ABCTE PTK Exam Study
The highest level in Bloom's Taxonomy. Includes verbs such as: assess, create,
compare, solve, judge, recommend, rate, relate, criticize, evaluate, summarize,
appraise. **** Evaluate
The second highest level in Bloom's Taxonomy. Includes verbs such as design,
compose, invent, hypothesize, develop, construct, produce, plan, create, organize. ****
Synthesis
A middle level in Bloom's Taxonomy. Includes verbs such as compare, analyze,
classify, distinguish, categorize, differentiate, infer, survey, select, prioritize. ****
Analysis
A middle level in Bloom's Taxonomy. Includes verbs such as organize, generalize,
prepare, produce, choose, apply, solve, draw, show, paint. **** Application
a lower level in Bloom's Taxonomy. Includes verbs such as match, restate, paraphrase,
give examples, express, illustrate, explain, defend, distinguish, summarize, interpret,
interrelate. **** comprehension
The lowest level in Bloom's Taxonomy. Includes verbs such as select, list, name, define,
describe, memorize, label, identify, recite, state, recognize. **** knowledge
Curricular standards communicate what? **** what, when, and how to teach
what lesson plans are designed to meet or achieve **** standards
the most important educational document **** the lesson plan
what does curriculum contain? **** objectives, sample lessons, assessments,
procedures, materials/equipment needed, activities, samples of student work
what the student is supposed to learn **** objective
methods of determining effectiveness of the lessons **** assessments
What was the purpose of No Child Left Behind and the Every Student Succeeds Act?
**** to create a standardized curriculum for each subject area
what is curriculum? **** what the students are supposed to learn as a result of a
specific educational sequence of events
,anchor papers **** the reference for all other work; what is expected by students
Who can help translate curriculum? **** administrators and content specialists
order the steps of instruction: re-design, teach, repeat, review, give assessment, write
assessment, identify time limit of unit, evaluate instruction, review for assessment ****
1. identify time limit of unit
2. write assessment
3. teach
4. review for assessment
5. give assessment
6. evaluate instruction
7. re-design
8. repeat
Objectives should be specific enough that they can be used as ____________
questions. **** Exam
Lesson Objectives: what the students will ___________________ by the end of the
lesson. **** accomplish
Agenda Items: what the class will ___________ to meet the lesson objectives. **** do
Pacing of material is dependant upon 3 things **** 1. nature of students
2. nature of material
3. goals of the teacher
periodic measuring devices that indicate student growth and also verify successful
lessons **** assessments
should you schedule assessments based on the calendar date or the progress of the
class? **** based on progress of the class
Who do you need to know before you begin planning lessons? **** your students
who can help you get to know your students? **** prior teachers, counselors,
administrators, other colleagues
How much repetition is enough? **** as much as possible until mastery is acheived
What should inform your instruction? **** assessments
Name three important things to consider when choosing a seating arrangement. **** 1.
visibility of students
2. movement by the teacher
3. space for isolation
, 4. students should always be in front of the teacher
5. utilize a second teacher's desk in the room
6. considers the distance between students
what is fostered when students are seated close together or in groups? **** interaction
between students
when should you prepare class rules and their consequences? **** BEFORE school
begins
Name some ways to create a positive learning environment. **** 1. greet students at
the door
2. display examples of student work
3. make the classroom feel open, welcoming, and caring
Definition= The learning and practice of teaching **** Pedagogy
Lessons are intended for the _________________ of the audience, not for the
____________________ of the teacher. **** benefit
convenience
What are the steps of the Learning Cycle based on Piaget's learning theory? **** 1.
exploration
2. concept introduction
3. concept application
In Piaget's learning cycle, exploration is what? **** the beginning of instruction
addresses the concrete level of thinking- lower order thinking skills
teacher's job is to replace misconceptions with correct knowledge
When beginning a lesson, you should provide... **** a context for the material
In Piaget's learning cycle, concept introduction is... **** the teaching stage
the guided discovery stage- students are constructing meaning based on the teacher's
lessons
In Piaget's learning cycle, concept application is... **** where students apply what they
have learned to new situations
students formulate a new idea or understanding
should lead directly into the exploration stage of the next curricular concept
The highest level in Bloom's Taxonomy. Includes verbs such as: assess, create,
compare, solve, judge, recommend, rate, relate, criticize, evaluate, summarize,
appraise. **** Evaluate
The second highest level in Bloom's Taxonomy. Includes verbs such as design,
compose, invent, hypothesize, develop, construct, produce, plan, create, organize. ****
Synthesis
A middle level in Bloom's Taxonomy. Includes verbs such as compare, analyze,
classify, distinguish, categorize, differentiate, infer, survey, select, prioritize. ****
Analysis
A middle level in Bloom's Taxonomy. Includes verbs such as organize, generalize,
prepare, produce, choose, apply, solve, draw, show, paint. **** Application
a lower level in Bloom's Taxonomy. Includes verbs such as match, restate, paraphrase,
give examples, express, illustrate, explain, defend, distinguish, summarize, interpret,
interrelate. **** comprehension
The lowest level in Bloom's Taxonomy. Includes verbs such as select, list, name, define,
describe, memorize, label, identify, recite, state, recognize. **** knowledge
Curricular standards communicate what? **** what, when, and how to teach
what lesson plans are designed to meet or achieve **** standards
the most important educational document **** the lesson plan
what does curriculum contain? **** objectives, sample lessons, assessments,
procedures, materials/equipment needed, activities, samples of student work
what the student is supposed to learn **** objective
methods of determining effectiveness of the lessons **** assessments
What was the purpose of No Child Left Behind and the Every Student Succeeds Act?
**** to create a standardized curriculum for each subject area
what is curriculum? **** what the students are supposed to learn as a result of a
specific educational sequence of events
,anchor papers **** the reference for all other work; what is expected by students
Who can help translate curriculum? **** administrators and content specialists
order the steps of instruction: re-design, teach, repeat, review, give assessment, write
assessment, identify time limit of unit, evaluate instruction, review for assessment ****
1. identify time limit of unit
2. write assessment
3. teach
4. review for assessment
5. give assessment
6. evaluate instruction
7. re-design
8. repeat
Objectives should be specific enough that they can be used as ____________
questions. **** Exam
Lesson Objectives: what the students will ___________________ by the end of the
lesson. **** accomplish
Agenda Items: what the class will ___________ to meet the lesson objectives. **** do
Pacing of material is dependant upon 3 things **** 1. nature of students
2. nature of material
3. goals of the teacher
periodic measuring devices that indicate student growth and also verify successful
lessons **** assessments
should you schedule assessments based on the calendar date or the progress of the
class? **** based on progress of the class
Who do you need to know before you begin planning lessons? **** your students
who can help you get to know your students? **** prior teachers, counselors,
administrators, other colleagues
How much repetition is enough? **** as much as possible until mastery is acheived
What should inform your instruction? **** assessments
Name three important things to consider when choosing a seating arrangement. **** 1.
visibility of students
2. movement by the teacher
3. space for isolation
, 4. students should always be in front of the teacher
5. utilize a second teacher's desk in the room
6. considers the distance between students
what is fostered when students are seated close together or in groups? **** interaction
between students
when should you prepare class rules and their consequences? **** BEFORE school
begins
Name some ways to create a positive learning environment. **** 1. greet students at
the door
2. display examples of student work
3. make the classroom feel open, welcoming, and caring
Definition= The learning and practice of teaching **** Pedagogy
Lessons are intended for the _________________ of the audience, not for the
____________________ of the teacher. **** benefit
convenience
What are the steps of the Learning Cycle based on Piaget's learning theory? **** 1.
exploration
2. concept introduction
3. concept application
In Piaget's learning cycle, exploration is what? **** the beginning of instruction
addresses the concrete level of thinking- lower order thinking skills
teacher's job is to replace misconceptions with correct knowledge
When beginning a lesson, you should provide... **** a context for the material
In Piaget's learning cycle, concept introduction is... **** the teaching stage
the guided discovery stage- students are constructing meaning based on the teacher's
lessons
In Piaget's learning cycle, concept application is... **** where students apply what they
have learned to new situations
students formulate a new idea or understanding
should lead directly into the exploration stage of the next curricular concept
