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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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