MTTC #117 PROFESSIONAL KNOWLEDGE
AND SKILLS QUESTIONS AND ANSWERS |
EXPERT VERIFIED FOR GUARANTEED PASS |
LATEST UPDATE
1. A prekindergarten student who has autism spectrum disorder has difficulty with transitions
throughout the day. The teacher introduces a visual schedule for each day during morning circle
time. Which additional accommodation would most effectively support this student during
transitions?: referring to the visual schedule with the student before and after transitions
2. A second-grade teacher posts a printed reminder for students to refer to and use when they have
a problem in the classroom.
Problem-Solving Steps:
1. What is my problem?
2. What are some solutions?
3. What would happen next?
4. Try out the solution.
Using this approach most directly promotes independence with which of the following social skills?:
self-regulation
3. A third-grade teacher has strategically assigned students to small groups to address specific
student learning needs in mathematics. The teacher uses exit tickets at the end of lessons as a
formative assessment. The use of this type of assessment provides the most direct information about::
the ettectiveness of the instruction
4. A first-grade teacher wants to learn more about effective instructional strate- gies for students identified
with a cognitive impairment. Which of the following actions would expand the teacher's professional
knowledge on this topic?: col- laborating with an experienced special education teacher to identify relevant resources and materials
5. Which of the following teacher activities most effectively promotes the ongo- ing development of
positive relationships with families?: communicating regularly through emails, phone calls, and positive note cards
6. A second-grade teacher gives each student three cards with colored squares on them: one with a
red square, one with a yellow square, and one with a green square. When students are engaged in
individual or paired work, the teacher asks students to place their red card on their desk if they
, do not understand or are confused. They place the yellow card on their desk if they want to check
in or need a little help, and green if they feel they understand the task they are working on. In
which of the following ways does this approach help students become more engaged learners?: supporting
self-reflection on their own learning
7. At the end of a learning activity, a first-grade teacher asks students to get together in small
groups of two to three students for a discussion activity. Each group presents the teacher with two
thoughts and a question about the content they learned during the lesson. The primary benefit of
this extension activity is that it achieves which of the following goals?: building on student thinking and informing
the direction of subsequent learning
8. A third-grade teacher learns that a student is missing school due to some difficult family issues.
Which of the following teacher actions best supports the student during this time?: planning assignments for
independent completion
9. A second-grade teacher works with students to create the following list of rules before
beginning a small-group assignment.
Ground Rules for Group Work:
- Everyone should do their fair share of the work. Stay with
the group; don't go off alone.
- Give everyone a chance to speak and contribute.
The teacher reminds students of their rules when concerns arise. The teacher's actions most directly
support students in which of the following areas of so- cial-emotional development?: recognizing personal
responsibility
10. Which of the following disabilities is likely to have the most significant effect on a child's rate
and scope of development and learning across physical, motor, cognitive, and communicative domains?:
down syndrome
11. Prior to the beginning of the school year, a teacher learns that a student who will be in the class
has a seizure disorder. Which of the following actions should the teacher take to best prepare for the needs
of this student?: reviewing the student's 504 Plan
AND SKILLS QUESTIONS AND ANSWERS |
EXPERT VERIFIED FOR GUARANTEED PASS |
LATEST UPDATE
1. A prekindergarten student who has autism spectrum disorder has difficulty with transitions
throughout the day. The teacher introduces a visual schedule for each day during morning circle
time. Which additional accommodation would most effectively support this student during
transitions?: referring to the visual schedule with the student before and after transitions
2. A second-grade teacher posts a printed reminder for students to refer to and use when they have
a problem in the classroom.
Problem-Solving Steps:
1. What is my problem?
2. What are some solutions?
3. What would happen next?
4. Try out the solution.
Using this approach most directly promotes independence with which of the following social skills?:
self-regulation
3. A third-grade teacher has strategically assigned students to small groups to address specific
student learning needs in mathematics. The teacher uses exit tickets at the end of lessons as a
formative assessment. The use of this type of assessment provides the most direct information about::
the ettectiveness of the instruction
4. A first-grade teacher wants to learn more about effective instructional strate- gies for students identified
with a cognitive impairment. Which of the following actions would expand the teacher's professional
knowledge on this topic?: col- laborating with an experienced special education teacher to identify relevant resources and materials
5. Which of the following teacher activities most effectively promotes the ongo- ing development of
positive relationships with families?: communicating regularly through emails, phone calls, and positive note cards
6. A second-grade teacher gives each student three cards with colored squares on them: one with a
red square, one with a yellow square, and one with a green square. When students are engaged in
individual or paired work, the teacher asks students to place their red card on their desk if they
, do not understand or are confused. They place the yellow card on their desk if they want to check
in or need a little help, and green if they feel they understand the task they are working on. In
which of the following ways does this approach help students become more engaged learners?: supporting
self-reflection on their own learning
7. At the end of a learning activity, a first-grade teacher asks students to get together in small
groups of two to three students for a discussion activity. Each group presents the teacher with two
thoughts and a question about the content they learned during the lesson. The primary benefit of
this extension activity is that it achieves which of the following goals?: building on student thinking and informing
the direction of subsequent learning
8. A third-grade teacher learns that a student is missing school due to some difficult family issues.
Which of the following teacher actions best supports the student during this time?: planning assignments for
independent completion
9. A second-grade teacher works with students to create the following list of rules before
beginning a small-group assignment.
Ground Rules for Group Work:
- Everyone should do their fair share of the work. Stay with
the group; don't go off alone.
- Give everyone a chance to speak and contribute.
The teacher reminds students of their rules when concerns arise. The teacher's actions most directly
support students in which of the following areas of so- cial-emotional development?: recognizing personal
responsibility
10. Which of the following disabilities is likely to have the most significant effect on a child's rate
and scope of development and learning across physical, motor, cognitive, and communicative domains?:
down syndrome
11. Prior to the beginning of the school year, a teacher learns that a student who will be in the class
has a seizure disorder. Which of the following actions should the teacher take to best prepare for the needs
of this student?: reviewing the student's 504 Plan
