FTCE: PROFESSIONAL EDUCATION
TEST (FLORIDA TEACHER
CERTIFICATION EXAMINATION)
EXAM QUESTIONS AND ANSWERS
How 9ndoes 9na 9nstudent 9ninterest 9nrelate 9nto 9nstudent 9nlearning 9nand 9nmastery
9nof 9nobjectives? 9n- 9nANSWERS--There 9nis 9na 9ndirect 9ncorrelation 9nbetween
9nstudent 9ninterest/engagement 9nand 9nstudent 9nlearning. 9nGenerally, 9nif 9na
9nstudent 9nhas 9na 9nhigh 9nlevel 9nof 9ninterest 9nand 9nengagment 9nthen 9nthe
9nstudent 9nhas 9nan 9nincreased 9nlevel 9nof 9nmotivation 9nand 9nacademic 9nmastery.
How 9ndoes 9na 9nteacher 9nutilize 9nan 9nIEP? 9n- 9nANSWERS--An 9nIndividualized
9nEducation 9nProgram 9nis 9nused 9nto 9nserve 9nthe 9nneeds 9nof 9nstudents 9nwith
9nlearning 9ndisabilities.
According 9nto 9nBloom, 9nhow 9nmany 9ntypes 9nof 9neducational 9nobjectives 9nare
9nthere? 9n- 9nANSWERS--Three 9n- 9ncognitive, 9naffective, 9nand 9npsychomotor.
What 9nis 9ncooperative 9nlearning? 9n- 9nANSWERS--Cooperative 9nlearning 9nis 9nan
9ninstructional 9nstraegy 9nthat 9nfocuses 9non 9nteam 9nrecognitition, 9nindividiual
9naccountability, 9nand 9nequal 9nopportunities 9nfor 9nsuccess.
What 9nis 9nan 9nexample 9nof 9na 9ncooperative 9nlearning 9nactivity? 9n- 9nANSWERS--
Jigsawing
True 9nor 9nFalse: 9nDirect 9ninstruction 9nis 9na 9nstudent-centered 9ninstructional
9nstrategy. 9n- 9nANSWERS--False. 9nDirect 9ninstruciton 9nis 9na 9nteacher-centered
9ninstructional 9nstrategy.
How 9nmany 9nlearnign 9nstyles 9nare 9nthere? 9n- 9nANSWERS--7
What 9nis 9nthe 9nfirst 9nstep 9nin 9ndeveloping 9na 9nculutrally 9nresponsive 9nclassroom?
9n- 9nANSWERS--Develop 9na 9nself-assessment 9nand 9nanalyze 9npersonal 9nvalues
9nand 9nbeliefs, 9nconcerning 9nlearners.
What 9ntheorist 9ndeveloped 9nthe 9nidea 9nof 9nmultiple 9nintelligences? 9n-
9nANSWERS--Howard 9nGardner
In 9nwhat 9nstage 9nof 9nPiaget's 9ncognitive 9ndevelopment 9nwould 9na 9nlearner 9nbe
9nequipped 9nto 9nthink 9nlogically 9nabout 9nabstract 9nideas? 9n- 9nANSWERS--Formal
9noperational 9nstage 9n(adolescence 9nto 9nadulthood)
How 9ndoes 9nBloom's 9ntaxonomy 9nrelate 9nto 9nhigher-level 9nthinkiong? 9n-
9nANSWERS--The 9nlevels 9nat 9nthe 9ntop 9nof 9nthe 9ntaxonomy 9n(analyzing,
, 9ncreating, 9nevalutationg) 9ngenerally 9nreflect 9nhigher-order 9nthinking 9nskills
9ndeveloped 9nby 9nstudents.
What 9nis 9nthe 9nprimary 9ndifference 9nbetween 9ndeductive 9nand 9ninductive
9nthinking? 9n- 9nANSWERS--Deductive 9nthinking 9nstrates 9nwith 9none 9nor 9ntwo
9ngeneral 9nstatements 9nand 9nleads 9nto 9na 9nspecific 9nconclusion, 9nwhile 9ninductive
9nthinking 9nrequires 9nstudents 9nto 9ntake 9nspecific 9nfacts 9nand 9nleads 9nto 9na
9ngenreal 9nconclusion.
True 9nor 9nFalse: 9nHomework 9ndoes 9nnot 9nmeasure 9nprogress. 9n- 9nANSWERS--
False. 9nHomework 9ndoes 9nmeasure 9nprogress. 9nIt 9nprovides 9na 9nsnapshot 9nof
9nhow 9na 9nstudent 9nis 9nmastering 9nthe 9nskills 9nand 9nconcepts 9nbeing 9ntaught.
What 9nis 9na 9ncurriculum-based 9nmeasurement? 9n- 9nANSWERS--An 9nassessment
9nthat 9nis 9ndriven 9ndirectly 9nfrom 9nthe 9ncurriculum 9nbeing 9ntaught; 9ngenerally
9nspeaking 9nit 9nwould 9nbe 9nderived 9nfrom 9nlocal 9nand 9nstate 9nstandards.
Why 9nis 9nit 9nimportant 9nto 9nmonitor 9npre-requisite 9nskill 9ndevelopment? 9n-
9nANSWERS--The 9nreason 9npre-requisite 9nskill 9ndevelopment 9nmust 9nbe 9nfocused
9nupon 9nis 9nthat 9nthese 9nskills 9nlead 9nup 9nto 9nthe 9nultimate 9nlearning 9ntarget.
9nTherefore, 9nif 9na 9nstudent 9ndoes 9nnot 9nshow 9ncompetency 9nof 9na 9nlearning
9ntarget, 9nthe 9ninadequacy 9nmay 9nbe 9nmore 9nreflective 9nof 9nthe 9npre-requisite
9nskills 9ninvolved 9nin 9nthe 9nlearning 9nprocess.
Learning 9nactivites 9nshould 9nalways 9nbe 9nbased 9non:
a. 9nthe 9ntextbook 9nselected 9nby 9nthe 9ndistrict.
b. 9nstudent 9ninterests.
c. 9nspecific 9nobjectivies. 9n
d. 9nquestions 9nthat 9nwill 9nbe 9non 9nthe 9nsummative 9ntest. 9n- 9nANSWERS--C. 9nAll
9nlearning 9nactivities 9nshould 9nbe 9nbased 9non 9nspecific 9nobjectives 9nas
9ndetermined 9nby 9nthe 9nstate 9nstandards.
An 9nelementary 9nreading 9nteacher 9nwants 9nto 9nget 9nparents 9nreading 9nnightly
9nwith 9ntheir 9nchildren. 9nThe 9nmost 9neffeictive 9nway 9nto 9ndo 9nthis 9nwhile
9nfostering 9nparent 9ncommunication 9nis 9nto:
a. 9ninvite 9nparents 9nto 9na 9n"reading 9nnight" 9nwhere 9nstudtns 9nand 9nparents 9nmeet
9nto 9nread 9nand 9nshare 9nfavorite 9npoems.
b. 9ndevelop 9na 9nreaing 9nlog 9nand 9nhave 9nparents 9nsign 9nthat 9nthey 9nread 9nwith
9nthe 9nchild 9nfor 9n30 9nminutes 9neach 9nnight.
c. 9nsend 9nhome 9na 9nnewsletter 9nthat 9ndescribes 9nhow 9nreading 9nwith 9nyour
9nchild 9nis 9nbeneficial.
d. 9noffer 9nextra 9ncredit 9nfor 9nstudents 9nwho 9nread 9nat 9nhome 9non 9na 9nregular
9nbasis. 9n- 9nANSWERS--A. 9nAlthough 9nall 9nof 9nthe 9nselections 9nencourage
9nreading, 9nchoice 9nA, 9nthe 9nreading 9nnight 9nfor 9nparents 9nand 9nstudents, 9nbest
9nmeets 9nthe 9nteacher's 9nobjective. 9nA 9nreading 9nnight 9nwould 9nencourage
9nparents 9nto 9nstart 9nreading 9nwith 9ntheir 9nchildren. 9nIt 9nwould 9nalso 9nprovide 9nan
9nopportunity 9nto 9ninteract 9nwith 9nthe 9nparents, 9nfostering 9nan 9nopen 9nline 9nof
9ncommunication.
A 9nculturally 9nresponsive 9nteacher 9nshould 9nbe 9naware 9nof 9nstudents':
TEST (FLORIDA TEACHER
CERTIFICATION EXAMINATION)
EXAM QUESTIONS AND ANSWERS
How 9ndoes 9na 9nstudent 9ninterest 9nrelate 9nto 9nstudent 9nlearning 9nand 9nmastery
9nof 9nobjectives? 9n- 9nANSWERS--There 9nis 9na 9ndirect 9ncorrelation 9nbetween
9nstudent 9ninterest/engagement 9nand 9nstudent 9nlearning. 9nGenerally, 9nif 9na
9nstudent 9nhas 9na 9nhigh 9nlevel 9nof 9ninterest 9nand 9nengagment 9nthen 9nthe
9nstudent 9nhas 9nan 9nincreased 9nlevel 9nof 9nmotivation 9nand 9nacademic 9nmastery.
How 9ndoes 9na 9nteacher 9nutilize 9nan 9nIEP? 9n- 9nANSWERS--An 9nIndividualized
9nEducation 9nProgram 9nis 9nused 9nto 9nserve 9nthe 9nneeds 9nof 9nstudents 9nwith
9nlearning 9ndisabilities.
According 9nto 9nBloom, 9nhow 9nmany 9ntypes 9nof 9neducational 9nobjectives 9nare
9nthere? 9n- 9nANSWERS--Three 9n- 9ncognitive, 9naffective, 9nand 9npsychomotor.
What 9nis 9ncooperative 9nlearning? 9n- 9nANSWERS--Cooperative 9nlearning 9nis 9nan
9ninstructional 9nstraegy 9nthat 9nfocuses 9non 9nteam 9nrecognitition, 9nindividiual
9naccountability, 9nand 9nequal 9nopportunities 9nfor 9nsuccess.
What 9nis 9nan 9nexample 9nof 9na 9ncooperative 9nlearning 9nactivity? 9n- 9nANSWERS--
Jigsawing
True 9nor 9nFalse: 9nDirect 9ninstruction 9nis 9na 9nstudent-centered 9ninstructional
9nstrategy. 9n- 9nANSWERS--False. 9nDirect 9ninstruciton 9nis 9na 9nteacher-centered
9ninstructional 9nstrategy.
How 9nmany 9nlearnign 9nstyles 9nare 9nthere? 9n- 9nANSWERS--7
What 9nis 9nthe 9nfirst 9nstep 9nin 9ndeveloping 9na 9nculutrally 9nresponsive 9nclassroom?
9n- 9nANSWERS--Develop 9na 9nself-assessment 9nand 9nanalyze 9npersonal 9nvalues
9nand 9nbeliefs, 9nconcerning 9nlearners.
What 9ntheorist 9ndeveloped 9nthe 9nidea 9nof 9nmultiple 9nintelligences? 9n-
9nANSWERS--Howard 9nGardner
In 9nwhat 9nstage 9nof 9nPiaget's 9ncognitive 9ndevelopment 9nwould 9na 9nlearner 9nbe
9nequipped 9nto 9nthink 9nlogically 9nabout 9nabstract 9nideas? 9n- 9nANSWERS--Formal
9noperational 9nstage 9n(adolescence 9nto 9nadulthood)
How 9ndoes 9nBloom's 9ntaxonomy 9nrelate 9nto 9nhigher-level 9nthinkiong? 9n-
9nANSWERS--The 9nlevels 9nat 9nthe 9ntop 9nof 9nthe 9ntaxonomy 9n(analyzing,
, 9ncreating, 9nevalutationg) 9ngenerally 9nreflect 9nhigher-order 9nthinking 9nskills
9ndeveloped 9nby 9nstudents.
What 9nis 9nthe 9nprimary 9ndifference 9nbetween 9ndeductive 9nand 9ninductive
9nthinking? 9n- 9nANSWERS--Deductive 9nthinking 9nstrates 9nwith 9none 9nor 9ntwo
9ngeneral 9nstatements 9nand 9nleads 9nto 9na 9nspecific 9nconclusion, 9nwhile 9ninductive
9nthinking 9nrequires 9nstudents 9nto 9ntake 9nspecific 9nfacts 9nand 9nleads 9nto 9na
9ngenreal 9nconclusion.
True 9nor 9nFalse: 9nHomework 9ndoes 9nnot 9nmeasure 9nprogress. 9n- 9nANSWERS--
False. 9nHomework 9ndoes 9nmeasure 9nprogress. 9nIt 9nprovides 9na 9nsnapshot 9nof
9nhow 9na 9nstudent 9nis 9nmastering 9nthe 9nskills 9nand 9nconcepts 9nbeing 9ntaught.
What 9nis 9na 9ncurriculum-based 9nmeasurement? 9n- 9nANSWERS--An 9nassessment
9nthat 9nis 9ndriven 9ndirectly 9nfrom 9nthe 9ncurriculum 9nbeing 9ntaught; 9ngenerally
9nspeaking 9nit 9nwould 9nbe 9nderived 9nfrom 9nlocal 9nand 9nstate 9nstandards.
Why 9nis 9nit 9nimportant 9nto 9nmonitor 9npre-requisite 9nskill 9ndevelopment? 9n-
9nANSWERS--The 9nreason 9npre-requisite 9nskill 9ndevelopment 9nmust 9nbe 9nfocused
9nupon 9nis 9nthat 9nthese 9nskills 9nlead 9nup 9nto 9nthe 9nultimate 9nlearning 9ntarget.
9nTherefore, 9nif 9na 9nstudent 9ndoes 9nnot 9nshow 9ncompetency 9nof 9na 9nlearning
9ntarget, 9nthe 9ninadequacy 9nmay 9nbe 9nmore 9nreflective 9nof 9nthe 9npre-requisite
9nskills 9ninvolved 9nin 9nthe 9nlearning 9nprocess.
Learning 9nactivites 9nshould 9nalways 9nbe 9nbased 9non:
a. 9nthe 9ntextbook 9nselected 9nby 9nthe 9ndistrict.
b. 9nstudent 9ninterests.
c. 9nspecific 9nobjectivies. 9n
d. 9nquestions 9nthat 9nwill 9nbe 9non 9nthe 9nsummative 9ntest. 9n- 9nANSWERS--C. 9nAll
9nlearning 9nactivities 9nshould 9nbe 9nbased 9non 9nspecific 9nobjectives 9nas
9ndetermined 9nby 9nthe 9nstate 9nstandards.
An 9nelementary 9nreading 9nteacher 9nwants 9nto 9nget 9nparents 9nreading 9nnightly
9nwith 9ntheir 9nchildren. 9nThe 9nmost 9neffeictive 9nway 9nto 9ndo 9nthis 9nwhile
9nfostering 9nparent 9ncommunication 9nis 9nto:
a. 9ninvite 9nparents 9nto 9na 9n"reading 9nnight" 9nwhere 9nstudtns 9nand 9nparents 9nmeet
9nto 9nread 9nand 9nshare 9nfavorite 9npoems.
b. 9ndevelop 9na 9nreaing 9nlog 9nand 9nhave 9nparents 9nsign 9nthat 9nthey 9nread 9nwith
9nthe 9nchild 9nfor 9n30 9nminutes 9neach 9nnight.
c. 9nsend 9nhome 9na 9nnewsletter 9nthat 9ndescribes 9nhow 9nreading 9nwith 9nyour
9nchild 9nis 9nbeneficial.
d. 9noffer 9nextra 9ncredit 9nfor 9nstudents 9nwho 9nread 9nat 9nhome 9non 9na 9nregular
9nbasis. 9n- 9nANSWERS--A. 9nAlthough 9nall 9nof 9nthe 9nselections 9nencourage
9nreading, 9nchoice 9nA, 9nthe 9nreading 9nnight 9nfor 9nparents 9nand 9nstudents, 9nbest
9nmeets 9nthe 9nteacher's 9nobjective. 9nA 9nreading 9nnight 9nwould 9nencourage
9nparents 9nto 9nstart 9nreading 9nwith 9ntheir 9nchildren. 9nIt 9nwould 9nalso 9nprovide 9nan
9nopportunity 9nto 9ninteract 9nwith 9nthe 9nparents, 9nfostering 9nan 9nopen 9nline 9nof
9ncommunication.
A 9nculturally 9nresponsive 9nteacher 9nshould 9nbe 9naware 9nof 9nstudents':
