PRAXIS 5622 PLT PRACTICE QUESTIONS WITH WELL DETAILED SOLUTIONS -
GUARANTEED A+
The use of heterogeneous groups in order to increase learning in the classroom is best
supported by
A. Piaget's Developmental Theory
B. Vygotsky's Zone of Proximal Development
C. Bruner's Modes of Representation
D. Bloom's Taxonomy
B
Detecting bias is a complex cognitive process that involves ______________.
A. Analyzing facts and opinions for validation and looking for evidence of persuasion
B. Modeling with confirmation and adjustment
C. The role past experience plays in the application of knowledge/skills to new situations
D. The application of reason/logic to new ideas or information
A
The modeling strategy of instruction is most directly associated with ___________.
A. Heterogeneous grouping
B. Individual ZPD, accommodation, and modification
C. Attention, Encoding-Retention, and Reproduction
D. Self-regulation
C
,The following strategies are examples of how to incorporate guided practice into a lesson:
A. Think aloud
B. Jig-saw activity
C. Interviewing a partner
D. All of the above
D
Which of the following scenarios is NOT an example of promoting self-regulation?
A. Students using "turn-and-talk" to discuss morning meeting procedures
B. Meeting one-on-one to discuss a student goal
C. Posting a photo of what an organized work space looks like
D. A teacher e-mailing parents a reminder for student to complete that evening's
homework assignment
D
Which of the following statements about Self-Regulation is NOT true?
A. Self-regulation is the ability to control one's own emotions, thoughts, and behaviors.
B. Performance goals are the most effective type of goals in promoting self-regulation.
C. Time Management, organization of work space, and progress monitoring are important
considerations in promoting self-regulation.
,D. Using a variety of groupings for instruction can help scaffold self-regulation
expectations.
B
Teacher conferencing, peer editing, reflective journals, and anecdotal records are all
examples of _______________.
A. Formative assessment
B. Summative assessment
C. Teachable moments
D. Interventions
A
Feedback from students allows teachers to make informed decisions about _______.
A. Student learning and success
B. Intervention, remediation, and enrichment
C. Curriculum pacing, scope and sequencing, and lesson planning
D. All of the above
D
Which of the following examples represents an inappropriate response to an incorrect
answer?
, A. "Can you explain more about that?"
B. "Thank you for giving that a try, would you like some help with your thinking?"
C. "That's not quite right, does someone else know?"
D. "Thank you for sharing this, because that is actually a very common misconception."
C
Stahl's 1985 "Think Time" evolved from Rowe's 1972 "Wait time". "Think Time" uses include
all of the following except __________.
A. Student pause time
B. Teacher pause time
C. Post-student question wait time
D. Post-teacher question wait time
C
Which of the following structures are NOT important to the creation of a safe and open
forum for discussion in a classroom?
A. Risk-taking
B. Competition
C. Engagement
D. Tolerance
B
GUARANTEED A+
The use of heterogeneous groups in order to increase learning in the classroom is best
supported by
A. Piaget's Developmental Theory
B. Vygotsky's Zone of Proximal Development
C. Bruner's Modes of Representation
D. Bloom's Taxonomy
B
Detecting bias is a complex cognitive process that involves ______________.
A. Analyzing facts and opinions for validation and looking for evidence of persuasion
B. Modeling with confirmation and adjustment
C. The role past experience plays in the application of knowledge/skills to new situations
D. The application of reason/logic to new ideas or information
A
The modeling strategy of instruction is most directly associated with ___________.
A. Heterogeneous grouping
B. Individual ZPD, accommodation, and modification
C. Attention, Encoding-Retention, and Reproduction
D. Self-regulation
C
,The following strategies are examples of how to incorporate guided practice into a lesson:
A. Think aloud
B. Jig-saw activity
C. Interviewing a partner
D. All of the above
D
Which of the following scenarios is NOT an example of promoting self-regulation?
A. Students using "turn-and-talk" to discuss morning meeting procedures
B. Meeting one-on-one to discuss a student goal
C. Posting a photo of what an organized work space looks like
D. A teacher e-mailing parents a reminder for student to complete that evening's
homework assignment
D
Which of the following statements about Self-Regulation is NOT true?
A. Self-regulation is the ability to control one's own emotions, thoughts, and behaviors.
B. Performance goals are the most effective type of goals in promoting self-regulation.
C. Time Management, organization of work space, and progress monitoring are important
considerations in promoting self-regulation.
,D. Using a variety of groupings for instruction can help scaffold self-regulation
expectations.
B
Teacher conferencing, peer editing, reflective journals, and anecdotal records are all
examples of _______________.
A. Formative assessment
B. Summative assessment
C. Teachable moments
D. Interventions
A
Feedback from students allows teachers to make informed decisions about _______.
A. Student learning and success
B. Intervention, remediation, and enrichment
C. Curriculum pacing, scope and sequencing, and lesson planning
D. All of the above
D
Which of the following examples represents an inappropriate response to an incorrect
answer?
, A. "Can you explain more about that?"
B. "Thank you for giving that a try, would you like some help with your thinking?"
C. "That's not quite right, does someone else know?"
D. "Thank you for sharing this, because that is actually a very common misconception."
C
Stahl's 1985 "Think Time" evolved from Rowe's 1972 "Wait time". "Think Time" uses include
all of the following except __________.
A. Student pause time
B. Teacher pause time
C. Post-student question wait time
D. Post-teacher question wait time
C
Which of the following structures are NOT important to the creation of a safe and open
forum for discussion in a classroom?
A. Risk-taking
B. Competition
C. Engagement
D. Tolerance
B
