Praxis Special Education: Foundational Knowledge (5355) Pt. IV- Q&A
1. cognitive modeling teachers provide an example, generally one-step at a time, to guide students
through a process
2. Universal Design for an educational framework that focuses on providing multiple means of en-
Learning (UDL) gagement, representation and action and expression
3. comprehensible in- information that can be understood despite language barriers; legally re-
put quired to be provided to all ELL students under statute set by Lau vs. Nichols
4. word wall an on-going bulletin board with terms used frequently in the classroom;
words are often added as they are introduced
5. peer teaching a teaching and learning strategy in which students teach other students
6. Community Based reinforcement of academic and social skills in community settings such as the
Instruction (CBI) local grocery store
7. task analysis breaking a skill into small steps to guide students toward accomplishing a
goal
8. English Language students who are learning the English language, or for whom English is not
Learners (ELLs) a first language
9. non-violent crisis in- training for professionals to de-escalate behaviors through nonverbal and
tervention training verbal techniques to ensure the safety and welfare of the students and statt
10. transition planning creating a plan for students as they age out of the educational system
11. math manipulatives a physical object to help students move from concrete to abstract reasoning
12. formative assess- assessment for learning; usually mid-instruction assessment with the pur-
ments pose of assessing student progress and informing the teacher so instruction
can be altered as needed
13.
, Praxis Special Education: Foundational Knowledge (5355) Pt. IV- Q&A
multisensory ap- method of teaching English Language Learners; information is presented in
proach / VAKT visual, auditory, kinesthetic and tactile modalities (VAKT)
14. functional vocation- an ongoing process that occurs in the years leading up to the transition out of
al assessment high school; the process includes record-keeping to note interests, strengths,
and aptitudes; this assessment includes a variety of data collection methods
and sources, from testing data to formal and informal observations
15. explicit teaching the process of teaching by communicating clear expectations and giving
specific feedback to students
16. Local Education the education agency responsible for the school
Agency (LEA)
17. modeling an instructional strategy in which the teacher demonstrates a concept or skill
and students learn by observing
18. graphic organizer a visual display of the relationships between facts and ideas
19. cooperative learn- involves students working together to achieve an instructional goal
ing
20. rubric assessment tool that outlines specific criteria and performance levels for
evaluating student work, providing clear guidelines and standards for both
instructors and students to ensure consistent and objective grading
21. self-determination a stage of development where students are encouraged to make their own
choices, learn to ettectively solve problems, and take responsibility for their
own actions
22. gradual release a teaching strategy in which students are gradually given less direct guidance
23. remediation providing students further instruction on skills that have already been mas-
tered or moved on from by the rest of the class
1. cognitive modeling teachers provide an example, generally one-step at a time, to guide students
through a process
2. Universal Design for an educational framework that focuses on providing multiple means of en-
Learning (UDL) gagement, representation and action and expression
3. comprehensible in- information that can be understood despite language barriers; legally re-
put quired to be provided to all ELL students under statute set by Lau vs. Nichols
4. word wall an on-going bulletin board with terms used frequently in the classroom;
words are often added as they are introduced
5. peer teaching a teaching and learning strategy in which students teach other students
6. Community Based reinforcement of academic and social skills in community settings such as the
Instruction (CBI) local grocery store
7. task analysis breaking a skill into small steps to guide students toward accomplishing a
goal
8. English Language students who are learning the English language, or for whom English is not
Learners (ELLs) a first language
9. non-violent crisis in- training for professionals to de-escalate behaviors through nonverbal and
tervention training verbal techniques to ensure the safety and welfare of the students and statt
10. transition planning creating a plan for students as they age out of the educational system
11. math manipulatives a physical object to help students move from concrete to abstract reasoning
12. formative assess- assessment for learning; usually mid-instruction assessment with the pur-
ments pose of assessing student progress and informing the teacher so instruction
can be altered as needed
13.
, Praxis Special Education: Foundational Knowledge (5355) Pt. IV- Q&A
multisensory ap- method of teaching English Language Learners; information is presented in
proach / VAKT visual, auditory, kinesthetic and tactile modalities (VAKT)
14. functional vocation- an ongoing process that occurs in the years leading up to the transition out of
al assessment high school; the process includes record-keeping to note interests, strengths,
and aptitudes; this assessment includes a variety of data collection methods
and sources, from testing data to formal and informal observations
15. explicit teaching the process of teaching by communicating clear expectations and giving
specific feedback to students
16. Local Education the education agency responsible for the school
Agency (LEA)
17. modeling an instructional strategy in which the teacher demonstrates a concept or skill
and students learn by observing
18. graphic organizer a visual display of the relationships between facts and ideas
19. cooperative learn- involves students working together to achieve an instructional goal
ing
20. rubric assessment tool that outlines specific criteria and performance levels for
evaluating student work, providing clear guidelines and standards for both
instructors and students to ensure consistent and objective grading
21. self-determination a stage of development where students are encouraged to make their own
choices, learn to ettectively solve problems, and take responsibility for their
own actions
22. gradual release a teaching strategy in which students are gradually given less direct guidance
23. remediation providing students further instruction on skills that have already been mas-
tered or moved on from by the rest of the class
