PPR Practice Questions WITH ANSWERS
|\ |\ |\ |\
During the middle school years, young adolescents' need for an
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\
increasing sense of autonomy can best be met by: |\ |\ |\ |\ |\ |\ |\ |\ |\
A. Designing activities and assignments to permit student choice
|\ |\ |\ |\ |\ |\ |\ |\ |\
among a range of options. |\ |\ |\ |\
|\
B. Using democratic processes to make decisions affecting the
|\ |\ |\ |\ |\ |\ |\ |\ |\
whole class (where to go on a field trip).
|\ |\ |\ |\ |\ |\ |\ |\ |\
C. Routinely including blocks of instructed time in students' daily
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\
schedules. |\
D. assigning grades based primarily on students' self-evaluations
|\ |\ |\ |\ |\ |\ |\ |\
of their performance. - CORRECT ANSWERS ✔✔A. Designing
|\ |\ |\ |\ |\ |\ |\ |\
activities and assignments to permit student choice among a
|\ |\ |\ |\ |\ |\ |\ |\ |\
range of options.|\ |\
A teaching team in a middle school class is planning an
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\
assignment in which students will spend several weeks |\ |\ |\ |\ |\ |\ |\ |\
examining the costs and benefits of various human activities.
|\ |\ |\ |\ |\ |\ |\ |\ |\
Examples of topics studied by students in the past include (Dirt
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\
Biking in Wilderness Areas) (The Use of Pesticides on Crops, and
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\
Watching Television). The teachers will help students identify an
|\ |\ |\ |\ |\ |\ |\ |\ |\
activity they are interested in, develop an appropriate plan for
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\
collecting information, and decide what type of presentation to
|\ |\ |\ |\ |\ |\ |\ |\ |\
make to the class at the end of the project. The requirement to
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\
,examine both the costs and benefits of a particular activity is a
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\
valuable exercise for middle school students primarily because it:
|\ |\ |\ |\ |\ |\ |\ |\
|\
A. Eliminates the misconception that there is always one ideal
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\
solution to any problem. |\ |\ |\
|\
B. Promotes students growing capacity to consider a topic from
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\
more than one point of view.
|\ |\ |\ |\ |\
|\
C. ensures that students final conclusions will be - CORRECT
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\
ANSWERS ✔✔A. Eliminates the misconception that there is
|\ |\ |\ |\ |\ |\ |\ |\
always one ideal solution to any problem.
|\ |\ |\ |\ |\ |\
Joshua is a three-year old boy who often chooses to play in the
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\
block corner during free play time. For several weeks, Joshua's
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\
block constructions have consisted primarily of repetitive rows
|\ |\ |\ |\ |\ |\ |\ |\
made by placing the blocks end to end horizontally or by
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\
stacking them vertically. Based on this information, the BEST
|\ |\ |\ |\ |\ |\ |\ |\ |\
assessments of Joshua's play with the blocks is that he is: |\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\
A. Too limited in his approach and needs to be stimulated to
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\
explore other types of block construction.
|\ |\ |\ |\ |\ |\
B. Passing through a predictable stage in his exploration of the
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\
block medium.
|\ |\
C. Exhibiting signs of cognitive delay and should be tested for
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\
possible cognitive deficits. |\ |\ |\
,D. Showing the effects of a home environment in which materials
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\
other than blocks are used to provide cognitive stimulation. -
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\
CORRECT ANSWERS ✔✔B. Passing through a predictable stage in
|\ |\ |\ |\ |\ |\ |\ |\ |\
his exploration of the block medium.
|\ |\ |\ |\ |\
A preschooler has a pitcher of milk. After pouring milk from the
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\
pitcher into three cups, the preschooler announces that she now
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\
has more milk. The teacher's best assessment of this incident
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\
would be that the student:
|\ |\ |\ |\ |\
A. Appears to be showing signs of a developmental delay.
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\
B. Has not grasped the concept of conservation of volume.
|\ |\ |\ |\ |\ |\ |\ |\ |\
C. Appears to be showing signs of a visual disability.
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\
D. Has not developed the concept of object permanence. -
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\
CORRECT ANSWERS ✔✔B. Has not grasped the concept of|\ |\ |\ |\ |\ |\ |\ |\ |\
conservation of volume. |\ |\
The students in an 8th grade class represent a wide range of
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\
levels of cognitive development, from concrete operational to
|\ |\ |\ |\ |\ |\ |\ |\
formal operational thought. The teacher's best strategy for
|\ |\ |\ |\ |\ |\ |\ |\
adapting instruction to accommodate this degree of cognitive
|\ |\ |\ |\ |\ |\ |\ |\
variation among students would be to: |\ |\ |\ |\ |\ |\
A. Make use of experiential and hands on activities to
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\
complement and illustrate more abstract content. |\ |\ |\ |\ |\ |\
, B. Group students as much as possible according to level of
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\
cognitive development. |\ |\
C. Plan to work with students one on one to the greatest extent
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\
possible. |\
D. Target instruction at the average level of cognitive
|\ |\ |\ |\ |\ |\ |\ |\ |\
development represented by the class overall. - CORRECT |\ |\ |\ |\ |\ |\ |\ |\
ANSWERS ✔✔A. Make use of experiential and hands on activities
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\
to complement and illustrate more abstract content.
|\ |\ |\ |\ |\ |\
A high school junior tells a teacher that he intends to drop out of
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\
school because school is a waste of time and full time job would
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\
be enable him to earn a lot of money. The teacher is most likely
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\
to be able to discuss this issue effectively with the student if the
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\
teacher is aware that many students at this age:
|\ |\ |\ |\ |\ |\ |\ |\ |\
A. Focus on the present and have trouble appreciating long term
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\
consequences. |\
B. Are not yet able to recognize and distinguish the diverse roles
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\
of individuals and groups in society.
|\ |\ |\ |\ |\
C. Find it difficult to apply reasoning skills to any issues that are
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\
affecting their own lives. |\ |\ |\ |\
|\ |\ |\ |\
During the middle school years, young adolescents' need for an
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\
increasing sense of autonomy can best be met by: |\ |\ |\ |\ |\ |\ |\ |\ |\
A. Designing activities and assignments to permit student choice
|\ |\ |\ |\ |\ |\ |\ |\ |\
among a range of options. |\ |\ |\ |\
|\
B. Using democratic processes to make decisions affecting the
|\ |\ |\ |\ |\ |\ |\ |\ |\
whole class (where to go on a field trip).
|\ |\ |\ |\ |\ |\ |\ |\ |\
C. Routinely including blocks of instructed time in students' daily
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\
schedules. |\
D. assigning grades based primarily on students' self-evaluations
|\ |\ |\ |\ |\ |\ |\ |\
of their performance. - CORRECT ANSWERS ✔✔A. Designing
|\ |\ |\ |\ |\ |\ |\ |\
activities and assignments to permit student choice among a
|\ |\ |\ |\ |\ |\ |\ |\ |\
range of options.|\ |\
A teaching team in a middle school class is planning an
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\
assignment in which students will spend several weeks |\ |\ |\ |\ |\ |\ |\ |\
examining the costs and benefits of various human activities.
|\ |\ |\ |\ |\ |\ |\ |\ |\
Examples of topics studied by students in the past include (Dirt
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\
Biking in Wilderness Areas) (The Use of Pesticides on Crops, and
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\
Watching Television). The teachers will help students identify an
|\ |\ |\ |\ |\ |\ |\ |\ |\
activity they are interested in, develop an appropriate plan for
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\
collecting information, and decide what type of presentation to
|\ |\ |\ |\ |\ |\ |\ |\ |\
make to the class at the end of the project. The requirement to
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\
,examine both the costs and benefits of a particular activity is a
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\
valuable exercise for middle school students primarily because it:
|\ |\ |\ |\ |\ |\ |\ |\
|\
A. Eliminates the misconception that there is always one ideal
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\
solution to any problem. |\ |\ |\
|\
B. Promotes students growing capacity to consider a topic from
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\
more than one point of view.
|\ |\ |\ |\ |\
|\
C. ensures that students final conclusions will be - CORRECT
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\
ANSWERS ✔✔A. Eliminates the misconception that there is
|\ |\ |\ |\ |\ |\ |\ |\
always one ideal solution to any problem.
|\ |\ |\ |\ |\ |\
Joshua is a three-year old boy who often chooses to play in the
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\
block corner during free play time. For several weeks, Joshua's
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\
block constructions have consisted primarily of repetitive rows
|\ |\ |\ |\ |\ |\ |\ |\
made by placing the blocks end to end horizontally or by
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\
stacking them vertically. Based on this information, the BEST
|\ |\ |\ |\ |\ |\ |\ |\ |\
assessments of Joshua's play with the blocks is that he is: |\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\
A. Too limited in his approach and needs to be stimulated to
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\
explore other types of block construction.
|\ |\ |\ |\ |\ |\
B. Passing through a predictable stage in his exploration of the
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\
block medium.
|\ |\
C. Exhibiting signs of cognitive delay and should be tested for
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\
possible cognitive deficits. |\ |\ |\
,D. Showing the effects of a home environment in which materials
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\
other than blocks are used to provide cognitive stimulation. -
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\
CORRECT ANSWERS ✔✔B. Passing through a predictable stage in
|\ |\ |\ |\ |\ |\ |\ |\ |\
his exploration of the block medium.
|\ |\ |\ |\ |\
A preschooler has a pitcher of milk. After pouring milk from the
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\
pitcher into three cups, the preschooler announces that she now
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\
has more milk. The teacher's best assessment of this incident
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\
would be that the student:
|\ |\ |\ |\ |\
A. Appears to be showing signs of a developmental delay.
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\
B. Has not grasped the concept of conservation of volume.
|\ |\ |\ |\ |\ |\ |\ |\ |\
C. Appears to be showing signs of a visual disability.
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\
D. Has not developed the concept of object permanence. -
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\
CORRECT ANSWERS ✔✔B. Has not grasped the concept of|\ |\ |\ |\ |\ |\ |\ |\ |\
conservation of volume. |\ |\
The students in an 8th grade class represent a wide range of
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\
levels of cognitive development, from concrete operational to
|\ |\ |\ |\ |\ |\ |\ |\
formal operational thought. The teacher's best strategy for
|\ |\ |\ |\ |\ |\ |\ |\
adapting instruction to accommodate this degree of cognitive
|\ |\ |\ |\ |\ |\ |\ |\
variation among students would be to: |\ |\ |\ |\ |\ |\
A. Make use of experiential and hands on activities to
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\
complement and illustrate more abstract content. |\ |\ |\ |\ |\ |\
, B. Group students as much as possible according to level of
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\
cognitive development. |\ |\
C. Plan to work with students one on one to the greatest extent
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\
possible. |\
D. Target instruction at the average level of cognitive
|\ |\ |\ |\ |\ |\ |\ |\ |\
development represented by the class overall. - CORRECT |\ |\ |\ |\ |\ |\ |\ |\
ANSWERS ✔✔A. Make use of experiential and hands on activities
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\
to complement and illustrate more abstract content.
|\ |\ |\ |\ |\ |\
A high school junior tells a teacher that he intends to drop out of
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\
school because school is a waste of time and full time job would
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\
be enable him to earn a lot of money. The teacher is most likely
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\
to be able to discuss this issue effectively with the student if the
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\
teacher is aware that many students at this age:
|\ |\ |\ |\ |\ |\ |\ |\ |\
A. Focus on the present and have trouble appreciating long term
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\
consequences. |\
B. Are not yet able to recognize and distinguish the diverse roles
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\
of individuals and groups in society.
|\ |\ |\ |\ |\
C. Find it difficult to apply reasoning skills to any issues that are
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\
affecting their own lives. |\ |\ |\ |\
