PPR Exam - Domain 3 (Texas Teach) - 36 Question with complete top solutions

PPR Exam - Domain 3 (Texas Teach) - 36 Question with complete top solutions A social studies project has multiple steps that will take several weeks to complete. Some of the work will be completed in the class and some of the work will be completed outside of the classroom. What directions will provide the best detail for the student to successfully complete the project? (a) A student-designed rubric with specific details of requirements the teachers discussed in the classroom. (b) A student-designed timeline with self-appointed dates of completion for each phase of the project. (c) A teacher-designed timeline for expected completion dates for each phase of the project. (d) A teacher-designed rubric with specific details of requirements for each phase of the project and expected due dates. A teacher-designed rubric with specific details of requirements for each phase of the project and expected due dates. Constructive feedback guides student learning and should motivate the student to improve his/her skills if the feedback is provided in an appropriate way. Depending on the age of a student, constructive feedback will look very different due to cognitive development levels. Which of the following forms of feedback does not match the age of the student. (a) 9th grade biology students performed group experiments and received a graded rubric that was completed by the teacher. It included individual participation grades, a group results grade, and specific comments about ways they could have improved the outcome of the experiment. (b) The 6th grade speech teacher provided an opportunity for his students to do 1-minute impromptu speeches on any subject of their choice. After each performance, he encourages the class to clap and proceeds to compliment but not provide constructive criticism about the delivery of the impromptu speech. (c) The kindergarten teacher provided an opportunity for her students to mimic a favorite character in a children's story that she had just read to them. After each performance, the teacher encourages the class to clap and she compliments the student on stage poise and character development, providing no criticism. (d) The 5th grade band teacher in working with the flute section of the band. They have played the song together many times and are just working out a few problems with notes. The teacher has singled out the students who are missing the notes and has them play the piece in front of the group until they hit the correct notes. The 6th grade speech teacher provided an opportunity for his students to do 1-minute impromptu speeches on any subject of their choice. After each performance, he encourages the class to clap and proceeds to compliment but not provide constructive criticism about the delivery of the impromptu speech. Incorporating prior knowledge and experiences or students into a new learning situation can provide increased motivation for a student to learn new material. Which of the following examples does not incorporate prior knowledge and/or experiences? (a) The reading teacher provides a preview of the plot of the new novel and asks students to share stories of anything similar that may have happened to them. (b) The reading teacher describes the main characters in the new novel and asks students to share if any of the characters reminds them of a relative or acquaintance. (c) The reading teacher provides a diagram of the plot line from exposition through falling action. Now that they know what the indicators of the climax of a story is, they are challenged to identify where the climax is in the story and share the climax in a personal story of theirs. (d) The reading teacher begins the new novel with a set of vocabulary words that students must learn and will soon recognize as they read the novel. The reading teacher begins the new novel with a set of vocabulary words that students must learn and will soon recognize as they read the novel. It is important to promote students' intellectual involvement in learning content and developing an understanding of the content. Which of the following classroom activities would best meet the goal of actively engaging all students in the learning process to further their understanding of the content? (a) Each student accesses a computer and participates in their textbook publisher's Trivia style game. (b) Teacher conducts a computerized version of Jeopardy with students writing the questions on their own paper. Teacher reviews answers and clarifies correct answers. (c) Sitting on opposite sides of the room, students move to the "agree", "disagree", or "undecided" (in the middle) part of the room in response to each statement the teacher makes. Students are then asked to explain why they chose their particular side. (d) Each student accesses a computer and participates in a teacher designed Quizlet. Sitting on opposite sides of the room, students move to the "agree", "disagree", or "undecided" (in the middle) part of the room in response to each statement the teacher makes. Students are then asked to explain why they chose their particular side. It is important to use techniques for structuring and pacing lessons in such a way that promote student engagement in learning. Which of the following would be the least effective technique to use in promoting student engagement in learning? (a) Whole class instruction (b) Flexible grouping (c) Pair-share (d) Overt participation techniques Whole class instruction Ms. Jones, the 6th-grade English teacher is concluding a unit of study on expository writing. Today is one of the two days she has set aside for her students to complete a rough draft of their paper. Unexpectedly, a famous children's author is coming to the school and all sixth-grade classes have been requested to attend. How should Ms. Jones respond to this schedule interruption? (a) Delete the expository writing assignment and prepare students for the assembly by requiring that they listen and select one or two things they learn and will discuss when they return to class. (b) Extend the unit on expository writing, prepare students for the assembly by requiring that they listen and select one or two things they learn and will discuss when they return to class. (c) Have students complete the expository writing paper as homework and attend the assembly. (d) Extend the unit on expository writing, prepare the students for the assembly by requiring that they listen and select one or two things they learn and incorporate them into their expository paper. Extend the unit on expository writing, prepare students for the assembly by requiring that they listen and select one or two things they learn and will discuss when they return to class. Students will be delivering presentations to the classroom after they have paired up and conducted interviews about each other. During each student's presentation, the teacher will use a rubric to score the content and delivery of the information they have found out about their fellow classmate. Which of the following examples of the teacher's non-verbal behaviors would best show a commitment to the students and their success? (a) The teacher provides check marks on the rubric for the objectives completed but does not provide any constructive or positive written comments. (b) During each student presentation, the teacher watches, smiles, non-verbally shows interest in the information being shared and periodically writes down positive comments on the grading rubric. The teacher follows each presentation with a few questions about the shared information. (c) During each student presentation, the teacher watches, makes no facial expressions, but applauds loudly at the end of each presentation, encouraging the entire class to appreciate the work the student did. (d) During each student presentation, the teacher continually looks down at grading rubric and concentrates on making very specific and helpful comments about the presentation. The teacher follows each presentation with a few questions about the shared information. During each student presentation, the teacher watches, smiles, non-verbally shows interest in the information being shared and periodically writes down positive comments on the grading rubric. The teacher follows each presentation with a few questions about the shared information. Teachers are constantly challenged to select instructional materials, resources, and technologies that are appropriate and engaging for students. Which of the following should be considered when designing a lesson in which the teacher and the students are using multiple resources in the classroom? (a) The lesson should have a clearly defined structure and organization around the activities in which the students will be engaged. (b) The lesson should include as few resources as possible so students are not overwhelmed. (c) The teacher should design a lesson that speaks to the students' social interests. (d) The teacher should consider the amount of classroom space that is available. The lesson should have a clearly defined structure and organization around the activities in which the students will be engaged. The 6th-grade math teacher has discovered that some of her students are still having difficulty with basic division while many are ready to move on to division using decimals. If she is to meet the needs of each of her learners, which example is the best method for accomplishing this goal? (a) Teach the whole class how to divide using decimals and then work with the struggling students while the others continue with decimal division problems. (b) Pair the struggling students up with the students who already know basic division and have the stronger student teach the struggling student how to do basic division. (c) Assign the struggling students extra basic division problems to be completed at home and continue with the lesson to the whole class on dividing using decimals. (d) Sort the students according to learning needs, provide instruction to each group that is specific to their needs, assign appropriate problems, and move between groups to ensure all students are comprehending material. Sort the students according to learning needs, provide instruction to each group that is specific to their needs, assign appropriate problems, and move between groups to ensure all students are comprehending material. The 8th grade English teacher has assigned a series of journal entry exercises to her students. Each entry is to be completed after they have completed a chapter in the novel they are reading. The students have been introduced to a new writing format and that is what they are expected to use in their journals. What is the best method of feedback for the journal writing experience? (a) Given that students are writing in a journal, it should be considered personal responses to the chapters and each student should be allowed to self-edit and revise their work. (b) To streamline to grading process, the teacher waits until all journal entries have been made, collects the journals, and provides feedback within a few weeks. (c) The students trade journals and peer edit, then make corrections before moving on to next chapter. (d) The teacher collects the journals after each chapter entry and provides feedback within a few days. The teacher collects the journals after each chapter entry and provides feedback within a few days. The high school English class has just completed a short reading that compared the work of two authors. The class has a mixture of on-level readers and some struggling readers. The teacher wants full participation in the discussion about the comparative reading yet she knows that her struggling readers will not be able to answer many of the high-level thinking questions and wants them to be successful. Which of the following is her best strategy to ensure that all students have an opportunity to participate? (a) Use a question matrix to shape the questions, ensuring that all questions are at the lower level so struggling readers and on-level readers can equally participate in the discussion. (b) Allow the struggling readers to write their answers to the questions rather than vocalizing their response in front of the class. (c) Use a question matrix to shape the questions, ensuring that there are a variety of lower level and higher-level thinking questions. (d) Allow the on-level readers to lead the discussion and encourage the struggling readers to listen attentively and participate only if they feel comfortable. Use a question matrix to shape the questions, ensuring that there are a variety of lower level and higher-level thinking questions. The math teacher conducted a benchmark exam at the end of the first six weeks. Upon doing an item analysis, she discovered that a significant number of her students did not demonstrate mastery on several of the math objectives for the advanced level 7th grade math. Which of the following choices should she make in order to correct this situation? (a) Determine which students should be moved down to an on-level 7th grade math class because that class is spending time on the content the students are lacking in. (b) Identify the concepts that the students did not perform well on and conduct an after school "math boot-camp" for those students. (c) Continue on with the planned instruction and provide extra homework assignments targeting the area of need for those who did not demonstrate mastery. (d) Identify the concepts that each student did not perform well on and revise the planned instruction to reteach those concepts while providing enrichment opportunities for the few students who mastered the content. Identify the concepts that each student did not perform well on and revise the planned instruction to reteach those concepts while providing enrichment opportunities for the few students who mastered the content. The middle school teacher wants to conduct a review of the recent unit of study through a discussion format. Which of the following attributes must be part of the discussion for it to serve as a successful review? (a) Students must be actively engaged in the discussion. (b) Students must record the critical information as directed by teacher. (c) After recording the critical information as directed by the teacher, students should engage in an active experience such as pair-share. (d) Student must be actively engaged in the discussion, exploring the important questions. Student must be actively engaged in the discussion, exploring the important questions. There are many challenges in providing adequate and appropriate feedback to students regarding their mastery of the content. Which of the following criteria must all feedback meet? (a) Constructive, allow for self-assessment, and timely (b) Timely, note all errors, and write comments (c) Accurate, constructive, specific, and timely (d) Accurate, only positive comments, and timely Accurate, constructive, specific, and timely When conducting a discussion about the content students have been exposed to and have a cursory understanding of, it is important to carefully frame questions that will foster higher-order thinking. Often, the way a question begins will encourage the student to think at a higher level. Which following questions would not provide an opportunity for a student to think at a high level? (a) If you could change a segment of our trade industry, what would it be and how would you do it? (b) How would you ensure that supply and demand were equal? Give an example. (c) What do the terms supply and demand mean? Use them in a sentence. (d) Why does demand dictate supply? Give an example. What do the terms supply and demand mean? Use them in a sentence. When speaking and writing in the classroom, which of the following is most important for the teacher to consider about his/her students? (a) Students' economic status, interests, backgrounds (b) Students' backgrounds, race, economic status (c) Students' ages, religious beliefs, backgrounds (d) Students' ages, interests, backgrounds Students' ages, interests, backgrounds You are teaching an 8th-grade history class and have noticed that one of your students is not performing well on the assessments you are administering at the end of each assigned chapter reading. When he takes a turn to read aloud in front of the class, he reads slowly and haltingly. When you ask him to tell you how he reads his chapter assignments each night, he responds that he reads all the way through. What is the best advice you can give him to help improve his grades in your history class? (a) Read the chapter quickly and make notes about the information he doesn't understand. (b) Read each chapter twice. (c) Ask an older sibling or parent to read the chapter to him. (d) Develop a study strategy that includes frequently stopping to review what he has read and make sure he understands it. Develop a study strategy that includes frequently stopping to review what he has read and make sure he understands it. Activating background knowledge is important for the English learner because of which of the following? (a) English learners are eager to share their prior learning with others and should be encouraged to do so. (b) English learners cannot activate their background knowledge themselves. (c) Students coming from another country want to assimilate the background of the other native speaking students. (d) Students from other countries have different cultural and academic backgrounds that may not be relevant to the learning process. Students from other countries have different cultural and academic backgrounds that may not be relevant to the learning process. In an inclusive classroom, students are encouraged to feel equally valued. Different abilities, backgrounds, and learning styles are all a part of the inclusive classroom. Which of the following would not be considered a benefit of an inclusive classroom? (a) Students have a higher success rate when using activities that support their needs. (b) Students feel more comfortable in a classroom where their ideas are heard and listened to. (c) Students connect with curriculum in a way that mirrors the mainstream classroom. (d) Teachers can connect with a variety of students. Students connect with curriculum in a way that mirrors the mainstream classroom. There are many types of feedback that can be provided to students in response to performance on exams or learning activities. Ms. Rogers has singled out one student in particular who was the only one to have a perfect score on the recent exam and expressed how well he had performed. Which type of feedback did she provide? (a) Non-specific feedback (b) Positive feedback (c) Negative feedback (d) Indirect feedback Positive feedback The 8th-grade teacher has assigned a research project that will take place over a 6-week period. What is the best way for the teacher to ensure student success in completing the project that meets the learning expectations? (a) Provide checkpoint dates, a grading rubric, and information to parents. (b) Provide a due date for completion of project and let students determine how to manage their time. (c) Provide a grading rubric, checkpoint dates, and monitor progress throughout the six weeks. (d) Send information to parent with due dates and suggested resources. Provide a grading rubric, checkpoint dates, and monitor progress throughout the six weeks. Which of the following provides the most immediate and specific feedback on a student's work? (a) Electronic grade book notation that teacher has received the draft essay. (b) Teacher notations on a draft essay returned to student the following week. (c) The class discussion immediately following a draft essay that provides opportunity for students to ask questions about the assignment. (d) Peer editing of the draft essay. Peer editing of the draft essay. The school has just received information that a student in your class has died by suicide. You have a benchmark test scheduled for the day. What is your plan as students come into the classroom already knowing they have lost a classmate? (a) Do not talk about the deceased student and continue with your planned benchmark test. (b) Do not administer the benchmark test, allow time for questions and answers about the loss of the classmate with guidelines or assistance from administration. (c) Seek direction from your team leader. (d) Administer the benchmark test and provide time to discuss the loss of their classmate. Do not administer the benchmark test, allow time for questions and answers about the loss of the classmate with guidelines or assistance from administration. You are at the end of the social studies unit and have conducted a class participation activity to review for the test that will be administered the following day. You discover that a significant number of students are not able to answer the questions accurately. What is the best option? (a) Administer the test on the scheduled day and move to the next unit. Students who failed this unit will make up for it on the next assessment. (b) Postpone the exam, administer a pre-test to identify the students who cannot demonstrate mastery and provide tutoring before the exam. (c) Adjust the instructional time to allow re-teaching and schedule the test after all students are demonstrating understanding. (d) Administer the test on the scheduled day and provide after-school tutoring for students who failed the test. Postpone the exam, administer a pre-test to identify the students who cannot demonstrate mastery and provide tutoring before the exam.