PTK Practice ABCTE EXAM Questions with complete
solution
MOST ueffective umethod ufor uclosing ua ulesson? u- uCorrect u uAnswer u- uThe ustudents uidentify uthe uimportant utopics uand
uconclusions uin ugroup udiscussions.
Why: uClosure uis ubest udone uby ustudents uso uthat uthe uteacher ucan uassess uthe ueffect uof uthe ulesson. uIt uneeds uto ube udone ua
ua ugroup uso uthat uthe uteacher ucan umonitor uand uadjust ubefore ustudents uwork uindividually. u
Choice ub u(The uteacher ureiterates uan uoutline uof uthe ulesson uand uoutlines uimportant uconclusions) uisn't ucorrect ubecause
ustudents uare umerely ureiterating uthe ulesson uand unot ustating uthe uissues uand uresults uin utheir uown uwords.
Graphic uOrganizer uthat uwould ubest uhelp uelementary ustudents uunderstand udifferences uand usimilarities uof uforests uand
udeserts? u- uCorrect u uAnswer u- uVENN uDIAGRAM-this uis uused uto ucompare/contrast u2 uobjects/information
These ugraphic uorganizers uare uuseful ufor uorganizing ua ulinear udiscussion uor uargument u- uCorrect u uAnswer u- uoutline
These ugraphic uorganizers uare uhelpful uwhen ustudents uneed uto uexamine u2 usides uof uthe usame utopic u(pros ucons) u- uCorrect
uAnswer u- ut ucharts
This uorganizer uhelps ushow udetails uof ua utopic u- uCorrect u uAnswer u- uchoose uweb ucluster uor utopic/subtopic uchart
This ugraphic uorganizer uis uappropriate uto uuse uwhen ushowing urelationships ubetween uevents u- uCorrect u uAnswer u- uCause-
effect uchart
This uis uthe umost uappropriate uorganizer uto uwork uwith uin uclass uto uunderstand uthe urecycling uprocess uafter ureading ua
uchapter uabout urecycling. uThis uchart uis uthe ubest uway ufor ustudents uto uvisualize ua uprocess uwith umultiple usteps uand
uoptions. uThey uhelp uclarify ucomplicated uprocesses. u- uCorrect u uAnswer u- uFlow uChart
A uhistory uteacher uinstructs ustudents uto ucreate ua utimeline uto urepresent uthe uunit uthey ujust ucovered. uWhich uof uthe
ufollowing uBEST uexplains uthe upurpose uof uthis uactivity? u- uCorrect u uAnswer u- uA: uto ugive ustudents uan uopportunity uto
uvisually urepresent uthe utemporal urelationships ubetween ukey uhistorical uevents.
This uis uthe ubest uanswer ubecause uthis uactivity urelates uto uselecting ufacts uto uillustrate uideas uin uthe uclassroom. uthe uproper
uuse uof ucreating utimelines uis uto ushow ustudents uthe uorder uof uhistorical uevents. ustudying ufor uexams uis unot uthe uprimary
upurpose uof uusing ua utimeline uas uan uinstructional uactivity. ureviewing ukey uevents uis unot uthe uprimary upurpose ueither.
Before uelementary ustudents ustart ureading ua unew ubook uabout ubaby udinosaurs, uwhich uof uthe ufollowing uactivities uwould
ubest uassess uprior uknowledge uand ustimulate ustudent uinterest? u- uCorrect u uAnswer u- uAnswer ua uShow uthe uclass udrawings
uof udifferent ukinds uof udinosaurs uand uask uthem uto uname uand udiscuss uthem, uif uthey ucan. uDiscuss uthe uanswers uas ua ugrou
uand uask uthe uquestion, u"What uwould uyou udo uif uyou ufound ua ubaby udinosaur?"
Incorrect uB: ushow ustudents uphoto uof udinosaurs uand uask uif uthey've uever uread uany ustories uabout udinosaurs
why uis ua ucorrect? uThe uteacher uis uable uto uassess uwhat ustudents uknow uabout udinosaurs uand ucan ucorrect uany
umisinformation. uin uaddition, uthe uquestions uis uopen-ended uand uis uan uattention ugrabber. uChoice ub uand uc uare upassive uand
uthe uteacher ucannot uassess uprior uknowledge. uchoice ud(museum) umay useem ulike ua ugood uactivity, ubut uagain, uthe uteacher
ucannot uassess uprior uknowledge.
In uteaching ua ulesson, uit uis uhelpful uto ushare uthe uobjectives uwith uthe ustudents ubecause udoing uso u- uCorrect u uAnswer u-
uCorrect uA: uhelps ustudents ustrive ufor uthe usame ulearning ugoals
Incorrect- uMakes usure ustudents uare uon utask uand uready uto ulearn.
Why? uobjectives uhelp ufocus uthe ustudents uon uthe umajor ugoal uof uthe uday
, Which uassignment uwill uBEST udetermine uif ustudents ucan uanalyze uwhat uthey uare ulearning? u- uCorrect u uAnswer u- ua. udefin
uthe ufollowing uterms
Correct uB-Create ua ustoryboard uthat uexplains uhow ureligion uinfluenced uthe udevelopment uof uLatin uAmerica
c. udraw ua umap ushowing uchanges uin uborders uof uEuropean ucountries ubefore uafter uww2
d u(my uanswer) udescribe uclimate uin urain uforest uand udiscuss uhow uhuman uactivity uaffects uit
Why-The ustudents umust uexplain ua uconcept uby ucreating uor usynthesizing usomething. uIn uBlooms utaxonomy, usynthesis uis ua
uhigher uorder uthan uanswer uknowledge u(a) u-comprehension u(D) uand uapplication u(c)
During uthe ubeginning uof ua uunit uabout uthe uGreat uDepression ufor ua usixth ugrade uclass, uwhich uof uthe ufollowing uquestions
uwould ube umost ueffective ufor upresenting uthe unew ucontent? u- uCorrect u uAnswer u- uCorrect-Can uanyone utell uus uwhere uthe
uGreat uDepression utook uplace?
WHy? uit uis ua urelevant uanswer uwith ua uverifiable uanswer. uThose uqualities uare uuseful uat uthe ustart uof ua uunit ubeause uthey
ustart ubuilding ua ustore uof uinfo uthat ucan ube uused ulater. uChoice ua umay ube uused uto ucreate uinterest uin uthe utopic. uchoice ub
ufocuses uon usources, unot uthe ucontent. uchoice ud usupposes uprior uknowledge uand uwould ube uappropriate ulater uin uthe uunit.
In uteaching ua uunit uon uGermany uin uthe u30s, uteacher uwants uclass uto urecognize uand uunderstand uthat umultiple
usocial,economic, uand upolitical ufactors ucontributed uto uthe urise uof uNational uSocialism. uAfter ustarting uthe uunit, uwhat utypes
uof uquestions ushould ube uasked unext? u- uCorrect u uAnswer u- uCorrect uanswer u: uD uWhat u& uWhere
Not-A: uHow u& uWhy
Why? uWhat uand uwhere uquestions uelicit uinfo uthat uadds uto ua ubase uor uscaffold. uAsking uhow uusually uinvolves umore
ucomplex uthinking, uas udoes uasking uwhy. uThose uquestions uthat uwill ucome uup ulater uin ua uunit.
What uis uthe umost uimportant ureason uhomework ushould ube ugiven uto uhigh uschool umath ustudents? u- uCorrect u uAnswer u- uB
uTo ufacilitate ulearning uoutside uof uthe uclassroom
I uput uC. uTo ugive ustudents ua uchance uto utest utheir uunderstanding uof uthe umaterial.
The uquestion udoes unot ureference uan uupcoming uexam. uB uis ucorrect ubecause uhomework ushould ube utailored uso uit uextends
uthe uideas uoutside uof uthe uclassroom. uAlthough ustudents ucould uuse uhomework u, uthe uprimary upurpose uof uhomework uis uto
uextend ulearning uoutside uof uschool.
A ulanguage uarts uclass uis ubeginning ua usection uon upoetry. uWhen uthe ustudents uenter uthe uroom, uthey usee uthe uteacher uhas
uwritten ua ushort upoem uon uthe uboard, ubut uleft uthe usubject uwords ublank. uThe uteacher uopens uthe uclass uby uasking uthe
ustudents uto ufill uin uthe ublanks uof uthe upoem. uusing uthis uexercise ubest uaccomplishes uwhich uone uof uthe ufollowing ugoals? u
uCorrect u uAnswer u- uA. uEngaging ustudents' uinterest uin upoetry.
I uput uit uwould uintroduce uthem uto uthe urules uof upoetry uconventions usuch uas urhyme uand umeter
The ucorrect uanswer uis uA ubecause uthe ulesson uprovides ustudents uwith uthe uopportunity uto udraw ufrom utheir upersonal
ubackground uand uinterest uin uorder uto urelate uto uthe unew utopic. uChoice uB uis uincorrect ubecause ualthough ufilling uin ublanks
uof uan uexisting upoem umay ugive uteacher uidea uof uhow umuch ustudents uknow uabout upoetry, uit uis unot uthe uprimary upurpose
uof uthe uactivity. uc uin uincorrect ubecause ufilling uin ublanks uof uan uexisting upoem udoes unot uallow ua uteacher uto uassess uwhat
ustudents uwant uto ulearn uabout ucomposing upoetry. uchoice ud uis uincorrect ubecause uinfo urelated uto upoetry uconventions usuch
uas urhyme uand umeter uis unot uprovided uand uis uoutside uthe uscope uof uthe uquestion.
An u11th ugrade uteacher uis uintroducing upoetry uin ua ulesson. uWhich uof uthe ufollowing uillustrates uthe ubest usequence ufor
uintroducing uthe umaterial? u- uCorrect u uAnswer u- uB. uDescribe ueach utype uof upoem uand ureview uparts, uhave ustudents uwrite
uexamples, uand ufinish uthe ulesson uby ucomparing uand ucontrasting uthe udifferent utypes.
teachers ushould upresent umaterial uin ua ulogical usequence. uit umakes usense uto uintroduce uthe utypes uof upoems uand uthe uparts
uof ueach ubefore uhaving ustudents uwrite utheir uown uexamples. uhaving ustudents uwrite utheir uown uexamples ubefore
uintroducing uthe udifferent utypes uof upoetry uis unot ucorrect.
Which uof uthe ufollowing usituations uare ustudents umost ulikely uto urequire uadditional uguidance uand usupport ufrom uthe
uteacher? u- uCorrect u uAnswer u- uAnswer uD uThe ustudents uhave ulittle uchoice uor ucontrol uover utheir ulevel uof uparticipation
Not uC u(They uhave ua ulot uof uchoice) u
Why uD? uSome udegree uof upersonal uchoice uor ucontrol ualmost ualways umakes ulearning ueasier; uin uits uabsence, uextra
solution
MOST ueffective umethod ufor uclosing ua ulesson? u- uCorrect u uAnswer u- uThe ustudents uidentify uthe uimportant utopics uand
uconclusions uin ugroup udiscussions.
Why: uClosure uis ubest udone uby ustudents uso uthat uthe uteacher ucan uassess uthe ueffect uof uthe ulesson. uIt uneeds uto ube udone ua
ua ugroup uso uthat uthe uteacher ucan umonitor uand uadjust ubefore ustudents uwork uindividually. u
Choice ub u(The uteacher ureiterates uan uoutline uof uthe ulesson uand uoutlines uimportant uconclusions) uisn't ucorrect ubecause
ustudents uare umerely ureiterating uthe ulesson uand unot ustating uthe uissues uand uresults uin utheir uown uwords.
Graphic uOrganizer uthat uwould ubest uhelp uelementary ustudents uunderstand udifferences uand usimilarities uof uforests uand
udeserts? u- uCorrect u uAnswer u- uVENN uDIAGRAM-this uis uused uto ucompare/contrast u2 uobjects/information
These ugraphic uorganizers uare uuseful ufor uorganizing ua ulinear udiscussion uor uargument u- uCorrect u uAnswer u- uoutline
These ugraphic uorganizers uare uhelpful uwhen ustudents uneed uto uexamine u2 usides uof uthe usame utopic u(pros ucons) u- uCorrect
uAnswer u- ut ucharts
This uorganizer uhelps ushow udetails uof ua utopic u- uCorrect u uAnswer u- uchoose uweb ucluster uor utopic/subtopic uchart
This ugraphic uorganizer uis uappropriate uto uuse uwhen ushowing urelationships ubetween uevents u- uCorrect u uAnswer u- uCause-
effect uchart
This uis uthe umost uappropriate uorganizer uto uwork uwith uin uclass uto uunderstand uthe urecycling uprocess uafter ureading ua
uchapter uabout urecycling. uThis uchart uis uthe ubest uway ufor ustudents uto uvisualize ua uprocess uwith umultiple usteps uand
uoptions. uThey uhelp uclarify ucomplicated uprocesses. u- uCorrect u uAnswer u- uFlow uChart
A uhistory uteacher uinstructs ustudents uto ucreate ua utimeline uto urepresent uthe uunit uthey ujust ucovered. uWhich uof uthe
ufollowing uBEST uexplains uthe upurpose uof uthis uactivity? u- uCorrect u uAnswer u- uA: uto ugive ustudents uan uopportunity uto
uvisually urepresent uthe utemporal urelationships ubetween ukey uhistorical uevents.
This uis uthe ubest uanswer ubecause uthis uactivity urelates uto uselecting ufacts uto uillustrate uideas uin uthe uclassroom. uthe uproper
uuse uof ucreating utimelines uis uto ushow ustudents uthe uorder uof uhistorical uevents. ustudying ufor uexams uis unot uthe uprimary
upurpose uof uusing ua utimeline uas uan uinstructional uactivity. ureviewing ukey uevents uis unot uthe uprimary upurpose ueither.
Before uelementary ustudents ustart ureading ua unew ubook uabout ubaby udinosaurs, uwhich uof uthe ufollowing uactivities uwould
ubest uassess uprior uknowledge uand ustimulate ustudent uinterest? u- uCorrect u uAnswer u- uAnswer ua uShow uthe uclass udrawings
uof udifferent ukinds uof udinosaurs uand uask uthem uto uname uand udiscuss uthem, uif uthey ucan. uDiscuss uthe uanswers uas ua ugrou
uand uask uthe uquestion, u"What uwould uyou udo uif uyou ufound ua ubaby udinosaur?"
Incorrect uB: ushow ustudents uphoto uof udinosaurs uand uask uif uthey've uever uread uany ustories uabout udinosaurs
why uis ua ucorrect? uThe uteacher uis uable uto uassess uwhat ustudents uknow uabout udinosaurs uand ucan ucorrect uany
umisinformation. uin uaddition, uthe uquestions uis uopen-ended uand uis uan uattention ugrabber. uChoice ub uand uc uare upassive uand
uthe uteacher ucannot uassess uprior uknowledge. uchoice ud(museum) umay useem ulike ua ugood uactivity, ubut uagain, uthe uteacher
ucannot uassess uprior uknowledge.
In uteaching ua ulesson, uit uis uhelpful uto ushare uthe uobjectives uwith uthe ustudents ubecause udoing uso u- uCorrect u uAnswer u-
uCorrect uA: uhelps ustudents ustrive ufor uthe usame ulearning ugoals
Incorrect- uMakes usure ustudents uare uon utask uand uready uto ulearn.
Why? uobjectives uhelp ufocus uthe ustudents uon uthe umajor ugoal uof uthe uday
, Which uassignment uwill uBEST udetermine uif ustudents ucan uanalyze uwhat uthey uare ulearning? u- uCorrect u uAnswer u- ua. udefin
uthe ufollowing uterms
Correct uB-Create ua ustoryboard uthat uexplains uhow ureligion uinfluenced uthe udevelopment uof uLatin uAmerica
c. udraw ua umap ushowing uchanges uin uborders uof uEuropean ucountries ubefore uafter uww2
d u(my uanswer) udescribe uclimate uin urain uforest uand udiscuss uhow uhuman uactivity uaffects uit
Why-The ustudents umust uexplain ua uconcept uby ucreating uor usynthesizing usomething. uIn uBlooms utaxonomy, usynthesis uis ua
uhigher uorder uthan uanswer uknowledge u(a) u-comprehension u(D) uand uapplication u(c)
During uthe ubeginning uof ua uunit uabout uthe uGreat uDepression ufor ua usixth ugrade uclass, uwhich uof uthe ufollowing uquestions
uwould ube umost ueffective ufor upresenting uthe unew ucontent? u- uCorrect u uAnswer u- uCorrect-Can uanyone utell uus uwhere uthe
uGreat uDepression utook uplace?
WHy? uit uis ua urelevant uanswer uwith ua uverifiable uanswer. uThose uqualities uare uuseful uat uthe ustart uof ua uunit ubeause uthey
ustart ubuilding ua ustore uof uinfo uthat ucan ube uused ulater. uChoice ua umay ube uused uto ucreate uinterest uin uthe utopic. uchoice ub
ufocuses uon usources, unot uthe ucontent. uchoice ud usupposes uprior uknowledge uand uwould ube uappropriate ulater uin uthe uunit.
In uteaching ua uunit uon uGermany uin uthe u30s, uteacher uwants uclass uto urecognize uand uunderstand uthat umultiple
usocial,economic, uand upolitical ufactors ucontributed uto uthe urise uof uNational uSocialism. uAfter ustarting uthe uunit, uwhat utypes
uof uquestions ushould ube uasked unext? u- uCorrect u uAnswer u- uCorrect uanswer u: uD uWhat u& uWhere
Not-A: uHow u& uWhy
Why? uWhat uand uwhere uquestions uelicit uinfo uthat uadds uto ua ubase uor uscaffold. uAsking uhow uusually uinvolves umore
ucomplex uthinking, uas udoes uasking uwhy. uThose uquestions uthat uwill ucome uup ulater uin ua uunit.
What uis uthe umost uimportant ureason uhomework ushould ube ugiven uto uhigh uschool umath ustudents? u- uCorrect u uAnswer u- uB
uTo ufacilitate ulearning uoutside uof uthe uclassroom
I uput uC. uTo ugive ustudents ua uchance uto utest utheir uunderstanding uof uthe umaterial.
The uquestion udoes unot ureference uan uupcoming uexam. uB uis ucorrect ubecause uhomework ushould ube utailored uso uit uextends
uthe uideas uoutside uof uthe uclassroom. uAlthough ustudents ucould uuse uhomework u, uthe uprimary upurpose uof uhomework uis uto
uextend ulearning uoutside uof uschool.
A ulanguage uarts uclass uis ubeginning ua usection uon upoetry. uWhen uthe ustudents uenter uthe uroom, uthey usee uthe uteacher uhas
uwritten ua ushort upoem uon uthe uboard, ubut uleft uthe usubject uwords ublank. uThe uteacher uopens uthe uclass uby uasking uthe
ustudents uto ufill uin uthe ublanks uof uthe upoem. uusing uthis uexercise ubest uaccomplishes uwhich uone uof uthe ufollowing ugoals? u
uCorrect u uAnswer u- uA. uEngaging ustudents' uinterest uin upoetry.
I uput uit uwould uintroduce uthem uto uthe urules uof upoetry uconventions usuch uas urhyme uand umeter
The ucorrect uanswer uis uA ubecause uthe ulesson uprovides ustudents uwith uthe uopportunity uto udraw ufrom utheir upersonal
ubackground uand uinterest uin uorder uto urelate uto uthe unew utopic. uChoice uB uis uincorrect ubecause ualthough ufilling uin ublanks
uof uan uexisting upoem umay ugive uteacher uidea uof uhow umuch ustudents uknow uabout upoetry, uit uis unot uthe uprimary upurpose
uof uthe uactivity. uc uin uincorrect ubecause ufilling uin ublanks uof uan uexisting upoem udoes unot uallow ua uteacher uto uassess uwhat
ustudents uwant uto ulearn uabout ucomposing upoetry. uchoice ud uis uincorrect ubecause uinfo urelated uto upoetry uconventions usuch
uas urhyme uand umeter uis unot uprovided uand uis uoutside uthe uscope uof uthe uquestion.
An u11th ugrade uteacher uis uintroducing upoetry uin ua ulesson. uWhich uof uthe ufollowing uillustrates uthe ubest usequence ufor
uintroducing uthe umaterial? u- uCorrect u uAnswer u- uB. uDescribe ueach utype uof upoem uand ureview uparts, uhave ustudents uwrite
uexamples, uand ufinish uthe ulesson uby ucomparing uand ucontrasting uthe udifferent utypes.
teachers ushould upresent umaterial uin ua ulogical usequence. uit umakes usense uto uintroduce uthe utypes uof upoems uand uthe uparts
uof ueach ubefore uhaving ustudents uwrite utheir uown uexamples. uhaving ustudents uwrite utheir uown uexamples ubefore
uintroducing uthe udifferent utypes uof upoetry uis unot ucorrect.
Which uof uthe ufollowing usituations uare ustudents umost ulikely uto urequire uadditional uguidance uand usupport ufrom uthe
uteacher? u- uCorrect u uAnswer u- uAnswer uD uThe ustudents uhave ulittle uchoice uor ucontrol uover utheir ulevel uof uparticipation
Not uC u(They uhave ua ulot uof uchoice) u
Why uD? uSome udegree uof upersonal uchoice uor ucontrol ualmost ualways umakes ulearning ueasier; uin uits uabsence, uextra
