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Professional Ed Test
FTCE: Professional Education Test
| Question | Answer |
|---|---|
| Convergent questions are ______-_______. | closed-ended |
| Divergent questions are ______-________. | open-ended |
| To determine a students level of thinking a teacher should use a _________ question. | focusing |
| To increase student interactions a teacher should use a _________ question. | prompting |
| In order to clarify or justify an answer a teacher should use a _________ question. | probing |
| The critical elements of verbal communication are accuracy of language, accuracy of information, standardization of language, and clearly defined __________. | expectations |
| Questions should be determined by the lesson __________. | objectives |
| __________ _________________includes vocal cues, eye contact, facial expressions, gestures, body language, proximity, and dress. | Nonverbal communication |
| ___ ________ is an indication of a person’s openness to communication | Eye contact |
| Body language indicates the listener’s _________ for the speaker and interest in the speaker’s message. | respect |
| In general, nonverbal messages are __________ (more, less) powerful than verbal messages. | more |
| Teachers who speak in a __________ are often perceived as boring and uninteresting. | monotone |
| Eye contact with students __________ (increases, decreases) a teacher’s credibility. | increases |
| When speaking with a preschooler, a teacher could improve communication by getting on __________ (two words) with the student. | eye level |
| Modeling is a powerful way to __________ intended learner outcomes to students. | communicate |
| Modeling provides the __________ to assignments that students often need to help them focus on their work in a productive way. | structure |
| Teachers should know that everything they do in front of students is a type of __________. | modeling |
| Teachers can use implicit modeling to encourage motivation and foster positive __________. | values |
| Teachers need to take advantage of what students can learn in social situations such as class discussions and, in so doing, focus on developing “_________ ___ _________” in their classrooms | communities of learners |
| _________ questions is a crucial skill that teachers use to provide focus to the discussion and elicit and extend students’ reasoning and critical thinking. | Posing |
| Skilled facilitators use _________ questions to engage students in higher-level thinking and to generate ideas, reactions, or opinions | divergent |
| Facilitators employ ________questions to obtain facts, to obtain specific information, to check for understanding, to ask for a different opinion, or, when appropriate, to direct the discussion toward consensus | convergent |
| Listening in a way that indicates to the speaker that you are paying attention and hearing the speaker’s message is called __________ listening. | Active |
| _________ or asking leading questions is the technique of providing hints or suggestions to encourage students to keep trying and not give up. | Prompting |
| Appropriate wait time is ___ seconds. | three |
| __________ is the technique of posing a question or prompt to students for a response or to add new insights. | Redirecting |
| __________ _________ is the process of reaching conclusions based on implications from students’ input. | Drawing inferences |
| In classroom discussions, it is important that __________ do most of the talking. | students |
| In general, active classroom discourse is best promoted by the use of __________. questions. | divergent |
| “From what you’ve read, what are the pros and cons on this issue?” is an example of a __________ question. | divergent |
| “That is an interesting question. Class, how would you respond?” is an example of __________. | redirecting |
| Head nodding is a nonverbal cue that can be used when __________ for additional information. | probing |
| Praise should be __________, not global. | specific |
| Teachers should avoid overusing praise because it can become __________ to students. | meaningless |
| Using praise to foster competition among students is a __________ practice. | poor |
| “Good job” is an example of __________ praise. | ineffective |
| Students need to know when they make __________. | errors |
| “Let me rephrase the question for you” is a way a teacher can encourage a student to keep __________. | trying |
| Teachers should try to find something __________ to say about a student’s response prior to pointing out errors. | positive |
| “Will you explain how you got that answer?” is an example of probing that could lead to a student _____ __________ his or her own error. | self correcting |
| The ______ _________ prophecy means that teachers get what they expect from students. | self fulfilling |
| Teachers should use _________ grouping practices, instead of separating high-achieving students from low achievers. | heterogeneous |
| Teacher expectations are significantly related to student __________. | achievement |
| Emphasize individual progress rather than __________. | competition |
| T/F. To convey high expectations to low achievers, a teacher should set challenging, but attainable, performance standards. | true |
| To effectively teach all students, teachers need to be aware of individual cultural __________ among students. | differences |
| Expectations about appropriate communication vary across __________. | cultures |
| T/F. Teachers can support their ESOL students’ communication skills by supporting and elaborating on their interactions in the classroom. | true |
| __________ improvement is the process of engaging in professional learning | Continuous |
| According to the School Community Professional Development Act, a district’s professional development system must be designed around a focus on increased __________ achievement. | student |
| The four strands of the Florida Professional Development System Evaluation Protocol 2010 are __________, __________, __________, and __________. | Planning, Learning, Implementing, Evaluating |
| T/F. The intent of the School Community Professional Development Act is to ensure that professional learning implemented in Florida’s public schools is effective in assisting the school community in improving student achievement. | true |
| T/F. An appropriate professional development offering by a district would be one that focuses on technology. | true |
| Planning of the professional development for an IPDP begins with a __________ assessment. | needs |
| Disaggregated data are data that are broken down by __________. | subgroups |
| The IPDP must include a plan for evaluating the effectiveness of the professional learning toward improving __________ of the students assigned to the teacher. | achievement |
| The IPDP must plainly show the __________ of the professional learning to performance data of the teacher’s students. | relationship |
| A Professional ___________ ___________ is a formal, organized group of faculty who share common student achievement goals and meet on a regular basis to identify practical ways to improve learning and teaching practices. | learning community |
| The _________ focused standard requires that the professional learning that a teacher receives is research- and/or evidenced-based and directly related to the needs of the teacher in terms of the grade level and subject taught. | content |
| T/F. One-day workshops and short-term training are the norm for professional learning. | false |
| Collaborative groups are considered learning communities if they contribute to a culture of __________ improvement. | continuous |
| Professional learning is most likely to be used in the classroom when the content is relevant to the __________ of the teachers. | needs |
| Professional learning facilitators should teach the teachers using the __________ strategies and techniques that teachers are expected to use with their students in the classroom. | same |
| The professional learning that is most likely to improve student achievement is sustained over a(n) __________ period of time and through multiple sessions over multiple days. | extended |
| At a minimum, teachers should have __________ hours per year, during the school day, that are designated for professional learning. | thirty |
| One semester hour of college credit equates to __________ in-service points. | twenty |
| Professional learning must be used in teachers’ __________ in order to impact student achievement. | classrooms |
| Teachers are more likely to use new skills and knowledge on an ongoing basis in their classrooms if they have __________ in trying out the new skills and knowledge. | assistance |
| Coached teachers tend to practice skills __________ (less, more) often than do uncoached teachers. | more |
| An efficient way for districts to provide follow-up support for professional learning is through ___ _______ resources and assistance. | web based |
| Unquestionably, “changes in __________” is the most important component of the evaluating standard. | students |
| Florida law requires documentation that professional learning resulted in __________ student achievement. | increased |
| Information obtained in the IPDP evaluation process should be used as part of the needs assessment for __________ the IPDP for the subsequent school year. | planning |
| T/F. To renew professional certificates, teachers must earn the equivalent of a minimum of 120 in-service points during each renewal period. | True |
| The FEAPs are Florida’s core standards for __________ educators. | effective |
| An essential principle of the FEAPs is that an effective educator should demonstrate deep and __________ knowledge of the subject taught. | comprehensive |
| Teachers should use __________ student data to plan lessons. | diagnostic |
| Teachers should convey __________ expectations to all students. | high |
| Teachers should use student __________ to monitor instructional needs and to adjust instruction. | feedback |
| Teachers should use a __________ of assessment tools to monitor student progress, achievement, and learning gains. | variety |
| Teachers should use ____ __________ research to improve instruction and student achievement. | data informed |
| Teachers should understand that educators are held to a high __________ standard in a community. | moral |
| A district’s teacher appraisal system must use student performance as the single __________ component of the teacher’s evaluation. | greatest |
| A district’s teacher compensation system must award salary increases based on sustained student__________. | performance |
| A district’s teacher contract system must award contracts based on student __________. | performance |
| A district’s teacher appraisal system must be designed to support effective instruction and __________ achievement. | student |
| By 2014, the teacher evaluation must base at least __________ percent of the results on data and indicators of student learning growth for teachers who have been teaching for at least three years. | fifty |
| Each teacher must be appraised by the principal at least __________ per year. | once |
| If a teacher is not performing his or her duties in a satisfactory manner by the principal’s appraisal, the teacher is placed on performance __________. | probation |
| The principal must submit a written report of a teacher’s appraisal to the teacher no later than __________ days after the appraisal takes place. | ten |
| Researchers maintain that effective teachers are __________ practitioners, meaning that they monitor and assess whether their teaching is effective. | reflective |
| Reflective teaching helps teachers become __________ in their teaching practices. | proactive |
| A reflective journal is a(n) __________ and effective way for teachers to identify strengths, challenges, and potential problems. | authentic |
| The major benefit of joining a professional organization is that doing so provides an opportunity to keep abreast of the latest __________ and innovative practices. | research |
| The __________ is the largest of the national teachers’ organizations. | National Education Association |
| Critical thinkers identify and __________ assumptions. | challenges |
| Critical thinkers can distinguish fact from __________. | opinion |
| To promote critical thinking, teachers should require students to clarify and __________ their solutions or conclusions. | defend |
| To promote critical thinking, teachers should require students to clarify and __________ their solutions or conclusions. | explicitly |
| Young children are __________ creative. | naturally |
| Creative thinkers can look at a situation from __________ perspectives. | multiple |
| To promote creative thinking, teachers should provide an atmosphere that respects and values __________ expression. | personal |
| Too much closed-ended questioning tends to make questioning overly _________ centered and stifles critical and creative thinking on the part of students. | teacher |
| ____ complexity questions rely mainly on recall of information | Low |
| _______ complexity questions require concrete reasoning or problem solving | Moderate |
| ______ complexity questions should elicit abstract reasoning and higher-order thinking skills. | High |
| Knowledge-level thinking involves ________ or remembering information. | recalling |
| Comprehension-level thinking involves making ___________ of previously learned material. | interpretations |
| Application-level thinking involves _________ knowledge to produce a resuly. | applying |
| Analysis-level thinking involves _______ knowledge to show how it fits together. | subdividing |
| Synthesis-level thinking involves putting together ideas or elements to form a ______. | whole |
| Evaluative-level thinking involves _________ the quality of an idea or solution. | judging |
| Typical words for ____________ based questions are "find, label, relate". | knowledge |
| What is your opinion about the "Supreme Court decision in Lau v. Nichols?" is an example of an ___________ question. | evaluation |
| Typical words for ________ type questions are "Compile, create, predict, combine". | synthesis |
| "In your own words, what does the term popular sovereignty mean?" is an example of a ____________ question. | comprehension |
| "Write the steps you would use to test your theory." is an example of an __________ question. | analysis |
| "Classify the animals in the list as herbivores, carnivores, or omnivores." is an example of an ___________ question | application |
| Subdividing knowledge to show how it fits together requires __________ level thinking. | analysis |
| Giving students extended time in which to respond during questioning better enables students to give more comprehensive responses involving __________ levels of thinking. | higher |
| Questions that encourage students to keep trying are called __________ questions. | prompting |
| T/F. To check for understanding, a teacher should ask, “Are there any questions?” | false |
| T/F. Skillful questioning plays a vital role in fostering students’ critical and creative thinking skills. | true |
| Brainstorming is an effective way to engage students in __________ thinking. | creative |
| During a brainstorming session, criticism of the ideas of others is __________. | forbidden |
| Teachers can use brainstorming to __________ students’ prior knowledge about the lesson topic. | activate |
| T/F. During brainstorming sessions, “wild” ideas are acceptable. | true;all ideas are acceptable |
| T/F. Before engaging students in brainstorming, teachers should make sure that the students understand the rules of brainstorming. | true |
| ___________ is the process of thinking about and monitoring one’s own thinking. | Metacognition |
| Successful learners set a __________ for learning. | purpose |
| Struggling students seldom demonstrate __________ abilities on their own | confidence |
| When teachers are modeling metacognitive strategies, they say their self-talk __________ | aloud |
| T/F. Struggling learners need explicit instruction in metacognitive strategies. | true |
| _______ _________ are visual depictions of the interrelationships among abstract concepts or illustrations of processes. | Graphic organizers |
| A graphic organizer that fosters logical thinking skills is a __________ chart. | flow |
| A graphic organizer that shows actions and their expected outcomes or consequences is a __________ tree. | decision |
| ________ reasoning involves the higher-level thinking processes that are used to make decisions or draw conclusions. | Logical |
| _________ reasoning is the process of drawing a general conclusion based on one or more examples. | Inductive |
| _________ reasoning is the process of using an accepted rule to draw a conclusion about a specific example. | Deductive |
| Reasoning from the specific to the general is called __________ reasoning. | inductive |
| Reasoning from the general to the specific is called __________ reasoning. | deductive |
| A course of reasoning offered in support of a position is called a(n) __________. | argument |
| The validity of the conclusions of inductive arguments is always __________ to question. | open |
| According to the SCANS Report, a problem is a “__________ between what is and what could be.” | discrepancy |
| In practice, problem solving seldom occurs in a __________, step-by-step manner. | sequential |
| Problem-solving ability is critical to students’ __________ in school. | success |
| Left-brained people tend to be __________ learners. | deductive |
| Right-brained people tend to be __________ learners. | inductive |
| Generally, learners who prefer to see the big picture before engaging in a learning activity are __________ brained-dominant learners. | right |
| Learners who approach problem solving systematically are __________ brained-dominant learners. | left |
| A brightly lit classroom would appeal to __________ brained-dominant learners. | left |
| Role playing and simulations are most beneficial for __________ learners. | kinesthetic |
| Reading directions aloud will help __________ learners the most. | auditory |
| Students who prefer to learn by seeing or reading something are __________ learners. | visual |
| Teachers who plan social events for students should keep in mind that field __________ learners are likely to be passive during the event. | dependent |
| You are field _______ if you perceive objects without being influenced by the background. | independent |
| You are field __________ if you perceive objects as a whole rather than as individual parts. | dependent |
| Math and science fields are preferred by field __________ learners. | independent |
| Group work appeals to field __________ learners. | dependent |
| Using manipulatives would appeal to __________ learners. | concrete |
| Solving written abstract equations would appeal to __________ learners. | abstract |
| Being given step-by-step directions would appeal to __________ organizers. | sequential |
| Locus of control reflects the degree to which students feel they have power over forces in their ______. | lives |
| A student who says, “I failed the test because there were a lot of trick questions on it,” likely has a(n) __________ locus of control. | external |
| High-ability students need opportunities to work __________ and also with other high-ability students. | alone |
| Struggling students need frequent, corrective __________. | feedback |
| Struggling students are usually __________ thinkers. | concrete |
| T/F. Whole-group instruction usually works well in mixed-ability classes. | false |
| Often, economically disadvantaged students are also __________ disadvantaged in the typical school environment. | educationally |
| Teachers need to help economically disadvantaged students develop the ability to deal with __________ representational systems. | abstract |
| Researchers have found that middle-SES teachers often have __________expectations for low SES students. | low |
| Boys and girls are __________ capable of academic achievement. | equally |
| Teachers should encourage students to strive for excellence in __________ subject areas. | all |
| Teachers should consciously endeavor to provide __________ opportunities for boys and girls alike. | equitable |
| ______________ is the natural tendency to view one’s own cultural or familial ways of doing things as best and most acceptable. | Ethnocentrism |
| Advance organizers are useful for activating students’ __________ knowledge. | prior |
| Students need sufficient __________ to process information and experiences. | time |
| PS/RtI involves __________ instruction and intervention to meet the diverse needs of learners. | matching |
| The basic premise of PS/RtI is that all students must receive well-delivered, __________ based instruction in varied learning situations. | research |
| By state law, a teacher’s primary professional concern will always be for the __________ and the development of the student's potential. | student |
| By state law, teachers must value the pursuit of __________. | truth |
| By state law, teachers must value the nurturing of __________ citizenship. | democratic |
| By state law, teachers must strive for __________ growth. | professional |
| Teachers should not intentionally expose a student to unnecessary __________ or disparagement. | embarrassment |
| Teachers should allow students to have access to __________ points of view. | diverse |
| Teachers should not intentionally violate a student’s legal __________. | rights |
| Teachers should refuse to accept gratuities, __________, or favors that might influence their professional judgment. | gifts |
| When speaking publicly, teachers should not intentionally distort facts concerning a(n) __________ matter. | educational |
| Teachers should avoid using their professional positions for __________ gain or advantage. | personal |
| Teachers must not __________ their professional qualifications. | misrepresent |
| teacher should not assist an applicant whom the teacher knows is __________ in gaining employment in the profession. | unqualified |
| Teachers must self-report within __________ hours to appropriate authorities any arrests/charges involving the abuse of a child. | forty-eight |
| The Education Practices Commission can suspend or revoke a teacher’s certificate for conviction of a felony or a misdemeanor other than a __________ traffic violation. | minor |
| In the case of incompetence, teachers are given an opportunity to __________ before charges of incompetence are filed. | remediate |
| The __________ makes the final decision concerning probable cause. | commissioner |
| Teachers in Florida have an ethical and a legal responsibility to adhere to a high __________ standard. | moral |
| Teachers should not use school property for __________ use. | personal |
| Unethical or illegal conduct in a teacher’s private life is grounds for __________ action. | disciplinary |
| Students learn best when they are actively engaged in __________ their own understandings. | constructing |
| ________ proposed that learning involves three basic processes: assimilation, accommodation, and equilibration. | Piaget |
| Another word for thinking is _________. | cognition |
| __________ involves fitting new information into existing mental structures. | Assimilation |
| A child who recognizes that objects continue to exist even when the objects are no longer visible has acquired object __________ | permanence |
| A kindergarten child who tattles on rule breakers is in Piaget’s __________ morality stage. | heteronomous |
| In ________ morality children develop autonomy and are willing to challenge rules. | autonomous |
| Bruner viewed learning as a process of __________ meaning by building on prior understandings. | constructing |
| Up to about age 6, children primarily learn through the __________ mode. | enactive |
| The __________ mode involves using symbols and words to represent concepts. | symbolic |
| Vygotsky described the support and assistance provided for learning and problem solving as __________. | scaffolding |
| __________ is a learning theory based on using immediate consequences to either weaken or strengthen a learner’s observable response. | behaviorism |
| The appropriate use of __________, which is a pleasant consequence that follows a behavior, is an essential strategy associated with behaviorism. | reinforcement |
| Giving gold star stickers is an example of using __________ reinforcers. | extrinsic |
| Taking away a desirable reward is an example of __________ punishment. | negative |
| __________ is a learner-centered approach to teaching that emphasizes teaching for understanding. | constructivism |
| Constructivist teachers establish learning environments that provide experiences from which the learner can __________ meaning based on what the learner already knows. | construct |
| Constructivist teachers recognize the power of __________ dynamics. | group |
| In constructivist classrooms, students are encouraged to assume __________ for their own learning. | responsibility |
| In intrinsic motivation, the desire to learn is based on factors that are __________ to the learner. | internal |
| In extrinsic motivation, the emphasis is on __________ factors that students find desirable. | external |
| Relating content to students’ interest and experiences is a way to stimulate __________ motivation. | intrinsic |
| Modifications are changes in __________ a student is expected to learn. | what |
| Accommodations are changes in __________ a student accesses information and demonstrates performance. | how |
| In order for an accommodation to be allowed on the FCAT 2.0, the accommodation must be specified on the IEP or 504 and used __________ in classroom instruction and assessment. | regularly |
| Academic _________ is the ability to construct meaning from content-area texts and literature encountered in school. | literacy |
| Analysis, synthesis, and __________ are higher-order thinking skills. | evaluation |
| With regard to discipline, effective teachers are __________, rather than reactive. | proactive |
| Students at risk of academic failure usually need __________ orientation to classroom rules and procedures. | explicit |
| Grouping by ability has a negative effect on the academic performance of __________ students. | low ability |
| The __________ set is where the teacher gains students’ attention, explains the instructional objective (or objectives) of the lesson, communicates the expectations for the lesson, and links the lesson objective to students’ prior knowledge. | anticipatory |
| The ______ method of teaching, which uses a questioning-and-interaction sequence designed to draw information out of the student. | Socratic |
| John Dewey is known as the father of __________. | progressivism |
| Amendment ___ requires separation of church and state. | I |
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