1 / 21

PRAXIS PLT Principles of Learning and Teaching (PLT) Test Taking Strategies

PRAXIS PLT Principles of Learning and Teaching (PLT) Test Taking Strategies. 1/29/2009. 1/29/2009. 1/29/2009. 1/29/2009. 1/29/2009. 1/29/2009. 1/29/2009. 1/29/2009. 1/29/2009. 1/29/2009. 1/29/2009. 1/29/2009. 1/29/2009. 1/29/2009. 1/29/2009. 1/29/2009. 1/29/2009. 1/29/2009.

lindsay
Download Presentation

PRAXIS PLT Principles of Learning and Teaching (PLT) Test Taking Strategies

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. PRAXIS PLTPrinciples of Learning and Teaching (PLT) Test Taking Strategies 1/29/2009 1/29/2009 1/29/2009 1/29/2009 1/29/2009 1/29/2009 1/29/2009 1/29/2009 1/29/2009 1/29/2009 1/29/2009 1/29/2009 1/29/2009 1/29/2009 1/29/2009 1/29/2009 1/29/2009 1/29/2009 1/29/2009 1/29/2009

  2. Principles of Learning & TeachingK/6=#0622=160 cut score 7/12=#0624=157 cut score 1/29/2009 1/29/2009 1/29/2009 1/29/2009 1/29/2009 1/29/2009 1/29/2009 1/29/2009 1/29/2009 1/29/2009 1/29/2009 1/29/2009 1/29/2009 1/29/2009 1/29/2009 1/29/2009 1/29/2009 1/29/2009 1/29/2009 1/29/2009 -Test Session #1 or #2 -Test Format -Multiple Choice Items -24 questions -Stand-alone MC ?s -Passage with several MC ?s -Constructed Response Items -Four case histories or case studies -3 constructed response questions for each -12 one-page essays

  3. Test Question Strands 1/29/2009 1/29/2009 1/29/2009 1/29/2009 1/29/2009 1/29/2009 1/29/2009 1/29/2009 1/29/2009 1/29/2009 1/29/2009 1/29/2009 1/29/2009 1/29/2009 1/29/2009 1/29/2009 1/29/2009 1/29/2009 1/29/2009 1/29/2009 -Students as Learners 33% (MC 11% & CR 22%) Student Development and Learning Process Students as Diverse Learners Student Motivation and the Learning Environment -Instruction & Assessment 33% (MC 11% & CR 22%) Instructional Strategies Planning Instruction Assessment Strategies -Communication Techniques 11% (MC 0% & CR 11%) Effective Verbal & Nonverbal Communication Cultural and Gender Differences Stimulating Discussion & Responses in the Classroom -Teacher Professionalism 22% (MC 11% & CR 11%) The Reflection Practitioner The Larger Community

  4. Students as Learners Piaget his stages and their implications for teachers   Vygotsky zone of proximal development, scaffolding Erikson stages and their implications for each level of school-age children Albert Bandura social cognitive theory and observational learning Abraham Maslow hierarchy of needs (motivation) Kohlberg stages and their implications for each level of school-age children 1/29/2009 1/29/2009 1/29/2009 1/29/2009 1/29/2009 1/29/2009 -Refer to theoretical points as you discuss specific strategies or actions. -Refer to theorists as you discuss specific strategies or actions. -Incorporate theories into your answers as appropriate. -Consider and integrate ethnicity and race with respect to actions. -Consider gender with respect to actions. -Consider learning abilities and disabilities with respect to actions. -Consider primary language with respect to actions. 1/29/2009

  5. Instruction and Assessment 1/29/2009 1/29/2009 1/29/2009 1/29/2009 1/29/2009 1/29/2009 -Write parts of and analyze unit and lesson plans -Write learning objectives -Create assessments, rubrics, and analyze them -Create instructional strategies and tell how and when you might use them -Explain how and when you might modify instruction for students -Explain how you would motivate students in certain situations -Explain how you will make goals and procedures clear to students -Explain how you will make content comprehensible to students -Explain how you will monitor students' understanding of content -Demonstrate how you would use instructional time wisely -Explain how you will extend student thinking 1/29/2009

  6. Communication Techniques 1/29/2009 1/29/2009 1/29/2009 1/29/2009 1/29/2009 1/29/2009 -Communicate expectations to students -Demonstrate effective verbal and nonverbal communication -Demonstrate cultural and gender differences in communication -Stimulate discussion and responses in the classroom -Communicate effectively with parents, colleagues, and administrators -Recognize and  comprehend different forms of communication 1/29/2009

  7. Teacher Professionalism 1/29/2009 1/29/2009 1/29/2009 1/29/2009 1/29/2009 1/29/2009 -Reflect on actions, situations, and strategies and their implications -Consider how you might do something differently next time -Consider the larger community (parents, colleagues, etc.) 1/29/2009

  8. Time Management Strategies 1/29/2009 1/29/2009 1/29/2009 1/29/2009 1/29/2009 1/29/2009 1/29/2009 1/29/2009 1/29/2009 1/29/2009 1/29/2009 1/29/2009 1/29/2009 1/29/2009 1/29/2009 1/29/2009 1/29/2009 1/29/2009 1/29/2009 1/29/2009 -Two Hour Test=120 minutes total -Spend about 25 minutes on each case history=100 minutes total -About 5 to 6 minutes to read and study the case history and questions -About 6 to 7 minutes to write each response (total of 3 responses per item) -Spend about 20 minutes on MC=20 minutes total -Less than 1 minute per question

  9. MULTIPLE CHOICE ITEMS 1/29/2009 1/29/2009 1/29/2009 1/29/2009 1/29/2009 1/29/2009 1/29/2009 1/29/2009 1/29/2009 1/29/2009 1/29/2009 1/29/2009 1/29/2009 A problem (stem) in the form of a question or an incomplete statement List of suggested solutions (alternatives) containing one correct or best alternative (answer) A number of incorrect or inferior alternatives (distractors) 1/29/2009

  10. STAND ALONE MC 1/29/2009 1/29/2009 1/29/2009 1/29/2009 1/29/2009 1/29/2009 1/29/2009 1/29/2009 1/29/2009 1/29/2009 1/29/2009 1/29/2009 1/29/2009 1/29/2009 1/29/2009 1/29/2009 1/29/2009 1/29/2009 1/29/2009 1/29/2009 Which of the following is something that should almost always be discussed with students when they are given a type of assignment that may be new to them? (A) Whether the students will be tested on the material covered in the assignment (B) Whether the assignment will be graded according to the same criteria as other assignments with which the students are familiar (C) What the students can expect to learn from doing the assignment (D) What kind of prior experience the teacher has had with this type of assignment

  11. PASSAGE WITH SEVERAL MC QUESTIONS 1/29/2009 1/29/2009 1/29/2009 1/29/2009 1/29/2009 1/29/2009 1/29/2009 1/29/2009 1/29/2009 1/29/2009 1/29/2009 1/29/2009 The following passages are taken from a debate about the advantages and disadvantages of a constructivist approach to teaching. Why constructivist approaches are effective The point of constructivist instruction is to have students reflect on their questions about new concepts in order to uncover their misconceptions. If a student cannot reason out the answer, this indicates a conceptual problem that the teacher needs to address. It takes more than content related professional expertise to be a guide on the side in this process. Constructivist teaching focuses not on what the teacher knows, but on what and how the student learns. Expertise is focused on teaching students how to derive answers, not on giving them the answers. This means that a constructivist approach to teaching must respond to multiple different learning methods and use multiple approaches to content. It is a myth that constructivist teaching never requires students to memorize, to drill, to listen to a teacher explain, or to watch a teacher model problem-solving of various kinds. What constructivist approaches take advantage of is a basic truth about human cognition: we all make sense of new information in terms of what we already know or think we know. And each of us must process new information in our own context and experience to make it part of what we really know. Why constructivist approaches are misguided The theory of constructivism is appealing for a variety of reasons, especially for its emphasis on direct student engagement in learning. However, as they are implemented, constructivist approaches to teaching often treat memorization, direct instruction, or even open expression of teacher expertise as forbidden. This demotion of the teacher to some sort of friendly facilitator is dangerous, especially in an era in which there is an unprecedented number of teachers teaching out of their fields of expertise. The focus of attention needs to be on how much teachers know about the content being taught. Students need someone to lead them through the quagmire of propaganda and misinformation that they confront daily. Students need a teacher who loves the subject and has enough knowledge to act as an intellectual authority when a little direction is needed. Students need a teacher who does not settle for minimal effort but encourages original thinking and provides substantive intellectual challenge. 1/29/2009

  12. Questions related to passage DO NOT LEAVE MC BLANK 1/29/2009 1/29/2009 1/29/2009 1/29/2009 1/29/2009 1/29/2009 1/29/2009 1/29/2009 1/29/2009 1/29/2009 1/29/2009 1/29/2009 9. The first passage suggests that reflection on which of the following after a lesson is an essential element in constructivist teaching? (A) The extent to which the teachers knowledge of the content of the lesson was adequate to meet students curiosity about the topic B) The differences between what actually took place and what the teacher planned (C) The variety of misconceptions and barriers to understanding revealed by students responses to the lesson (D) The range of cognitive processes activated by the activities included in the lesson design and implementation 10. The author of the second passage would regard which of the following teacher behaviors as essential for supporting student learning? (A) Avoiding lecture and memorization (B) Allowing students to figure out complex problems without the teachers intervention (C) Emphasizing process rather than content knowledge (D) Directly guiding students thinking on particular topics 1/29/2009

  13. Constructed Response Items • All CR Items ask for • -2 strengths, • -2 approaches, • -2 strategies, • -2 actions, • -2 reasons, • -2 weaknesses, • -2 suggestions, etc. 1/29/2009 1/29/2009 1/29/2009 1/29/2009 1/29/2009 1/29/2009 1/29/2009 1/29/2009 1/29/2009 1/29/2009 1/29/2009 1/29/2009 These questions require you to construct a response rather than select the correct answer from a list; thus, these questions count for more points toward your score. The constructed response questions require you to demonstrate an awareness of curriculum and pedagogical issues and assess your ability to explain material and key concepts in your own words. 1/29/2009

  14. CONSTRUCTED RESPONSE TIPS 1/29/2009 1/29/2009 1/29/2009 1/29/2009 1/29/2009 1/29/2009 1/29/2009 1/29/2009 1/29/2009 1/29/2009 1/29/2009 1/29/2009 --Before reading each of the case studies, briefly review the questions that accompany them to focus your reading. --While reading, underline information that will help you construct a response so that your answer will be well structured. --Scorers are looking for answers that address the question, are logical and concise, and indicate an understanding of the subject. --Be sure to respond to all parts of the question. --Restate the question in your introductory sentence to maintain focus and receive a point. --Respond to the prompt, do not change the question or challenge the basis of it. 1/29/2009

  15. Tips continued 1/29/2009 1/29/2009 1/29/2009 1/29/2009 1/29/2009 1/29/2009 1/29/2009 1/29/2009 1/29/2009 1/29/2009 1/29/2009 1/29/2009 --Legible writing will make your response more welcoming to the grader; however, spelling and grammar do not count. --You may use bulleted sentences to delineate specific points for the grader instead of writing in paragraph form. --Answer ALL parts of the question and support your answer with details. --Be specific, vague answers lose points. --Know what the question is asking you to do, describe, compare, contrast, etc. --Underline the words in the prompt that indicate what it is you are to do in your response --Make an outline for your answer to be sure to include all the parts you are to respond to, refer back to the prompt. 1/29/2009

  16. Suggested Constructed Response Answer Format 1/29/2009 1/29/2009 1/29/2009 1/29/2009 1/29/2009 1/29/2009 1/29/2009 1/29/2009 1/29/2009 1/29/2009 1/29/2009 1/29/2009 1/29/2009 1/29/2009 1/29/2009 1/29/2009 1/29/2009 1/29/2009 1/29/2009 1/29/2009 -Restate the question as an introduction to keep focused: Mr. Smiths classroom management approach would be more effective if he employed alternative measures. -Idea #1 with rationale One strategy that Mr. Smith could use to improve his classroom management approach would be __________. This strategy etc. -Idea #2 with rationale Another strategy that Mr. Smith could use to improve his classroom management approach would be __________. This strategy etc. -Have a concluding sentence Mr. Smiths approach to classroom management would be more effective etc.

  17. Constructed Response Scoring System 1/29/2009 1/29/2009 1/29/2009 1/29/2009 1/29/2009 1/29/2009 1/29/2009 1/29/2009 1/29/2009 1/29/2009 1/29/2009 1/29/2009 1/29/2009 1/29/2009 1/29/2009 1/29/2009 1/29/2009 1/29/2009 1/29/2009 1/29/2009 -You are not expectedto cite specific theories or texts in your answers -Test readers are trained to evaluate responses and are provided with model answers constructed by experts -Responses will be evaluated with respect to professionally accepted or best practice principles of teaching and learning Score of 2=response contains appropriate answers to ALL parts of the question Score of 1=response contains appropriate answers to ONLY part of the question Score of 0=response contains NO appropriate answers to any part of the question NO CREDIT GIVEN FOR BLANK OR OFF-TOPIC RESPONSES

  18. Important Concepts 1/29/2009 1/29/2009 1/29/2009 1/29/2009 1/29/2009 1/29/2009 -Constructivism -Multiple Intelligences -Metacognition -Alternative Assessments -Bloom's Taxonomy -Differentiated Instruction -Readiness -Inclusion -Schemata -Least Restrictive Environment (LRE) -Transfer -Modifications and Accommodations -Zone of Proximal Development (ZPD) -Learning Disabilities -Learning Styles -Scaffolding 1/29/2009

  19. Best Practice 1/29/2009 1/29/2009 1/29/2009 1/29/2009 1/29/2009 1/29/2009 1/29/2009 1/29/2009 1/29/2009 1/29/2009 1/29/2009 1/29/2009 1/29/2009 1/29/2009 1/29/2009 1/29/2009 1/29/2009 1/29/2009 1/29/2009 1/29/2009 --Coherence (assessment should match instruction; linking activities to assessments, instruction, & activities; assessments should align with objectives, etc.) --Role of prior knowledge --Rubrics to inform students of assessment criteria --Using varied assessments --Establishing routines & expectations --Use low level interventions --Engage students in establishing expectations

  20. Best Practice continued 1/29/2009 1/29/2009 1/29/2009 1/29/2009 1/29/2009 1/29/2009 1/29/2009 1/29/2009 1/29/2009 1/29/2009 1/29/2009 1/29/2009 --Cooperative learning (having roles, individual accountability, clarifying expectations, jigsaw approach, etc.) --Characteristics of adolescents (social, melodramatic, rambunctious, attention seeking, feel misunderstood by adults, etc.) --Differentiating instruction for individual students with resources, assignments, etc. --Using a variety of resources --Employ strategies to scaffold student learning for before, during, and after within an instructional framework 1/29/2009

  21. Test Preparation Resources 1/29/2009 1/29/2009 1/29/2009 1/29/2009 1/29/2009 1/29/2009 1/29/2009 1/29/2009 1/29/2009 1/29/2009 1/29/2009 1/29/2009 1/29/2009 1/29/2009 1/29/2009 1/29/2009 1/29/2009 1/29/2009 1/29/2009 1/29/2009 -Test prep resources: -ED DEPT PRAXIS PREP WEBSITE & PLT MC Practice Tests -Check out study guides from the library or purchase your own -Talk to students who have taken the test -Form a study group -Apply basic principles of test taking -Do not wait until the last minute to prepare

More Related