TEPC 5800: EC-12 PRACTICE TEST
QUESTIONS AND ANSWERS
/. prefer constructing knowledge to receiving information passively - Answer-
✅Questions 1-3 are based on the following scenario:
Laura May Hanson teaches art in a middle school with a diverse student population.
She includes the following art appreciation activity in her eighth-grade unit on painting.
She shows students slides of paintings exemplifying each of the following three genres:
portraits, landscapes, and still-lifes. Afterward, students engage in a small group activity
in which they are given 20 numbered postcards displaying reproductions of paintings
and are asked to classify the paintings by genre. Ms. Hanson tells them to make their
choices based on observations they made during the slide presentation. She then asks
each group to complete the following two task sheets as they work through the activity.
Activity: Identify the genre of paintings
TASK 1:
Examine each of the reproductions in your set of 20 postcards, and classify each
painting according to its genre. Use the Other category for paintings that appear to
represent more than one genre OR that do not fit any of these categories. For all the
paintings, explain why you think the painting belongs in that category.
Card # Portrait Landscape Still Life Other Explain why your group thinks this painting
belongs in this genre
1
2
Activity: Identify the genre of paintings
TASK 2:
When you are finished categorizing the reproductions, go back and review all the
paintings in each category. Describe the characteristics those painting have in common.
When two or more of the Other paintings have features in common, make up a name for
this genre, and describe the common characteristics of the paintings in this category.
Name and describe all the new genres you noticed.
Genre Common Characteristics
,All Portraits:
All Landscapes:
All Still-Lifes:
All ______:
By introducing the unit on painting with the classification
/.taking advantage of the diversity within and beyond the classroom to create a
classroom environment that respects and celebrates differences - Answer-✅In the
sample sets given to each group, Ms. Hanson includes reproductions of paintings
created in a wide range of time periods and cultural traditions, including cultures
represented by students' own backgrounds. By doing this, Ms. Hanson best
demonstrates an understanding of the importance of:
taking advantage of the diversity within and beyond the classroom to create a
classroom environment that respects and celebrates differences
fostering students' view of learning as a purposeful pursuit that is meaningful to them
taking into account students' individual strengths and learning styles in order to design
instruction that maximizes learning for a diverse student population
helping students make connections between their prior learning experiences and those
that are new to them
/.providing Jamie with a related alternative activity that he could work on independently
and complete successfully - Answer-✅Jamie is a student in Ms. Hanson's class who
has a learning disability that is likely to make it difficult for him to participate fully in the
group classification activity. Ms. Hanson can best fulfill her legal and professional
responsibilities toward this student by taking which of the following steps first?
providing Jamie with a related alternative activity that he could work on independently
and complete successfully
arranging for Jamie to complete the activity in the resource room with the support of the
special education teacher
developing roles and responsibilities for the members of each group so as to involve
Jamie productively in the group activity
assigning a partner to work with Jamie during the activity who will help guide him to the
correct answers
/.varying the physical setting to achieve different instructional goals - Answer-✅During
the slide presentation and the explanation of the activity, students sit in rows of chairs
facing the front of the room. After Ms. Hanson has finished giving the instructions for the
activity, each group of students moves to a round table at the back of the room with the
postcards and task sheets.
During the next class meeting, Ms. Hanson arranges students' chairs in a semicircle so
students can all see one another. She selects a representative from each small group to
report to the rest of the class on the group's findings. During each representative's
report, the other members of the group display or pass around each postcard for the
rest of the class to see. Once each group's findings have been reported, Ms. Hanson
, engages the whole class in a discussion of issues and questions that have emerged
from the painting-classification activity.
Throughout this sequence of events, Ms. Hanson demonstrates which of the following
aspects of effective classroom management?
establishing consistent routines to minimize student confusion
varying the pace of instruction to accommodate all students
establishing high standards of behavior to minimize disruptions
varying the physical setting to achieve different instructional goals
/.validating students' ideas - Answer-✅During the class discussion, one issue that
stimulates a great deal of interest and enthusiasm among the students is the way in
which painting styles vary from time to time and from place to place. Following is an
excerpt from the discussion.
Jeff: I like the way they used all that gold in medieval paintings in Europe, but I don't
understand why everything looks so flat! And look how big this guy is compared to the
house! (holds up a postcard his group studied during the activity) Did they really see
things that way back then?
Ms. Hanson: That's a good point, Jeff. Can anybody help Jeff answer his question?
Jamal: I think it was because they didn't know how to use perspective back then. Or
maybe they just didn't care about perspective.
Ms. Hanson: That term sounds familiar, Jamal. Could you remind the class what is
meant by using perspective?
Jamal: You know, making something look three-dimensional. Like when we learned how
to draw cubes last month. The back of the cube should be smaller than the front. And
you need to use the right shading. I don't think they knew how to do that.
Ms. Hanson Yes, you're right, Jamal. It wasn't until later that painters in Europe learned
to use the mathematical laws of perspective to create the illusion of space. Can anyone
show us an example of a painting in which the painter used perspective to make the
composition look more three-dimensional, like Jamal described?
During the discussion, Ms. Hanson promotes a supportive classroom environment
primarily by:
adapting instruction to address individual students' strengths and needs
clearly explaining her expectations
providing opportunities for students to make their own decisions
validating students' ideas
/.using evaluative criteria that students understand and agree on - Answer-✅Questions
6 & 7 are based on the following scenario:
QUESTIONS AND ANSWERS
/. prefer constructing knowledge to receiving information passively - Answer-
✅Questions 1-3 are based on the following scenario:
Laura May Hanson teaches art in a middle school with a diverse student population.
She includes the following art appreciation activity in her eighth-grade unit on painting.
She shows students slides of paintings exemplifying each of the following three genres:
portraits, landscapes, and still-lifes. Afterward, students engage in a small group activity
in which they are given 20 numbered postcards displaying reproductions of paintings
and are asked to classify the paintings by genre. Ms. Hanson tells them to make their
choices based on observations they made during the slide presentation. She then asks
each group to complete the following two task sheets as they work through the activity.
Activity: Identify the genre of paintings
TASK 1:
Examine each of the reproductions in your set of 20 postcards, and classify each
painting according to its genre. Use the Other category for paintings that appear to
represent more than one genre OR that do not fit any of these categories. For all the
paintings, explain why you think the painting belongs in that category.
Card # Portrait Landscape Still Life Other Explain why your group thinks this painting
belongs in this genre
1
2
Activity: Identify the genre of paintings
TASK 2:
When you are finished categorizing the reproductions, go back and review all the
paintings in each category. Describe the characteristics those painting have in common.
When two or more of the Other paintings have features in common, make up a name for
this genre, and describe the common characteristics of the paintings in this category.
Name and describe all the new genres you noticed.
Genre Common Characteristics
,All Portraits:
All Landscapes:
All Still-Lifes:
All ______:
By introducing the unit on painting with the classification
/.taking advantage of the diversity within and beyond the classroom to create a
classroom environment that respects and celebrates differences - Answer-✅In the
sample sets given to each group, Ms. Hanson includes reproductions of paintings
created in a wide range of time periods and cultural traditions, including cultures
represented by students' own backgrounds. By doing this, Ms. Hanson best
demonstrates an understanding of the importance of:
taking advantage of the diversity within and beyond the classroom to create a
classroom environment that respects and celebrates differences
fostering students' view of learning as a purposeful pursuit that is meaningful to them
taking into account students' individual strengths and learning styles in order to design
instruction that maximizes learning for a diverse student population
helping students make connections between their prior learning experiences and those
that are new to them
/.providing Jamie with a related alternative activity that he could work on independently
and complete successfully - Answer-✅Jamie is a student in Ms. Hanson's class who
has a learning disability that is likely to make it difficult for him to participate fully in the
group classification activity. Ms. Hanson can best fulfill her legal and professional
responsibilities toward this student by taking which of the following steps first?
providing Jamie with a related alternative activity that he could work on independently
and complete successfully
arranging for Jamie to complete the activity in the resource room with the support of the
special education teacher
developing roles and responsibilities for the members of each group so as to involve
Jamie productively in the group activity
assigning a partner to work with Jamie during the activity who will help guide him to the
correct answers
/.varying the physical setting to achieve different instructional goals - Answer-✅During
the slide presentation and the explanation of the activity, students sit in rows of chairs
facing the front of the room. After Ms. Hanson has finished giving the instructions for the
activity, each group of students moves to a round table at the back of the room with the
postcards and task sheets.
During the next class meeting, Ms. Hanson arranges students' chairs in a semicircle so
students can all see one another. She selects a representative from each small group to
report to the rest of the class on the group's findings. During each representative's
report, the other members of the group display or pass around each postcard for the
rest of the class to see. Once each group's findings have been reported, Ms. Hanson
, engages the whole class in a discussion of issues and questions that have emerged
from the painting-classification activity.
Throughout this sequence of events, Ms. Hanson demonstrates which of the following
aspects of effective classroom management?
establishing consistent routines to minimize student confusion
varying the pace of instruction to accommodate all students
establishing high standards of behavior to minimize disruptions
varying the physical setting to achieve different instructional goals
/.validating students' ideas - Answer-✅During the class discussion, one issue that
stimulates a great deal of interest and enthusiasm among the students is the way in
which painting styles vary from time to time and from place to place. Following is an
excerpt from the discussion.
Jeff: I like the way they used all that gold in medieval paintings in Europe, but I don't
understand why everything looks so flat! And look how big this guy is compared to the
house! (holds up a postcard his group studied during the activity) Did they really see
things that way back then?
Ms. Hanson: That's a good point, Jeff. Can anybody help Jeff answer his question?
Jamal: I think it was because they didn't know how to use perspective back then. Or
maybe they just didn't care about perspective.
Ms. Hanson: That term sounds familiar, Jamal. Could you remind the class what is
meant by using perspective?
Jamal: You know, making something look three-dimensional. Like when we learned how
to draw cubes last month. The back of the cube should be smaller than the front. And
you need to use the right shading. I don't think they knew how to do that.
Ms. Hanson Yes, you're right, Jamal. It wasn't until later that painters in Europe learned
to use the mathematical laws of perspective to create the illusion of space. Can anyone
show us an example of a painting in which the painter used perspective to make the
composition look more three-dimensional, like Jamal described?
During the discussion, Ms. Hanson promotes a supportive classroom environment
primarily by:
adapting instruction to address individual students' strengths and needs
clearly explaining her expectations
providing opportunities for students to make their own decisions
validating students' ideas
/.using evaluative criteria that students understand and agree on - Answer-✅Questions
6 & 7 are based on the following scenario:
