TEPC PRACTICE TEST 1 QUESTIONS AND
100% CORRECT ANSWERS
Questions 1-3 are based on the following scenario:
\Q\.Laura May Hanson teaches art in a middle school with a diverse student population. She
includes the following art appreciation activity in her eighth-grade unit on painting. She shows
students slides of paintings exemplifying each of the following three genres: portraits,
landscapes, and still-lifes. Afterward, students engage in a small group activity in which they are
given 20 numbered postcards displaying reproductions of paintings and are asked to classify the
paintings by genre. Ms. Hanson tells them to make their choices based on observations they
made during the slide presentation. She then asks each group to complete the following two
task sheets as they work through the activity.
Activity: Identify the genre of paintings
TASK 1:
Examine each of the reproductions in your set of 20 postcards, and classify each painting
according to its genre. Use the Ot - ANSWERS✔-prefer constructing knowledge to receiving
information passively
\Q\.In the sample sets given to each group, Ms. Hanson includes reproductions of paintings
created in a wide range of time periods and cultural traditions, including cultures represented
by students' own backgrounds. By doing this, Ms. Hanson best demonstrates an understanding
of the importance of:
taking advantage of the diversity within and beyond the classroom to create a classroom
environment that respects and celebrates differences
,fostering students' view of learning as a purposeful pursuit that is meaningful to them
taking into account students' individual strengths and learning styles in order to design
instruction that maximizes learning for a diverse student population
helping students make connections between their prior learning experiences and those that are
new to them - ANSWERS✔-taking advantage of the diversity within and beyond the classroom
to create a classroom environment that respects and celebrates differences
\Q\.Jamie is a student in Ms. Hanson's class who has a learning disability that is likely to make it
difficult for him to participate fully in the group classification activity. Ms. Hanson can best fulfill
her legal and professional responsibilities toward this student by taking which of the following
steps first?
providing Jamie with a related alternative activity that he could work on independently and
complete successfully
arranging for Jamie to complete the activity in the resource room with the support of the
special education teacher
developing roles and responsibilities for the members of each group so as to involve Jamie
productively in the group activity
assigning a partner to work with Jamie during the activity who will help guide him to the correct
answers - ANSWERS✔-providing Jamie with a related alternative activity that he could work on
independently and complete successfully
\Q\.During the slide presentation and the explanation of the activity, students sit in rows of
chairs facing the front of the room. After Ms. Hanson has finished giving the instructions for the
activity, each group of students moves to a round table at the back of the room with the
postcards and task sheets.
During the next class meeting, Ms. Hanson arranges students' chairs in a semicircle so students
can all see one another. She selects a representative from each small group to report to the rest
of the class on the group's findings. During each representative's report, the other members of
the group display or pass around each postcard for the rest of the class to see. Once each
group's findings have been reported, Ms. Hanson engages the whole class in a discussion of
issues and questions that have emerged from the painting-classification activity.
, Throughout this sequence of events, Ms. Hanson demonstrates which of - ANSWERS✔-varying
the physical setting to achieve different instructional goals
\Q\.During the class discussion, one issue that stimulates a great deal of interest and
enthusiasm among the students is the way in which painting styles vary from time to time and
from place to place. Following is an excerpt from the discussion.
Jeff: I like the way they used all that gold in medieval paintings in Europe, but I don't understand
why everything looks so flat! And look how big this guy is compared to the house! (holds up a
postcard his group studied during the activity) Did they really see things that way back then?
Ms. Hanson: That's a good point, Jeff. Can anybody help Jeff answer his question?
Jamal: I think it was because they didn't know how to use perspective back then. Or maybe they
just didn't care about perspective.
Ms. Hanson: That term sounds familiar, Jamal. Could you remind the class what is meant by
using perspective?
Jamal: You know, making something look three-dimensional. Like when we - ANSWERS✔-
validating students' ideas
\Q\.Questions 6 & 7 are based on the following scenario:
Following the art appreciation unit about painting, Ms. Hanson's students study various
techniques and materials to use in their own paintings. For this unit, Ms. Hanson's students will
maintain portfolios in which they will include a selection of the paintings they create in class.
Throughout the unit, students will select samples of what they consider represents their best
100% CORRECT ANSWERS
Questions 1-3 are based on the following scenario:
\Q\.Laura May Hanson teaches art in a middle school with a diverse student population. She
includes the following art appreciation activity in her eighth-grade unit on painting. She shows
students slides of paintings exemplifying each of the following three genres: portraits,
landscapes, and still-lifes. Afterward, students engage in a small group activity in which they are
given 20 numbered postcards displaying reproductions of paintings and are asked to classify the
paintings by genre. Ms. Hanson tells them to make their choices based on observations they
made during the slide presentation. She then asks each group to complete the following two
task sheets as they work through the activity.
Activity: Identify the genre of paintings
TASK 1:
Examine each of the reproductions in your set of 20 postcards, and classify each painting
according to its genre. Use the Ot - ANSWERS✔-prefer constructing knowledge to receiving
information passively
\Q\.In the sample sets given to each group, Ms. Hanson includes reproductions of paintings
created in a wide range of time periods and cultural traditions, including cultures represented
by students' own backgrounds. By doing this, Ms. Hanson best demonstrates an understanding
of the importance of:
taking advantage of the diversity within and beyond the classroom to create a classroom
environment that respects and celebrates differences
,fostering students' view of learning as a purposeful pursuit that is meaningful to them
taking into account students' individual strengths and learning styles in order to design
instruction that maximizes learning for a diverse student population
helping students make connections between their prior learning experiences and those that are
new to them - ANSWERS✔-taking advantage of the diversity within and beyond the classroom
to create a classroom environment that respects and celebrates differences
\Q\.Jamie is a student in Ms. Hanson's class who has a learning disability that is likely to make it
difficult for him to participate fully in the group classification activity. Ms. Hanson can best fulfill
her legal and professional responsibilities toward this student by taking which of the following
steps first?
providing Jamie with a related alternative activity that he could work on independently and
complete successfully
arranging for Jamie to complete the activity in the resource room with the support of the
special education teacher
developing roles and responsibilities for the members of each group so as to involve Jamie
productively in the group activity
assigning a partner to work with Jamie during the activity who will help guide him to the correct
answers - ANSWERS✔-providing Jamie with a related alternative activity that he could work on
independently and complete successfully
\Q\.During the slide presentation and the explanation of the activity, students sit in rows of
chairs facing the front of the room. After Ms. Hanson has finished giving the instructions for the
activity, each group of students moves to a round table at the back of the room with the
postcards and task sheets.
During the next class meeting, Ms. Hanson arranges students' chairs in a semicircle so students
can all see one another. She selects a representative from each small group to report to the rest
of the class on the group's findings. During each representative's report, the other members of
the group display or pass around each postcard for the rest of the class to see. Once each
group's findings have been reported, Ms. Hanson engages the whole class in a discussion of
issues and questions that have emerged from the painting-classification activity.
, Throughout this sequence of events, Ms. Hanson demonstrates which of - ANSWERS✔-varying
the physical setting to achieve different instructional goals
\Q\.During the class discussion, one issue that stimulates a great deal of interest and
enthusiasm among the students is the way in which painting styles vary from time to time and
from place to place. Following is an excerpt from the discussion.
Jeff: I like the way they used all that gold in medieval paintings in Europe, but I don't understand
why everything looks so flat! And look how big this guy is compared to the house! (holds up a
postcard his group studied during the activity) Did they really see things that way back then?
Ms. Hanson: That's a good point, Jeff. Can anybody help Jeff answer his question?
Jamal: I think it was because they didn't know how to use perspective back then. Or maybe they
just didn't care about perspective.
Ms. Hanson: That term sounds familiar, Jamal. Could you remind the class what is meant by
using perspective?
Jamal: You know, making something look three-dimensional. Like when we - ANSWERS✔-
validating students' ideas
\Q\.Questions 6 & 7 are based on the following scenario:
Following the art appreciation unit about painting, Ms. Hanson's students study various
techniques and materials to use in their own paintings. For this unit, Ms. Hanson's students will
maintain portfolios in which they will include a selection of the paintings they create in class.
Throughout the unit, students will select samples of what they consider represents their best
