NES Professional Knowledge: Elementary Questions and Answers 100% Pass

NES Professional Knowledge: Elementary Questions and Answers 100% Pass Mrs. Blue is teaching a lesson on color groups. She wants to be sure that students learn as much as they can about colors, so she includes information with which they are familiar with the new information she presents. Knowing that these are first-grade learners, what should Mrs. Blue consider when thinking about their learning experience? a. Students will know how much information they can retrieve from memory. b. Students will be able to pick out the information they need to study and the information which they don't need to study due to prior mastery. c. Students will estimate how much they can learn in one time period. d. Students will overestimate how much information they can retrieve from memory. a. Students will overestimate how much information they can retrieve from memory. Mrs. Blume is teaching her first grade students a lesson about the rain forest. She wants to make sure her students remember as much as possible about the rain forest, so she incorporates information they are familiar with into the new information. Knowing that these are first-grade learners, what should Mrs. Blume consider when thinking about her students' learning experiences? a. The students will be able to determine what information they need to study and what is already prior knowledge. b. The students will overestimate how much information they can remember. c. The students will be able to accurately predict how much information they can remember. d. The students will underestimate the amount of information they can remember. b. The students will overestimate how much information they can remember. Mr. Jones teaches sixth-grade science at Arroyo Elementary. He encourages students to work in small groups of two or three as they begin homework assignments so they can help each other answer questions. Mr. Jones has noticed that some of his students insisted on working alone rather than in groups as stipulated. He also notices that some students are easily distracted even when other members of their group are working on the assignment as directed. Which of the following is the most likely explanation for the students' behavior? a. Sixth-grade students need structured settings in order to learn. For this reason, it is best to avoid group learning. b. Sixth-grade students are influenced by a variety of interests and attitudes. They are very different from one another in terms of maturity and physical development. c. Small groups are not suitable for students of this age. Sixth-grade students lack the mental and physical maturity required for small group work. d. Mr. Jones needs to state his expectations for student behavior in a more specific format. b. Sixth-grade students are influenced by a variety of interests and attitudes. They are very different from one another in terms of maturity and physical development. During a unit on Native American Cultures, a field trip is planned for all of the sixth grade students. The students were allowed to choose between visiting Wupatki, Montezuma Castle, or Hopi Mesa. Whatever the choice, the students would be responsible for taking notes about their experience and sharing those notes with the class the following day. The field trip: I. Allowed students to make a connection between their current skills and new experiences. II. Allowed the teachers to obtain a summative assessment on how much the students learned during the unit. III. Allowed students to be part of a learning community. IV. Allowed the students to take responsibility for their own learning. a. I, III, and IV only. b. III only. c. IV only. d. III and IV only. a. I, II, and IV only The results of a reading program in a local elementary school show that most students are not reading at grade level. The reading coordinator, Mr. Little, has noticed a lack of interest in reading. The school administrator has given Mr. Little the responsibility of forming of a plan to improve reading levels for the entire school. The improvement of reading skills on or near grade level is the school objective. Mr. Little's plan involved a committee made up of a teacher from each grade, the school librarian and the school psychologist. The psychologist was to study the test results to determine what students were lacking in reading skills. She reported that only 35 percent of the students were deficient in specific reading skills. The remainder of the students had an overall deficiency rather than a specific reading skill deficiency. She explained that there were developmental progressions and ranges of individual variation in each domain, which would account for about 10 percent of the students. Mr. Little asks the seven teachers to design a plan of study for those students who fell within the 10 percent. The rationale for his request was based upon, a. Creating a plan for providing remedial reading skills to the other students. b. Reducing the burden of work load on the teachers. c. Addressing the needs of individual students by creating a project plan designed to meet those needs. d. Recognizing the benefits of working cooperatively to achieve goals. c. Addressing the needs of individual students by creating a project plan designed to meet those needs. The health teacher, Mrs. Holmes, was planning a unit on exercise. Her first task was to identify the performance objectives. She concluded that she wanted the students to master the content of her lecture, but she also wanted them to be able to do independent research in the library on the topic of exercise. Her second task was to prepare an assessment tool to be used at the completion of the unit. She decided to have a paper and pencil test as well as a performance exam. Step 3 consisted of choosing resources for the class presentation. She chose a beginning text on strength, the exercise unit from the curriculum material, two games from the media center, teacher-made worksheets covering the appropriate content, a computer program for enhancing the classroom presentation, and the required tools and ingredients for the performance aspect of the unit. The unit would be concluded with a field trip. The strength of requiring a cognitive objective and a performance objective is that, a. The combined score of the two objectives could be offset by good performance on one objective and poor performance on the other. b. Some students do not perform well on paper and pencil tests. c. The developmental level in one domain may affect performance in another domain. d. The teacher's style of teaching is matched to the learning styles of her students. c. The developmental level in one domain may affect the performance in another domain. Before going on a field trip to the recycling center the students had to research the recycling process. Each student created a diagram that illustrated the process. After completing the diagrams, the students went to the recycling center in town. The purpose of going to the recycling center after the students made the diagrams is, a. To summarize the unit. b. To allow students to think about their own learning. c. To return the students' thinking to the classroom and the test that follows. d. To allow the students to make the connection between their current skills and those that are new to them. d. To allow the students to make the connection between their current skills and those that are new to them. Although Mr. Pierce has a few years of experience teaching sixth grade, he has been assigned a second-grade class for the following year. He wants to plan ahead and prepare lessons and units for his new students. Which of the following principles is the most important to consider as he prepares his units? a. The major difference between sixth-grade students and second-grade students is their physical size. b. Second-grade students are very different developmentally from sixth-grade students. c. Some second-grade students read as well as sixth-grade students. d. Sixth-grade students like to read books on topics that are very different from the topics that second-grade students prefer. b. Second-grade students are very different developmentally from sixth-grade students. Mr. Alvarado suggested to his class that they invite their parents to come listen to their class presentations on Arizona history. The students liked the idea and discussed the possibilities. Although Jenn Little is a developmentally-advanced, mature child who comes from a supportive, well-educated family, she is against inviting parents. Three other girls of varying degrees of maturity agree with Jenn, but the majority vote to invite the parents. What is the most likely reason that Jenn does not want to invite her parents? a. Jenn thinks her parents are different then the other children's parents. b. Jenn's parents are very well educated. She believes they will not approve of her classmate's intellectual abilities. c. Developmentally, Jenn is beginning to distance herself from her parents and become emotionally attached to her peers. She is embarrassed by how her parents treat her like a little kid in front of her peers. d. Jenn is afraid her parents will talk to Mr. Alvarado about her crush on her teacher. c. Developmentally, Jenn is beginning to distance herself from her parents and become emotionally attached to her peers. She is embarrassed by how her parents treat her like a little kid in front of her peers. In Mr. Hamlet's fifth-grade science class, the students observed a demonstration of how water is heated and evaporates, condenses and turns back into a liquid. The experiment is more effective than merely displaying a diagram of the water cycle because his fifth-grade students are at what stage of development? a. Piaget's sensorimotor stage. b. Piaget's concrete operational stage. c. Piaget's formal operational stage. d. Piaget's interpersonal concordance stage. b. Piaget's concrete operational stage. Define Piaget's Stages of development - Sensorimotor - Pre-operational - Concrete Operational - Formal Operations - Sensorimotor Coordination of senses with motor response, sensory curiosity about the world. Object permanence developed. - Pre-operational Symbolic thinking, use of proper syntax and grammar to express full concepts. Imagination and intuition strong, complex thought still difficult. Conservation developed. - Concrete Operational Concepts attached to concrete situations. Time, space, and quantity understood and can be applied, but not as independent concepts. - Formal Operations Theoretical, hypothetical, and counterfactual thinking. Abstract logic and reasoning. Strategy and planning become possible. Concepts learned in one context can be applied to another.