ABCTE cPTK cPractice cExam cQuestions cwith ccomplete csolution
What ctype cof cquestion cwould cmost clikely cgenerate cthe cwidest crange cof canswers cand cdiscussions camong cstudents? c-
cCorrect c cAnswer c- cWhy cwould cthe cauthor chave cended cthe cbook cthis cway? c"Why" cquestions ctend cto cbe cthe cmost copen
ended.
Why cshould ca cteacher calways cspend ctime cexplaining cclassroom crules cduring cthe cfirst cfew cdays cof cclass? c- cCorrect c
cAnswer c- cTo cestablish cclear cexpectations cfor cperformance cand cbehavior. cStudents cbenefit cfrom cclear, cfirm cguidelines
cfrom cthe coutset.
What cmethod cwill cBEST chold cstudents caccountable cfor ctheir cfull cparticipation cin ccooperative clearning cgroups? c- cCorrect
cAnswer c- cAssign ceach cstudent cin cthe cgroup ca cspecific crole cin caccomplishing cthe cobjectives cof cthe cactivity. cIf ceach
cstudent chas ca crole cin cmeeting cthe cobjectives cand cthe cactivity cis cwell cstructured, cthen call cstudents cwill cbe cdrawn cinto
cparticipating cbecause cthey call chave csomething cto cdo.
When cteachers cshare cstandardized ctest cresults cwith cparents, cthere cis ca clarge camount cof cinformation cin cthe cscore creport ct
cbe cdiscussed. cWhich cinformation cwill cbe cof cMOST cuse cto cthe ctypical cparent? c- cCorrect c cAnswer c- cSpecific careas cof
cacademic cstrength cand cweakness. cWhen cparents cknow ctheir cchild's cweaknesses, cthey ccan cemphasize cworking cto cimprove
cthem.
Suppose cyour cobjective cfor ca clesson cis c"The cstudent cwill cdemonstrate can cability cto cdifferentiate camong cigneous,
csedimentary, cand cmetamorphic crocks." cWhich cof cthe cfollowing cis cthe cBEST cactivity cfor cintroducing cstudents cto cthe
cattributes cof ceach ctype cof crock? c- cCorrect c cAnswer c- cStudents cexamine crocks cbelonging cto ceach cgroup cand cidentify cthe
csimilarities cand cdifferences. cThe cactivity cis cfollowed cby ca cgroup cdiscussion cin cwhich cthe cteacher cbrings cout cthe
cimportant ccharacteristics cof ceach ctype. cStudents clearn cbest cwhen cthey care cactively cinvolved.
A cgroup cof cstudents cwants cto cproduce can celectronic cmagazine cthat cpublishes coriginal cstudent cwriting cand cart. cTheir
cadviser cis cplanning ca cunit cto ctrain cthem chow cto cuse ca cword-processing capplication cto ccreate cpages cthat cinclude cfeatures
csuch cas cimages, cmulti-column clayouts, csidebars, cheaders, cfooters, clinks, cand cpage cbackgrounds. cWhat cwould cbe cthe
cBEST cculminating cactivity cfor cthis cportion cof cthe ctraining? c- cCorrect c cAnswer c- cSmall cteams cproducing ca cdocument
cunder cproctored cconditions, cusing cspecified cfeatures, cand cwithin ca ctime climit. cThe cpurpose cof cthe craining cis cto cprepare
cstudents cto capply cwhat cthey clearn. cThe cteam cand ctime climit cconditions cmake cthe cperformance cmore crealistic; cthe cwhole
cactivity cpromotes cretaining cand ctransferring cwhat chas cbeen cleaned.
What cis cMOST clikely cto cpromote ceffective ctransfer cof cknowledge cto cstudents? c- cCorrect c cAnswer c- cHaving cstudents
cwork con ctheir cown cwith cspecific cinformation crelated cto ca ctopic cbefore cgiving can corganizing clecture. cStudies cindicate
cthat ctopics cneed cto cbe corganized cand cconnected cin corder cto cpromote ctransfer cknowledge, cbut cthat ca clarge cnumber cof
ctopics ccovered cquickly cwill chinder cstudent ctransfer cbecause cstudents chave ctoo clittle ctime cto cconnect cand corganize cthe
cinformation.
Students care cabout cto ctake ca cpaper cand cpencil ctest. cIf cthere cis ctime cfor conly cone cactivity, cwhat cwould cbe cthe cBEST cto
cprepare cthe cstudents cfor cthe ctest? c- cCorrect c cAnswer c- cStudents cshould cmake ca cchart cof cthe cimportant ctopics cwith cnote
con csubtopics cbelow ceach. cOrganizational cstructures chelp cstudents cto cconnect cand cremember.
What clearning cobjectives cuses ca chigher corder cthinking cskill? c- cCorrect c cAnswer c- cBloom's cTaxonomy cidentifies cthinking
cskills cin cincreasing corder cof csophistication cas cknowledge, ccomprehension, capplication, canalysis, csynthesis, cand cevaluation
What ctype cof cquestion cwould cmost clikely cgenerate cthe cwidest crange cof canswers cand cdiscussions camong cstudents? c-
cCorrect c cAnswer c- cWhy cwould cthe cauthor chave cended cthe cbook cthis cway? c"Why" cquestions ctend cto cbe cthe cmost copen
ended.
Why cshould ca cteacher calways cspend ctime cexplaining cclassroom crules cduring cthe cfirst cfew cdays cof cclass? c- cCorrect c
cAnswer c- cTo cestablish cclear cexpectations cfor cperformance cand cbehavior. cStudents cbenefit cfrom cclear, cfirm cguidelines
cfrom cthe coutset.
What cmethod cwill cBEST chold cstudents caccountable cfor ctheir cfull cparticipation cin ccooperative clearning cgroups? c- cCorrect
cAnswer c- cAssign ceach cstudent cin cthe cgroup ca cspecific crole cin caccomplishing cthe cobjectives cof cthe cactivity. cIf ceach
cstudent chas ca crole cin cmeeting cthe cobjectives cand cthe cactivity cis cwell cstructured, cthen call cstudents cwill cbe cdrawn cinto
cparticipating cbecause cthey call chave csomething cto cdo.
When cteachers cshare cstandardized ctest cresults cwith cparents, cthere cis ca clarge camount cof cinformation cin cthe cscore creport ct
cbe cdiscussed. cWhich cinformation cwill cbe cof cMOST cuse cto cthe ctypical cparent? c- cCorrect c cAnswer c- cSpecific careas cof
cacademic cstrength cand cweakness. cWhen cparents cknow ctheir cchild's cweaknesses, cthey ccan cemphasize cworking cto cimprove
cthem.
Suppose cyour cobjective cfor ca clesson cis c"The cstudent cwill cdemonstrate can cability cto cdifferentiate camong cigneous,
csedimentary, cand cmetamorphic crocks." cWhich cof cthe cfollowing cis cthe cBEST cactivity cfor cintroducing cstudents cto cthe
cattributes cof ceach ctype cof crock? c- cCorrect c cAnswer c- cStudents cexamine crocks cbelonging cto ceach cgroup cand cidentify cthe
csimilarities cand cdifferences. cThe cactivity cis cfollowed cby ca cgroup cdiscussion cin cwhich cthe cteacher cbrings cout cthe
cimportant ccharacteristics cof ceach ctype. cStudents clearn cbest cwhen cthey care cactively cinvolved.
A cgroup cof cstudents cwants cto cproduce can celectronic cmagazine cthat cpublishes coriginal cstudent cwriting cand cart. cTheir
cadviser cis cplanning ca cunit cto ctrain cthem chow cto cuse ca cword-processing capplication cto ccreate cpages cthat cinclude cfeatures
csuch cas cimages, cmulti-column clayouts, csidebars, cheaders, cfooters, clinks, cand cpage cbackgrounds. cWhat cwould cbe cthe
cBEST cculminating cactivity cfor cthis cportion cof cthe ctraining? c- cCorrect c cAnswer c- cSmall cteams cproducing ca cdocument
cunder cproctored cconditions, cusing cspecified cfeatures, cand cwithin ca ctime climit. cThe cpurpose cof cthe craining cis cto cprepare
cstudents cto capply cwhat cthey clearn. cThe cteam cand ctime climit cconditions cmake cthe cperformance cmore crealistic; cthe cwhole
cactivity cpromotes cretaining cand ctransferring cwhat chas cbeen cleaned.
What cis cMOST clikely cto cpromote ceffective ctransfer cof cknowledge cto cstudents? c- cCorrect c cAnswer c- cHaving cstudents
cwork con ctheir cown cwith cspecific cinformation crelated cto ca ctopic cbefore cgiving can corganizing clecture. cStudies cindicate
cthat ctopics cneed cto cbe corganized cand cconnected cin corder cto cpromote ctransfer cknowledge, cbut cthat ca clarge cnumber cof
ctopics ccovered cquickly cwill chinder cstudent ctransfer cbecause cstudents chave ctoo clittle ctime cto cconnect cand corganize cthe
cinformation.
Students care cabout cto ctake ca cpaper cand cpencil ctest. cIf cthere cis ctime cfor conly cone cactivity, cwhat cwould cbe cthe cBEST cto
cprepare cthe cstudents cfor cthe ctest? c- cCorrect c cAnswer c- cStudents cshould cmake ca cchart cof cthe cimportant ctopics cwith cnote
con csubtopics cbelow ceach. cOrganizational cstructures chelp cstudents cto cconnect cand cremember.
What clearning cobjectives cuses ca chigher corder cthinking cskill? c- cCorrect c cAnswer c- cBloom's cTaxonomy cidentifies cthinking
cskills cin cincreasing corder cof csophistication cas cknowledge, ccomprehension, capplication, canalysis, csynthesis, cand cevaluation
