TEPC 5800: EC-12 PRACTICE TEST | 2026 UPDATE |
QUESTIONS AND ANSWERS | WITH COMPLETE SOLUTION
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
QUESTIONS AND ANSWERS | WITH COMPLETE SOLUTION
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
