PECT Module 1 Practice Questions
A class includes a student with physical and cognitive disabilities that affect various aspects of
the student's functioning. In planning a small-group activity for the class, the teacher should
consider which of the following questions first in regard to the student?
A. Does the student generally exhibit a preference for individual activities over group activities?
B. What steps can I take to facilitate the student's fullest possible participation in the activity?
C. Which classmates would likely be most willing to include the student in their group during
activity?
D. Are there alternative activities I can arrange for the student that would address the same
instructional goal? - ANS-B. What steps can I take to facilitate the student's fullest possible
participation in the activity?
**IDEA mandated that children with disabilities be educated with children who do not have
disabilities to the greatest extent possible. In working with students who have special needs,
general education teachers have a responsibility to try to maximize the students' participation in
class activities and their engagement with their peers.
*This often involves using various strategies to adapt activities or modify student roles in
activities. Therefore, in the instructional planning situation described, the teacher's fist
consideration in regard to the student with disabilities should be to determine what steps can be
taken to facilitate the student's fullest possible participation in the small-group activity.
A fourth-grade classroom is equipped with an audience response system in which students
respond to questions by clicking on a personal remote control. Students' responses are
displayed immediately on a presentation computer. This type of response system can be used
most effectively for which of the following purposes?
A. Monitoring students' understanding of key concepts
B. Diagnosing specific student learning needs
C. Placing students in instructional groups
D. Accommodating individual student learning preferences - ANS-A. Monitoring students'
understanding of key concepts.
**The interactive nature of audience response systems that utilize personal remote controls
helps ensure that all students are engaged in instruction. An increased level of engagement
along with immediate feedback from students' responses enables the teacher to assess more
quickly all students' grasp of concepts and adjust instruction accordingly-a primary reason for
monitoring student understanding.
A fourth-grade teacher is establishing student learning goals for an upcoming science unit. Data
from which of the following sources would be most helpful to the teacher in this process?
,A. A student interest survey about unit content.
B. A comprehension quiz on a science-related informational passage.
C. An ungraded pre-assessment of unit content
D. A student self-assessment of science skills and abilities. - ANS-C. An ungraded
pre-assessment of unit content.
**Pre-assessments are generally linked directly to the content of an upcoming instructional unit.
*Because pre-assessments are administered prior to instruction, they are generally not graded.
Pre-assessment results provide a picture of the skills and students have mastered and
illuminate gaps in their learning related to unit content. Learning goals can then be designed to
address identified gaps in students' knowledge and skills.
A fourth-grade teacher makes a point of welcoming individual students as they arrive each day
and takes time to talk with students about their interests and activities on a regular basis. The
most important benefit of this practice is that it allows the teacher to:
A. Establish a pattern of positive interaction with students.
B. Implement consistent classroom procedures.
C. Integrate informal social interaction into the daily routine.
D. Model effective communication skills for students. - ANS-A. Establish a pattern of positive
interaction with students.
**The practice of making personal contact with students each day and discussing what is
important to them conveys to students that they are valued as individuals. By implementing this
practice, the teacher is establishing a sense of trust with the students to help ensure that future
interactions related to students' learning or behavior are framed in a positive way.
A new elementary teacher is planning a lesson to introduce a science concept to a class that
includes students who are English language learners with varying levels of English language
proficiency. The teacher can best help ensure that the lesson will be responsive to the needs of
the students who are English language learners by including which of the following steps in the
planning process?
A. Identifying ways for students to use various hands-on materials and activities to reinforce and
apply the targeted concept.
B. Developing several written practice exercises that reinforce the target concept for the
students who are English language learners to complete for homework.
C. Reviewing content covered in science texts across grade levels that is relevant to the
targeted concept.
D. Asking the students who are English language learners to identify strategies they believe will
be most effective in helping them lear - ANS-A. Identifying ways for students to use various
hands-on materials and activities to reinforce and apply the targeted concept.
, **To promote successful acquisition of new concepts by students who are English language
learners, teachers need to use instructional practices that help make the content more
accessible and comprehensible for the students. One practice is to emphasize active methods
of learning that reinforce and clarify new concepts by making the concepts more concrete and
facilitating students' ability to connect to the concepts and construct their own meaning.
*Therefore, in the situation described, the teacher's best strategy would be to plan ways for
students to use hands-on materials and activities to reinforce and apply the targeted concept.
A prekindergarten student with dyspraxia would likely have the most difficulty with which of the
following activities?
A. Sitting in a circle listening to a book being read.
B. Putting a puzzle together or working with small objects.
C. Retelling a story in front of the class.
D. Drinking from a cup without spilling. - ANS-B. Putting a puzzle together or working with small
objects.
**Dyspraxia is a developmental disorder affecting fine-and/or gross-motor coordination. Children
diagnosed with dyspraxia often have additional problems related to planning, organizing, and
carrying out movements in the right order in everyday situations. A prekindergarten student with
dyspraxia would likely find putting a puzzle together quite difficult given the fine-motor skills,
motor planning, and concentration needed to complete the task.
A prekindergarten teacher is preparing a lesson for her class about where milk comes from. She
is organizing a filed trip to a local dairy farm with a follow-up trip to the school cafeteria to see a
delivery of milk. During this time she will also transform the classroom centers with activities and
supplies that reflect what the children saw on the field trips. Which of the following learning
theories is this teacher modeling?
A. Constructivist learning theory
B. Behaviorist learning theory
C. Social cognitive learning theory
D. Cognitive learning theory - ANS-A. Constructivist learning theory
**The constructivist learning theory states that children generate knowledge and form meaning
based on their experiences and interactions with their environment.
*In the above scenario, the children are provided real-life experiences and the teacher facilities
learning through hands-on activities.
A prekindergarten teacher wants to create a classroom environment that stimulates and
reinforces children's motivation to learn. Which of the following strategies would best support the
achievement of this goal?
A. Offering stickers or other favored items as rewards for independent creative work.
A class includes a student with physical and cognitive disabilities that affect various aspects of
the student's functioning. In planning a small-group activity for the class, the teacher should
consider which of the following questions first in regard to the student?
A. Does the student generally exhibit a preference for individual activities over group activities?
B. What steps can I take to facilitate the student's fullest possible participation in the activity?
C. Which classmates would likely be most willing to include the student in their group during
activity?
D. Are there alternative activities I can arrange for the student that would address the same
instructional goal? - ANS-B. What steps can I take to facilitate the student's fullest possible
participation in the activity?
**IDEA mandated that children with disabilities be educated with children who do not have
disabilities to the greatest extent possible. In working with students who have special needs,
general education teachers have a responsibility to try to maximize the students' participation in
class activities and their engagement with their peers.
*This often involves using various strategies to adapt activities or modify student roles in
activities. Therefore, in the instructional planning situation described, the teacher's fist
consideration in regard to the student with disabilities should be to determine what steps can be
taken to facilitate the student's fullest possible participation in the small-group activity.
A fourth-grade classroom is equipped with an audience response system in which students
respond to questions by clicking on a personal remote control. Students' responses are
displayed immediately on a presentation computer. This type of response system can be used
most effectively for which of the following purposes?
A. Monitoring students' understanding of key concepts
B. Diagnosing specific student learning needs
C. Placing students in instructional groups
D. Accommodating individual student learning preferences - ANS-A. Monitoring students'
understanding of key concepts.
**The interactive nature of audience response systems that utilize personal remote controls
helps ensure that all students are engaged in instruction. An increased level of engagement
along with immediate feedback from students' responses enables the teacher to assess more
quickly all students' grasp of concepts and adjust instruction accordingly-a primary reason for
monitoring student understanding.
A fourth-grade teacher is establishing student learning goals for an upcoming science unit. Data
from which of the following sources would be most helpful to the teacher in this process?
,A. A student interest survey about unit content.
B. A comprehension quiz on a science-related informational passage.
C. An ungraded pre-assessment of unit content
D. A student self-assessment of science skills and abilities. - ANS-C. An ungraded
pre-assessment of unit content.
**Pre-assessments are generally linked directly to the content of an upcoming instructional unit.
*Because pre-assessments are administered prior to instruction, they are generally not graded.
Pre-assessment results provide a picture of the skills and students have mastered and
illuminate gaps in their learning related to unit content. Learning goals can then be designed to
address identified gaps in students' knowledge and skills.
A fourth-grade teacher makes a point of welcoming individual students as they arrive each day
and takes time to talk with students about their interests and activities on a regular basis. The
most important benefit of this practice is that it allows the teacher to:
A. Establish a pattern of positive interaction with students.
B. Implement consistent classroom procedures.
C. Integrate informal social interaction into the daily routine.
D. Model effective communication skills for students. - ANS-A. Establish a pattern of positive
interaction with students.
**The practice of making personal contact with students each day and discussing what is
important to them conveys to students that they are valued as individuals. By implementing this
practice, the teacher is establishing a sense of trust with the students to help ensure that future
interactions related to students' learning or behavior are framed in a positive way.
A new elementary teacher is planning a lesson to introduce a science concept to a class that
includes students who are English language learners with varying levels of English language
proficiency. The teacher can best help ensure that the lesson will be responsive to the needs of
the students who are English language learners by including which of the following steps in the
planning process?
A. Identifying ways for students to use various hands-on materials and activities to reinforce and
apply the targeted concept.
B. Developing several written practice exercises that reinforce the target concept for the
students who are English language learners to complete for homework.
C. Reviewing content covered in science texts across grade levels that is relevant to the
targeted concept.
D. Asking the students who are English language learners to identify strategies they believe will
be most effective in helping them lear - ANS-A. Identifying ways for students to use various
hands-on materials and activities to reinforce and apply the targeted concept.
, **To promote successful acquisition of new concepts by students who are English language
learners, teachers need to use instructional practices that help make the content more
accessible and comprehensible for the students. One practice is to emphasize active methods
of learning that reinforce and clarify new concepts by making the concepts more concrete and
facilitating students' ability to connect to the concepts and construct their own meaning.
*Therefore, in the situation described, the teacher's best strategy would be to plan ways for
students to use hands-on materials and activities to reinforce and apply the targeted concept.
A prekindergarten student with dyspraxia would likely have the most difficulty with which of the
following activities?
A. Sitting in a circle listening to a book being read.
B. Putting a puzzle together or working with small objects.
C. Retelling a story in front of the class.
D. Drinking from a cup without spilling. - ANS-B. Putting a puzzle together or working with small
objects.
**Dyspraxia is a developmental disorder affecting fine-and/or gross-motor coordination. Children
diagnosed with dyspraxia often have additional problems related to planning, organizing, and
carrying out movements in the right order in everyday situations. A prekindergarten student with
dyspraxia would likely find putting a puzzle together quite difficult given the fine-motor skills,
motor planning, and concentration needed to complete the task.
A prekindergarten teacher is preparing a lesson for her class about where milk comes from. She
is organizing a filed trip to a local dairy farm with a follow-up trip to the school cafeteria to see a
delivery of milk. During this time she will also transform the classroom centers with activities and
supplies that reflect what the children saw on the field trips. Which of the following learning
theories is this teacher modeling?
A. Constructivist learning theory
B. Behaviorist learning theory
C. Social cognitive learning theory
D. Cognitive learning theory - ANS-A. Constructivist learning theory
**The constructivist learning theory states that children generate knowledge and form meaning
based on their experiences and interactions with their environment.
*In the above scenario, the children are provided real-life experiences and the teacher facilities
learning through hands-on activities.
A prekindergarten teacher wants to create a classroom environment that stimulates and
reinforces children's motivation to learn. Which of the following strategies would best support the
achievement of this goal?
A. Offering stickers or other favored items as rewards for independent creative work.
