FTCE Professional Education Test Questions
and answers
Pre-reading - ANSWER- -Word splash (pull words from "splash" of letters).
-Key words
-Pre-write questions
-Story impression
-Pictures
-Do nows
-Think-pair-share
-KWL chart
-I-Search
During Reading - ANSWER- -Response sheet
-Sticky notes
-Text rendering
-Rereading
-Chunking
-Do now
-Pre-write questions
-Lit circles
-KWL chart
Post-Reading - ANSWER- -Expert jigsaw
-Reflection
-Think-pair-share
-Whip (whip around the room for quick answers).
-KWL chart
,-I-Search
Academic Intervention - ANSWER- Is the task too difficult for the student?
Proficiency/Accuracy Interventions - ANSWER- Does the student need more
support to successfully complete the task?
Proficiency/Speed Interventions - ANSWER- Is the student struggling to
successfully complete the task in the given period of time?
Generalization Interventions - ANSWER- Has the student successfully done the
task before?
Motivation Intervention - ANSWER- Is the student lacking the motivation to
successfully complete the task?
Integrating Technology - ANSWER- -Establish guidelines
-Vary Technology
-Practice
-Have a backup plan
-Provide access
-Avoid overuse
Products produced by students that demonstrate their learning - ANSWER- -
Use a variety of assessment strategies, including performance-based and open-
ended assessment.
-Balance teacher-assigned and student-selected projects.
-Offer students a choice of projects that reflects a variety of learning style and
interests.
-Make assessment an ongoing, interactive process.
,Content of Instruction - ANSWER- -Pre-assessment to know where to begin
unit.
-Variety of instructional delivery methods to address different learning styles.
-Break assignments into smaller, more manageable parts. Parts that include
structured directions for each part.
-Choose broad instructional concepts and skills that lend themselves to
understanding various levels of complexity.
Differentiation in Reading - ANSWER- -Make your read-a-louds a common
teaching text
-Teach with diverse materials
-Organize for instruction so you meet all reading levels
-Value independent practice reading
-Show students how to construct meaning while reading
-Write to explore, think, learn, and improve comprehension
-Use ongoing assessments to support each student
-Plan your units carefully
Instructional Theory, Diverse Student Factors, Planning/Delivering Instruction -
ANSWER- -Get to know your students
-Identify areas of your curriculum that could be adapted to DI
-Examine your role as a teacher in the differentiated classroom
Differentiated Instruction - ANSWER- -Based on students differing needs
-Based on content= lesson is taught on many levels to reach all students
Thinking Skills - ANSWER- -Questioning
-Fluency, originality, flexibility, and elaboration
, -Visualization
-Mind mapping
-Point of view
-Analogy
-Encapsulations
-Decisions of outcomes
-Plus, minus, interest=KWL, or graphic organizer for thoughts
Encapsulations - ANSWER- Stating ideas in s concise, precise form; students
synthesize information and nuances in order to capture the essence of an idea ,
object, or activity, and then communicate their thoughts clearly.
Key Idea of Motivating and Challenging Students - ANSWER- -Realize that
challenge and high expectations are more motivating than low expectations
-Provide choice
-Give students an opportunity for significance
-Provide feedback that is accurate, specific, and designed to improve
performance
-Help students feel competent
Feedback - ANSWER- -Explanation of what they are doing correctly and
incorrectly.
-What student is doing right
-Given in a timely manner
-Be sensitive to the individual needs of the student
-Referencing the skill or specific knowledge
-Giving feedback to keep students "on Target" for achievement
-Hosting a one-on-one conference
-Giving verbal, no-verbal, or written communication
and answers
Pre-reading - ANSWER- -Word splash (pull words from "splash" of letters).
-Key words
-Pre-write questions
-Story impression
-Pictures
-Do nows
-Think-pair-share
-KWL chart
-I-Search
During Reading - ANSWER- -Response sheet
-Sticky notes
-Text rendering
-Rereading
-Chunking
-Do now
-Pre-write questions
-Lit circles
-KWL chart
Post-Reading - ANSWER- -Expert jigsaw
-Reflection
-Think-pair-share
-Whip (whip around the room for quick answers).
-KWL chart
,-I-Search
Academic Intervention - ANSWER- Is the task too difficult for the student?
Proficiency/Accuracy Interventions - ANSWER- Does the student need more
support to successfully complete the task?
Proficiency/Speed Interventions - ANSWER- Is the student struggling to
successfully complete the task in the given period of time?
Generalization Interventions - ANSWER- Has the student successfully done the
task before?
Motivation Intervention - ANSWER- Is the student lacking the motivation to
successfully complete the task?
Integrating Technology - ANSWER- -Establish guidelines
-Vary Technology
-Practice
-Have a backup plan
-Provide access
-Avoid overuse
Products produced by students that demonstrate their learning - ANSWER- -
Use a variety of assessment strategies, including performance-based and open-
ended assessment.
-Balance teacher-assigned and student-selected projects.
-Offer students a choice of projects that reflects a variety of learning style and
interests.
-Make assessment an ongoing, interactive process.
,Content of Instruction - ANSWER- -Pre-assessment to know where to begin
unit.
-Variety of instructional delivery methods to address different learning styles.
-Break assignments into smaller, more manageable parts. Parts that include
structured directions for each part.
-Choose broad instructional concepts and skills that lend themselves to
understanding various levels of complexity.
Differentiation in Reading - ANSWER- -Make your read-a-louds a common
teaching text
-Teach with diverse materials
-Organize for instruction so you meet all reading levels
-Value independent practice reading
-Show students how to construct meaning while reading
-Write to explore, think, learn, and improve comprehension
-Use ongoing assessments to support each student
-Plan your units carefully
Instructional Theory, Diverse Student Factors, Planning/Delivering Instruction -
ANSWER- -Get to know your students
-Identify areas of your curriculum that could be adapted to DI
-Examine your role as a teacher in the differentiated classroom
Differentiated Instruction - ANSWER- -Based on students differing needs
-Based on content= lesson is taught on many levels to reach all students
Thinking Skills - ANSWER- -Questioning
-Fluency, originality, flexibility, and elaboration
, -Visualization
-Mind mapping
-Point of view
-Analogy
-Encapsulations
-Decisions of outcomes
-Plus, minus, interest=KWL, or graphic organizer for thoughts
Encapsulations - ANSWER- Stating ideas in s concise, precise form; students
synthesize information and nuances in order to capture the essence of an idea ,
object, or activity, and then communicate their thoughts clearly.
Key Idea of Motivating and Challenging Students - ANSWER- -Realize that
challenge and high expectations are more motivating than low expectations
-Provide choice
-Give students an opportunity for significance
-Provide feedback that is accurate, specific, and designed to improve
performance
-Help students feel competent
Feedback - ANSWER- -Explanation of what they are doing correctly and
incorrectly.
-What student is doing right
-Given in a timely manner
-Be sensitive to the individual needs of the student
-Referencing the skill or specific knowledge
-Giving feedback to keep students "on Target" for achievement
-Hosting a one-on-one conference
-Giving verbal, no-verbal, or written communication
