needs are not
met, they cannot trust adults
- autonomy vs shame and doubt (2-3 years): children start to want to be independent by performing
basic tasks on their own and making decisions on their own. if parents do too much for them and are
blamed for accidents, develops shame and dount.
- initiative vs guilt ( 4-5 years): children begin to assert their power and control over the world through
directing play and other social interactions. they start taking charge of tasks, those who fail to do this
feel shame/guilt
- industry vs inferiority (6-11 years): children capable of performing complex tasks. children begin to
develop a sense of pride in their accomplishments and abilities. win recognition through hard work and
want parents/teachers to praise and recognize this. if not, they feel inferior.
- identity vs role confusion (12-18 years): adolescence start questioning and developing their own
identity by having values, morals, and beliefs. they start having issues with their identity and face
confusion.
b.f. skinner and operant conditioning (001) - ANSWER- behavior that is followed by pleasant
consequences is likely to be repeated, and behavior followed by unpleasant consequences is less likely
to be repeated
positive reinforcement (b.f. skinner) (001) - ANSWER- using rewards and incentives to
strengthen/encourage a behavior; adding stimulus = strengthening behavior
negative reinforcement (b.f. skinner) (001) - ANSWER- -negative reinforcement: response or behavior is
strengthened by stopping, removing, or avoiding a negative outcome, or aversive stimulus; remove
stimulus = strengthening behavior
,punishment (b.f. skinner) (001) - ANSWER- consequence immediately follows a behavior which
decreases future frequency of that behavior
positive punishment (b.f. skinner) (001) - ANSWER- works by presenting an aversive consequence after
an undesired behavior is exhibited, making the behavior less likely to happen in the future (ex. a child
picks their nose during class (behavior) and the teacher reprimands him (aversive stimulus) in front of
the class
negative punishment (b.f. skinner) (001) - ANSWER- certain reinforcing stimulus is removed after a
particular undesired behavior is exhibited, resulting in the behavior happening less often in the future
(ex. a child yells out in class (behavior) loses a token for good behavior on their token board (reinforcing
stimulus removed) that could have later be cashed in for a prize
extinction (b.f. skinner) (001) - ANSWER- disappearance of a previously learned behavior when the
behavior is not reinforced
physical development (001) - ANSWER- affected by nutrition, sleep, abuse, illness, and stress
- (3-4 years): very high energy, extremely active, large muscle coordination (walking upstairs, dressing
self), need frequent rest, hand/eye coordination is developing
-(5-7 years): small muscle and eye coordination, increased ability to draw and use tools
-(8-10 years): female adolescent growth spurt begins, quiet male growth, increased importance of self
concept
- (11-13 years): onset of male adolescent growth spurt, improved motor development/coordination in
bots, pubescent stage for girls (awkward/concerned about body)
emtional development (001) - ANSWER- kindergarten: express emotions openly and can have outburst
of tantrums/anger, jealousy is common
, elementary: already developed a self-image of themselves, sensitive to ridicule, comparing themselves
to others, become sensitive to feelings of others, disruptive family relations and social rejection can
cause delinquent behavior
middle: think the world revolves around them, self-conscious and self-centered are more aware of other
people's feelings and easily conform with their peers
high school: many psychiatric disorders may occur, most common is depression, they are still influenced
by their peers but don't easily conform
kohlberg's stages of moral development (001) - ANSWER- preconventional (4-10 years): stage 1:
punihsment/obedience: doing what is right bc of fear of punishment
stage 2: hedonistic orientation: doing what is right for personal gain or reward
CLASSROOM: setting a code of conduct for the classroom to encourage good behavior and clearly
stating consequences for misbehavior (stage 1). implementing a system to reward elementary students
who follow the classroom rules and who exhibit helpful behaviors in the classroom can go a long way in
encouraging moral behavior (stage 2).
conventional (10-13 years): stage 3: interpersonal concordance: doing what is right according to the
majority to be a "good girl/boy"
stage 4: law and order: doing what is right bc it is the law and your duty
CLASSROOM: strengthen your students' moral character by allowing them to help you create a code of
conduct for the classroom (stage 3)
post conventional: stage 5: social contract doing what is right even when it is against the law
stage 6: universal ethical principle: doing what is right bc their inner conscious has absorbed principles
of justice
stages of play (kohlberg) (001) - ANSWER- unnoccupied: child is not playing, just observing
solitary (under 3 years): child plays alone, focused on own activity, uninterested in everyone around
them
