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PPR > PPR Questions > Flashcards

PPR Questions Flashcards

1
Q

What is better to increase academics, after school tutorials for students underperforming STAAR or new instruction for students missing reading objectives

A

New instruction for students missing reading objectives

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2
Q

What would be a STAAR violation, providing students with scratch paper in math or erasing stray marks on their answer key

A

Erasing stray marks

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3
Q

What is better data to show achievement to administrator, a verbal explanation of activities related to a certain goal or a data chart with pre and post test results for a goal

A

verbal explanation of activities

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4
Q

When should parents be called: A) Johnny copied someone’s homework
B) Johnny hasn’t turned in homework for several days

A

A) Copied

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5
Q

What should happen for a student with a feeding tube
A) Contact district special education
B) Redistribute personel in house

A

A) Contact district sped director

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6
Q

What would best help teacher self assess their own ability A) Create an item analysis chart on learning objectives for last exam
B) Have fellow teacher observe and provide feedback

A

A)Create an item analysis chart on learning objectives for last exam

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7
Q

Which is not required for Continuing Professional Education (CPE) hours A) Short summary of how training will be utilized B) Name of the provider and ID number

A

A), how it will be utilized

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8
Q

Which one IS part of the appraisal process A) goal setting process is completed at the end of the year
b) goal setting is updated is updated by the teacher throughout the year

A

b) goal setting is updated is updated by the teacher throughout the year

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9
Q

What IS part of T-TESS appraisal A)Notification of if teacher is getting a renew contract
B) Examining evidence of student performance

A

B) Examining evidence of student performance

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10
Q

What Should you assume about first generation immigrants
A) Their parents are not educated and literate in native language
B) Many of their parents will assist in any way needed

A

B) Many of their parents will assist in any way needed

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11
Q

What IS allowed by FERPA
A) can check records if they are under 18 but are in postsecondary school
B) at age 18, student has same rights to educational records as parents

A

B) at age 18, student has same rights to educational records as parents

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12
Q

What information isn’t required to transfer to high school? A) Report cards B) Disciplinary Records

A

B) Disciplinary records

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13
Q

Which of the following are transferred from middle school to high school
A) IEPS
B) Medical records

A

Both

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14
Q

What training is best for classroom climate A) Assertive discipline B) Active Participation

A

A) Assertive Discipline

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15
Q

Does the SBOE establish graduation requirements

A

Yes

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16
Q

Does SBOE establish curriculum

A

yes

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17
Q

Which does SBOE not do A) Hold Election for SBOE chairman B) Approve or deny charter school applications

A

A) Hold election

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18
Q

For non english speaking parents, should you learn their _____ and send them _____

A

culture/language; english acclimation resources

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19
Q

What would provide the parent with best information
A) Teacher led individual conference
B) Student led individual conference

A

B) Student led

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20
Q

What is not a responsibility of SPED teacher A) Grade the assignments of Gened teacher B) Share Medical issues with teachers

A

A) Grade gened teacher assignments

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21
Q

Which is not taken into consideration for Manifest Determination Review for possible banishment to alternative learning location
A) Will the students receive needed services at alternate
B) Did the misbehavior result in injury

A

A) ) Will the students receive needed services at alternate

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22
Q

What is the best way to raise district scores A) Volunteer to serve on a district preparation team B) Approach the English department chair for integrated curriculum

A

A) Volunteer to serve on a district prep team

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23
Q

You can’t get 150 CPE units from A) Mentoring another educator, as long as it doesn’t exceed 50% of total 150 B) Teaching CPE activities

A

A) Mentoring

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24
Q

You can get 150 CPE as long as it doesn’t exceed ___ %

A

30

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25
Q

How should the 6th grade teacher respond to an author coming to school A) Extent writing unit and have a discussion on the author B) Extend writing and have students write paper on author

A

A) Extent writing unit and have a discussion on the author

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26
Q

What should the teacher take into account when speaking and writing the class A) students age, interest, and backgrounds) B) students backgrounds, race and economic status

A

A) students age, interest, and backgrounds

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27
Q

Activating background knowledge is important for english learners because A) English learners are eager to share their prior learning with others and should be encouraged to do so. B)Students from other countries have different cultural and academic backgrounds that may not be relevant to the learning process.

A

B) Students from other countries have different cultural and academic backgrounds that may not be relevant to the learning process.

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28
Q

What provides most immediate and specific feedback A) Class discussion after essay
B) Peer editing of essay

A

B) Peer editing of essay

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29
Q

What should you do if students are confused at the end of the unit A) Adjust the instructional time to reteach after all students demonstrate understanding B) Postpone exam, pretest and provide tutoring

A

B) Postpone exam, pretest and provide tutoring to those in need

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30
Q

Which of the following questioning techniques would foster higher level thinking and supportive interaction within the classroom? A) Q matrix B) Pair-share C) Circuit

A

Pair share

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31
Q

What can really speed up learning to read

A) Have someone real aloud to them B) Phonemic awareness C) Know the alphabet

A

Have someone real aloud to them

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32
Q

Which statement is true A) IDEA doesn’t define each eligible disability B) Emotional disturbances are not covered by IDEA

A

A) IDEA doesn’t define each eligible disability

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33
Q

Which strategy is best for diverse learners A) Pair Share B) Circuit learning

A

A) Pair share

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34
Q

12 year olds are at what stage of development

A

formal operational

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35
Q

The formal operational stage is from age ____ to adulthood

A

11

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36
Q

______ ELL students may not seek clarification in English when failing to comprehend the English they hear

A

beginning

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37
Q

Beginning English language learners have ____ ability to understand spoken english in academic and social settings

A

little or none

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38
Q

____ ELLs have the ability to understand simple, high frequency spoken english used in routine academic and social settings

A

intermediate

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39
Q

____ often identify key words and phrases to understand general meaning

A

intermediate

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40
Q

_____ ELL students understand simple directions but need extensive support/adaptation for unfamiliar topics

A

Intermediate

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41
Q

____ ELLs have the ability to understand grade-level english in academic and social settings with second language acquisition support

A

advanced

42
Q

_____ ELLS have the ability to understand grade-level english with minimal support

A

advanced high

43
Q

____ ELL are at nearly comparable level to native speakers

A

advanced high

44
Q

______ rarely require the speaker to slow down

A

advanced high

45
Q

____ ELLS have the ability to speak in a simple manner

A

Intermediate

46
Q

___ ELLS have the ability to use grade- appropriate English with second language acquisition support

A

advanced

47
Q

___ ELLS have the ability to speak using grade appropriate Engliksh with minimal support

A

advanced

48
Q

____ ELLS use pronounciation that can be understood by people used to interacting with ELLs

A

intermediate

49
Q

___ ELLs may mispronounce words but they can be understood by people unfamiliar with interacting with ELLS

A

advanced

50
Q

k-1 Beginning ELLS understand little from reading unless they read in ____ ___, use words they ___, and have ___ supports

A

short chunks, know, visual

51
Q

k-1 _____ ELLs have limited ability to use the english language to build foundational reading skills

A

intermediate

52
Q

k-1 _____ ELLs have the ability to use the english language to build foundational reading skills with second language acquisition support

A

advanced

53
Q

___ ELLs can write grade appropriately in a limited way

A

Intermediate

54
Q

piaget: How long is sensorimotor stage?

A

from birth to 24 months

55
Q

piaget: How long is preoperational stage?

A

2-7 years old

56
Q

piaget: How long is the concrete operational stage?

A

7-11 years

57
Q

piaget: How long is the formal operational stage?

A

12- adulthood

58
Q

traits of sensorimotor stage

A

motor activity without symbols, all things learned based on trial and error

59
Q

traits of preoperational stage

A

development of language, memory, and imagination

60
Q

traits of concrete operational stage

A

logical manipulation of symbols, less egocentric, more aware of outside wolrd

61
Q

traits of formal operational stage

A

use of symbols to relate to abstract concepts and relationships, able to make hypotheses and grasp abstract concepts and relationships

62
Q

cognitive structure/patterns to guide behavior and information

A

schemes

63
Q

Goal of sensorimor stage

A

object permanence

64
Q

Goal of preoperational stage

A

symbolic thought

65
Q

Goal of concrete operational stage

A

operational thought

66
Q

Goal of formal operational stage

A

abstract concepts

67
Q

Vygotsky’s theory emphasizes __ and __ interaction

A

culture, social

68
Q

Vygotsk’ys elemental mental functions

A

attention, sensation, perception, and memeory

69
Q

Vygotsky believed a child in the zone of proximal development of a task just needs some ___ to achieve the task

A

help

70
Q

According to Piaget’s theory of moral development, the younger stage when children think rules are unchangeable and that breaking rules leads to punishment.

A

Heteronomous Morality

71
Q

According to Piaget’s theory of moral development, the older stage when children understand that rules are created and that punishments are not automatic.

A

Autonomous Morality

72
Q

Stages 1 and 2 of Kohlberg’s model of moral reasoning in which children make moral decisions in their own interests to avoid punishments. Safety is the main consideration.

A

Preconventional Level stage 1 and obedience orientation stage 2

73
Q

Stages 3 and 4 of Kohlberg’s model of moral reasoning during which children make moral decisions in consideration of others. Fairness is the main consideration.

A

Conventional Level of Morality

74
Q

Stage 5 and 6 of kholbergs mdel

A

Social contract orientation 5 and 6 universal ethical principle

75
Q

Least restrictive environment is a stipulation of

A

Individual with Disabilities Education Act

76
Q

An Individual Education Program is developed by an

A

ARD committee (admission, review and dismissal)

77
Q

Howard Gardner is known for his theory of

A

multiple intelligence

78
Q

Gardners intelligences included

A
  1. interpersonal 2. intrapersonal 3. musical; linguistic 4. spatial 5. logical mathematical 6. bodily-kinesthetic 7. linguistic 8. naturalist
79
Q

optimal wait time

A

3 secons

80
Q

A technique in which information or skills to be learned are repeated at intervals over a period of time or intermittently.

A

Distributed Practice

81
Q

A technique in which information or skills to be learned are repeated often over a concentrated period of time.

A

Massed Practice

82
Q

The process of repeatedly associating a previously neutral stimulus with an unconditioned stimulus in order to create a conditioned response. (example: raise your arm in the air and the group gets quiet or ring a bell and the students change groups)

A

Classical Conditioning

83
Q

The use of positive or negative consequences to control the occurrence of behavior. (example: awarding points for reading)

A

Operant Conditioning

84
Q

Cambourne’s Conditions for Learning

A

Characteristics of the environment that support learning. 1. Immersion 2. Demonstration 3. Expectation 4. Responsibility 5. Employment 6. Approximation 7. Engagement

85
Q

Authentic Assessment

A

Demonstrating learning or a specific skill by constructing a product or solving a problem that could be generated from a real-life situation.

86
Q

Primacy Effect

A

The tendency for learners to remember items at the beginning of a list more easily than other items; remembering information at the beginning of a text or lesson.

87
Q

Metacognition

A

Knowledge about one’s own learning or about how to learn; thinking about thinking.

88
Q

One’s perception of oneself; how one feels about self.

A

Self-Concept

89
Q

The belief that one is capable of accomplishing something.

A

Self-Efficacy

90
Q

Postconventional Level of Morality

A

Stages 5 and 6 of Kohlberg’s model of moral reasoning in which students define their own values in terms of ethical principles. Ethical behavior is a decision of conscience according to self-chosen principles and laws can be changed for the good of society.

91
Q

takes place after the learning has been completed; provides information and feedback that sums up the teaching and learning process

A

summative assessment

92
Q

provides feedback and information during the instructional process while learning is taking place; measures student progress and effectiveness of instruction

A

formative assessment

93
Q

a component of an IEP it is developed for students with special behavior problems and identifies the strategies and steps school personnel will use with the student to address the behavior

A

behavior intervention plan

94
Q

One of the processes that helps create equilibrium. According to Piaget, the process by which existing mental structures (schemas) and behaviors are modified to adapt to new experiences

A

Accommodation

95
Q

According to Piaget, the process by which new ideas and experiences are absorbed and incorporated into existing mental structures and behaviors

A

Assimilation

96
Q

belief that children are not passive in the learning process; each learner constantly and actively seeks information and meshes old knowledge with new to make it meaningful in building or constructing his or her knowledge.

A

Constructivist Theories

97
Q

ability to arrange objects in an orderly fashion (in a series) using a quantitive dimension (size, for example)

A

Seriation

98
Q

encoding

A

the process of moving information into long-term memory

99
Q

learners who are more global or big picture oriented, extrinsically motivated and more socially oriented

A

field dependent

100
Q

learners who are more local or detail oriented, analytical, intrinsically motivated, and less socially oriented

A

field independent

PPR (2 decks)

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