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FTCE Prof Knowledge

FTCE Professional Knowledge Exam

What is instructional design and planning? (C1) The decision-making process teachers use to develop instructional plans
What is planning? (C1) The decision-making process in which a teacher decides what, why, when, and how to teach.
What is preplanning? (C1) When teachers go through a lesson mentally from a student's point of view and anticipate explanations, information, directions, additional instruction, and so on that they will need in order to carry out the lesson successfully.
What are the steps to planning a lesson? (C1) (1) Identify, the instructional objective(s) for the lesson; (2)decide on the instructional methods that will best support the instructional objective and student achievement; and (3) decide on the assessment method.
Planning is critical to successful ___ of curriculum, instruction, and assessment. (C1) alignment
When designing instruction, teachers should focus on the desired instructional ____. (C1) objectives
Good assessment reflects what is ___. (C1) taught
True or false: When planning lessons, teachers should rely solely on their textbooks. (C1) False
True or false: Worksheets and drills are the hallmarks of effective instruction. (C1) False
What are benchmarks? (C1) The smaller units in which the standards are divided.
The NGSSS establish the core ___ of the curricula to be taught in Florida. (C1) content
Florida law specifies that the standards must be relevant, ___, and logically sequential. (C1) rigorous
The standards are divided into smaller units called ___. (C1) benchmarks
___ is the State of Florida's official source for standards information and course descriptions. (C1) CPALMS
What is an instructional objective? (C1) A clearly written statement of what students are expected to know and be able to do as a result of an instructional learning experience.
Three elements of well-written instruction (C1) (1) action, what the student will do; (2) conditions, the circumstances in which the action will take place; and (3) level of mastery, the level of proficiency expected for the action.
True or false: Teachers need to be sure that instructional objectives are written as measurable behaviors. (C1) True
Task analysis is ___. (C1) the process of identifying the prerequisite skills and prior knowledge that students must have in order to achieve the instructional objective with a high degree of success.
Bloom's Taxonomy (C1) A guide used in identifying and writing instructional objectives, which was developed by psychologists, teachers, and test experts for curriculum development, teaching, and testing.
Three domains of Bloom's Taxonomy (C1) The (1) cognitive domain, which is the category that involves thinking capabilities; (2) the affective domain, which involves feeling, values, and dispositions; and (3) the psychomotor domain, which involves manual, athletic, and other physical skills.
Revised Bloom's Taxonomy (C1) Remember (recall facts and basic concepts), understand (explain ideas or concepts), apply (use information in new situations), analyze (draw connections among ideas), evaluate (justify a stand or decision), create (produce new or original work)
The circumstances in which the action of an instructional objective will take place are called the ___. (C1) conditions
"The student will catch the ball" is an action that falls in the ___ domain of instructional objectives. (C1) psychomotor
The process of identifying the prerequisite skills and prior knowledge that students must have in order to achieve an instructional objective is called ___ (two words). (C1) task analysis
True or false: The cognitive domain is the category for learning that involves thinking capabilities. (C1) True
True or false: The action in an instructional objective must be observable. (C1) True
Content complexity refers to ___. (C1) the level of cognitive demand that standards and curriculum place on learners.
Webb's depth of knowledge (DOK) (C1) The model of content complexity adopted by the State of Florida.
What are the four levels of the DOK model? (C1) (1) Recall, (2) basic application of concepts and skills, (3) strategic thinking and complex reasoning, and (4) extended thinking and complex reasoning.
DOK Level 1: Recall (C1) Students recall, identify, locate, or recognize facts or information and demonstrate simple abilities.
DOK Level 2: Basic application of concepts and skills (C1) Students demonstrate comprehension and processing of information.
DOK Level 3: Strategic thinking and complex reasoning (C1) Students demonstrate the use of higher-order thinking skills, including abstract reasoning.
DOK Level 4: Extended thinking and complex reasoning (C1) Students demonstrate significant conceptual understanding and higher-order thinking extended over time and multiple resources.
DOK Level 1: Recall examples (C1) In reading, locate details in a passage. In writing, identify incorrect punctuation. In math, identify a number as prime. In science, retrieve information from a chart.
DOK Level 2: Basic application of concepts and skills examples (C1) In reading, determine the main idea of the passage. In writing , write a summary of a passage. In math, solve a multiple-step but routine-type problem. In science, give examples and nonexamples of a concept.
DOK Level 3: Strategic thinking and complex reasoning examples (C1) In reading, identify cause-and-effect relationships. In writing, develop a constructed response to a prompt. In math, determine a formula for the general term of a sequenced numerical pattern. In science, draw a conclusion based on data.
DOK Level 4: Extended thinking and complex reasoning examples (C1) In reading, analyze and synthesize common themes in several authors' works. In writing, write a research paper on a multifaceted topic. In math, model the relationship between two variables by collecting and analyzing data.
Content complexity refers to the level of cognitive demand associated with ___ and curriculum. (C1) standards
In reading, determining the author's purpose is level ___ (1, 2, 3, or 4) complexity. (C1) DOK 3
In social studies, conducting a study of local natural resources is level ___ (1, 2, 3, or 4) complexity. (C1) DOK 4
In math, solving a simple linear equation is level ___ (1, 2, 3, or 4). (C1) DOK 2
Created by: NicoleLipson
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