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Professional ED Test
FTCE EXAM
| Question | Answer |
|---|---|
| Classical Conditioning | Paring a neutral stimulus with an unconditioned stimulus to get a conditioned response |
| Cooperative learning functions | summarizer, checker, runner, recorder, supporter, observer/trouble shooter |
| Post reading strategies | summarizing question generation graphic and semantic organization return to text |
| Reading Strategies | monitor comprehension metacognition question answering reciprocal teaching identify text structure |
| Fluency components | rate automacity -process time prosody-phrasing, expression |
| 7 language functions | Instrumental-express needs, get things done Interactional-make contact, form relationships Personal-express personal feelings and identity Heuristic-acquire knowledge about one's environment Regulatory-tell others what to do: Imaginative; Informative |
| Assessment questions | Is it developmentally appropriate Does it conform to standards Are varied methods being used Does it provide sufficient data Does it reflect instruction |
| Types of questions | Prompting Probing Focusing Redirecting |
| Lesson cycle model | focus explanation check understanding guided practice closure independent practice |
| Maximum sizes: Kindergarten Grades 4-8 Grades 9-12 | 18 22 25 |
| Scaffolding | support and assistance provided for learning and problem solving Vygotsky: Self Regulation and Private Speech |
| Knowledge buzz words | define, fill in the blank, identify, label, list, match, memorize, name,recall, spell, state, underline |
| Comprehension buzzwords | convert, describe, explain, interpret, paraphrase, put in order, restate, rewrite, summarize, trace |
| Application Buzzwords | apply, compute, conclude, construct, demonstrate, draw, find out, give an example, illustrate, make, operate, show, solve, state a principle, use |
| Analysis buzzwords | analyze, categorize, classify, compare, contrast, debate, deduce, determine the factors, diagnose, diagram, differentiate, dissect, distinguish, examine, infer, specify |
| Synthesis buzzwords | change, combine, compose, construct, create, design, find an unusual way, formulate, generate, invent, originate, plan, pretend, produce, reconstruct, rearrange, reconstruct, reorganize, revise, suggest, suppose, write, visualize |
| Evaluation buzzwords | appraise, choose, compare, conclude, decide, defend, evaluate, give your opinion, judge, justify, prioritize, rank, rate, support, value |
| Knowledge objectives | student can recall and recognize information concepts and ideas in the form in which they were learned. |
| Comprehension objectives | student can grasp and interpret prior learning |
| Application objetives | student can transfer selected information to a real life problem or a new task |
| Analysis objectives | students can examine, take apart, classify, predict, and draw conclusions |
| Synthesis objective | students can create, combine and integrate parts of prior knowledge into something new |
| Evaluate objectives | student can appraise, assess, and criticize, based on specific criteria |
| Knowledge definition | remembering memorizing recognizing and recalling |
| Comprehension definition | interpreting and understanding meaning stating or describing in one's own words |
| Application definition | applying information to produce results, transferring learning ro a new context or problem solving |
| Analysis definition | subdividing or breaking down of a stimulus or concept to show how it's put together. |
| Synthesis definition | the creation of a unique product that might be verbal, abstract, or physical in form, putting together concepts to form a whole. |
| Evaluation definition | judging, making value decisions about a phenomenon, idea or stimulus |
| Onset | the beginning consonant sound of a word |
| Rime | the vowels or consonants following the onset of a word |
| Field dependent | processes info holistically sees relational concepts more influenced by peers likes working in groups |
| Field independent | focus on parts before the whole, passive in social situations, less influenced by peers likes working alone |
| 4 Strands Educators are assessed on: | Planning Learning Implementation Evaluation |
| Brown vs the BOE | ended segregation in schools |
| Title IX | 1972 prohibits sex discrimination or harassment in schools |
| Plyler vs Doe | denying school enrollment to illegal immigrant children violates equal protection clause of the 14 amendment |
| West Virginia BOE vs Barnette | students can't be forced to salute the flag |
| section 504 | rehabilitation act 1973 schools can't discriminate against students with disabilities |
| Maslow hierarchy of needs | Physiological Safety Love and belonging Esteem Self Actualization |
| Accommodation (Piaget) | modify current schema or create new schema to take new information into account |
| 3 types of knowledge that children acquire (Piaget) | Social Physical Logical |
| 3 modes of learning (Bruner) | Enactive- interacting with objects in the environment Iconic-use of images and graphics Symbolic-using symbols and words to represent concepts |
| 3 parts of an instructional objective | Action Conditions Level of Mastery |
| The 5E lesson model | Engage Explore Explain Elaborate Evaluate |
| Assimilation (Piaget) | fitting new info into existing schema |
| Kohlburg and Gillian | 3 stages of morality Pre Conventional-obey for selfish reasons Conventional-obey for social acceptance reasons Post Conventional- obey because of personal values |
| Domains of Bloom's Taxonomy | Cognitive Affective Psychomotor |
| Morpheme | smallest unit of meaning |
| grapheme | written form of a language |
| morphology | study of words patterns and how words are formed |
| Phoneme | smallest unit of meaningful sound |
| Phonology | study of speech sounds |
| Semantics | the meaning of words |
| function | the intended use of a language |
| phonemic awareness | the awareness of sound in spoken language only |
| Phonics | teaches the relationship between graphemes and phonemes (written and spoken language) |
| decoding | sounding out words |
| Types of play (Piaget) | onlooker play solitary play parallel play associative play cooperative play |
| Stages of play | Functional play-explore environment Symbolic play- use materials to represent objects 2-5 Games with rules play 4+ |
| Stages of morality (Piaget) | Heteronomuos- rules are unchanging and unbreakable, obeyed out of fear of punishment, will tattle Autonomuos-will challenge rules and recognize that rules are based on mutual agreement |
| Gardener | multiple intelligences verbal/linguistic body/kinethetic mathematical/logical naturalistic visual/spacial interpersonal intrapersonal |
| Eric Erickson | Critical Social Crises at each stage of life trust vs mistrust autonomy vs doubt initiation vs guilt industry vs inferiority identity vs role confusion intimacy vs isolation generativity vs stagnation integrity vs despair |
| ELL Codes | LY-currently in the ESOL program LF-exited ESOL program within 2 years LZ-exited ESOL program more than 2 years ago ZZ-non ELL student |
| ELL Acronyms CELLA CALP BICS FEP SLA | CELLA-comprehensive English language learning assessment CALP-cognitive academic language proficient BICS-basic interpersonal communication skills ESE-exceptional student education FEP-fluent English proficient SLA-second language learner |
| Piaget's cognitive stages of development | sensorimotor preoperational concrete operational formal operational |
| Sensorimotor stage | 0-2 gain object permanence learn to distinguish themselves from the external world |
| Preoperational stage | 2-6 develop symbolic thought lack reversibility and conservation can't distinguish appearance from reality |
| Concrete operational stage | 7-11 can take on another's point of view have transitivity can think logically about the concrete |
| formal operational stage | 11+ can induce and deduce can think abstractly |
| Reading research findings | Phonics helps all students direct instruction is better than discovery poor readers have weak phonics an unbalanced strategies phonemic awareness is needed for phonics phonics improves spelling good readers rely less on context clues |
| Krashen's Theory of Second Language Acquisition | Acquisition Learning Monitor Hypothesis Natural Order Hypothesis Input Hypothesis Affective filter hypothesis |
| Acquisition learning hypothesis (Krashen) | language learning is both conscious and subconscious |
| Monitor hypothesis (Krashen) | conscious learning only used to monitor natural attempts |
| Natural Order hypothesis (Krashen) | rules and structure acquired in a predictable order |
| Input Hypothesis (Krashen) | acquisition requires input slightly higher than current ability |
| Affective filter hypothesis (Krashen) | emotions can create blocks to acquisition |
| Language development stages | Preproduction-silence early production-words speech emergence- complete thoughts intermediate fluency- complete sentences and discourse advanced fluency-CALP- cognitive academic language proficiency |
| Language development Preproduction | students listens to new language but rarely speaks it ~500 words |
| Language development Early production | 6months student uses one word or short phrases to communicate receptive and active vocabulary ~1000 words |
| Language development Speech emergence | 1-3 years student uses phrases and short sentences to express complete thoughts receptive voc ~7000 words expressive voc ~3000 words |
| Language development Intermediate fluency | ~4 years student uses basic interpersonal communication skills and is beginning to develop academic language skills receptive voc ~12000 words expressive voc ~6000 words |
| Language development Advanced fluency | ~5 years student has developed academic language proficiency and has likely let the ESOL program |
| Physical Milestones age 3 | walk without watching feet run smoothly spread with a knife copy circles; push buttons; do simple puzzles; wash hands unassisted |
| Physical Milestones age 4 | walk heel to toe; toe to heel and backward. cut on a line print some letters, copy rectangles, fold paper and crease when shown. catch bounced ball, make simple drawings, button, zip, snap, lace clothes, cut easy foods with a knife. |
| Physical Milestones age 5 | run with ease, run on toes, hop on one foot, skip, print words and numbers, cut with scissors, copy triangles, dress self, tie a bow, color in lines |
| Physical Milestones age 6-7 | devel. gross motor skills (run, jump, etc) eyes can track in a circle, outgrow far farsightedness but not ready for sustained close work. can copy diamonds and do small printing lose baby features and lose front teeth, grow mainly in legs and arms. |
| Physical Milestones ages 8-10 | show physical endurance devel fine motor skills; give attn to details, write in cursive, onset of adolescent growth spurt in girls some girls outgrow boys, girls more mature than boys |
| Physical Milestones ages 11-13 | fully developed fine motor skills. longer, leaner faces, most of permanent teeth, puberty for girls, onset of adolescent growth for boys; boys physically ahead of girls |
| Physical Milestones Adolescents | irregular weight gain develop secondary sex characteristics |
| Psychosocial characteristics age 3 | acquired self identity and gender awareness, will play with others instead of beside them, starts to understand that others have feelings, learning to take turns, like silly humor, repetition, short attention spans |
| Psychosocial characteristics age 4 | can describe self in simple terms, has racial/cultural identity, self-centered, enjoys group activities, tend toward same sex friends and gender specific toys, enjoys repetition. girls set up rules for play, boys less organized, aggressive, boisterous |
| Psychosocial characteristics age 5 | enjoys repetition, wants to be accepted by adults, can play simple boardgames, will tattle, chooses own friends, cooperative play, interest in outside world, lives in a world of imagination, spontaneous and uninhibited. |
| Psychosocial characteristics age 6-7 | can take on other's perspective, overestimates abilities, highly competitive, enjoys imitating, same sex friends at school, imaginative play, interest in games with rules, growing social interest, wants to fit in |
| Psychosocial characteristics age 8-10 | more realistic about abilities, very curious, prejudices well established, interested in what's happening in the outside world, rely on opinions from family, pressure to conform, might develop hero worship |
| Psychosocial characteristics age 11-15 | challenges authority, social life shifts from family to friends, wants to investigate real life problems, sensitive, easily offended, feels watched/judged needs peer approval, tends to form cliques, idealistic, personal and invincibility fable |
| Psychosocial characteristics age 15-18 | decreased resistance to authority, less egocentric, interested in dating, mixed sex friends, increased autonomy, turns to friends fr advice, family for major decisions, interact with parents as people, risk taking behavior, girls more mature than boys |
| Marzano's Instruction strategies | ID similarities and differences summarize, take notes reinforce effort, provide recognition hw / practice non-linguistic representation cooperative learning set objectives, provide feedback generate hypotheses cues questions advance organizers |
| Marzano's effective teacher strategies | set goals provide feedback help students interact w/ new knowledge provide students w/ simulations, low stakes competition maintain relationships w/ students, notice when they aren't engaged est. and maintain rules communicate high expectations |
Created by:
Disinchanted
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