Secondary TExES Review
Dr. Michael Radloff
Agenda
1.
2.
3.
4.
5.
6.
7.
8.
9.
Test formats
Test commonalities and uniqueness
Question strategies
Marzano’s Essential Nine
Classroom Management
Piaget’s Stages of Cognitive Development
Bloom’s Taxonomy
Anticipation Guides
Reflection
Agenda
10. Reflection
11. Activating Prior Knowledge
12. TEKS
13. Active Engagement
14. “always” and “primarily”
15. Modeling
16. ESL
17. Software and Technology
18. Assessment
19. Guide practices
Secondary Content Test Format
(131) English Language Arts and Reading (8-12)
(132) Social Studies (8-12)
(135) Mathematics (8-12)
(136) Science (8-12)
(137) Physical Science (8-12)
Common to all Tests
Scored 100-300 with minimum passing score
of 240
Tested content is broken down into Domains
Test based on Competency Statements unique
to the content area
“Scorable” and “Nonscorable” multiple-choice
questions
Four answer choices on multiple-choice
questions
Common to all Tests
Expected to demonstrate more than factual
knowledge
Asked to think critically about the information
presented
You may see “single items” and “clustered
items” test questions
Single Item Questions
Clustered Item Questions
(131) English Language Arts & Reading
Domains I-IV
Competencies 001-011
90 multiple-choice questions
80 “scorable” questions
10 “nonscorable” questions
One “structured response” question
Scored on a 4-point scale
Significant number of pedagogy-related
questions and content knowledge questions
(132) Social Studies
 Domains I-VI
 Competencies 001-023
 130 multiple-choice questions
120 “scorable” questions
10 “nonscorable” questions
 Overwhelming majority of questions deal with
knowledge of content and not very much with
pedagogy-related areas
 Pedagogy-related areas we cover today will help
you on the TExES PPR test a great deal
(135) Mathematics
Domains I-VI
Competencies 001-021
90 multiple-choice questions
80 “scorable” questions
10 “nonscorable” questions
You must bring a calculator if you want to use
one (Only models listed in the TExES
registration bulletin)
(135) Mathematics
A set of definitions and formulas is provided in
the test booklet
Overwhelming majority of questions deal with
knowledge of content and not very much with
pedagogy-related areas
Pedagogy-related areas we cover today will
help you on the TExES PPR test a great deal
(136) Science
Domains I-X
Competencies 001-047
130 multiple-choice questions
120 “scorable” questions
10 “nonscorable” questions
Scientific calculators will be available at the
testing site (see admission ticket for info)
A set of physical constants and definitions is
provided in the test booklet
(135) Science
Periodic Table of Elements is provided in your
test booklet
Overwhelming majority of questions deal with
knowledge of content and not very much with
pedagogy-related areas
Pedagogy-related areas we cover today will
help you on the TExES PPR test a great deal
(137) Physical Science
Domains I-IV
Competencies 001-022
90 multiple-choice questions
80 “scorable” questions
10 “nonscorable” questions
Scientific calculators will be available at the
testing site (see admission ticket for info)
A set of physical constants and definitions is
provided in the test booklet
(137) Physical Science
Periodic Table of Elements is provided in your
test booklet
Overwhelming majority of questions deal with
knowledge of content and not very much with
pedagogy-related areas
Pedagogy-related areas we cover today will
help you on the TExES PPR test a great deal
Question Strategies
One “Best” answer choice
Two (maybe 3) possible correct answers – but
not the “Best” answer
Don’t be fooled
Question Strategies
Make sure your answer specifically answers
what the question is asking
Question Strategies
Most likely
Best
Question Strategies
Most likely
Best
“…described below would best…”
“…best illustrates the…”
“…most likely to benefit…”
“The teacher could best address this…”
“…primarily by…”
Question Strategies
“…is best exemplified by…”
“Which of the following approaches would best
promote…”
“Which of the following is the most likely
reason…”
“Which of the following would best address this
goal?”
Guided Practice #1
Work on Questions 1-10 in your practice test.
Stop when you have completed the
questions, and I will be walking around to
assist you.
Marzano’s Essential Nine
Classroom Instruction that Works: ResearchBased Strategies for Improving Student
Achievement
Dr. Robert J. Marzano
Debra J. Pickering
Jane E. Pollock
Marzano’s Essential Nine
Having a base knowledge of the Essential Nine
will help you in selecting correct answers on
your test.
Marzano’s Essential Nine
1.
2.
3.
4.
5.
6.
7.
8.
9.
Identifying Similarities and Differences
Summarizing and Note Taking
Reinforcing Effort and Providing Recognition
Homework and Practice
Nonlinguistic Representations
Cooperative Learning
Setting Objectives and Providing Feedback
Generating and Testing Hypotheses
Cues, Questions, and Advance Organizers
Identifying Similarities and Differences
The ability to break a concept into its similar and dissimilar
characteristics allows students to understand (and often solve)
complex problems by analyzing them in a more simple way.
Teachers can either directly present similarities and differences,
accompanied by deep discussion and inquiry, or simply ask students
to identify similarities and differences on their own. While teacherdirected activities focus on identifying specific items, studentdirected activities encourage variation and broaden understanding,
research shows. Research also notes that graphic forms are a good
way to represent similarities and differences.
Applications:
Use Venn diagrams or charts to compare and classify items.
Engage students in comparing, classifying, and creating
metaphors and analogies.
From “Getting Acquainted with the Essential Nine” by Laura Varlas (ASCD Curriculum Update, Winter 2002)
Identifying Similarities and Differences
1. Use Graphic Organizers to Compare/Contrast
2. Classify, Group things into Categories
3. Metaphors: Identify a basic pattern in a topic
& find another topic that appears to be
different but has the same basic pattern
4. Analogies: Identify relationships between
pairs of concepts
Graphic Organizers
Answer choices referring to
Graphic Organizers are not
automatically correct by
themselves; however, they
should get your attention and
respect.
Venn Diagrams
The use of “semantic map” in
the answer choice can be
misleading. Make sure the
answer directly answers the
question.
Similarities and Differences
Guided Practice #2
Work on Questions 11-20 in your practice test.
Stop when you have completed the
questions, and I will be walking around to
assist you.
Summarizing and Note Taking
These skills promote greater comprehension by asking
students to analyze a subject to expose what's
essential and then put it in their own words.
According to research, this requires substituting,
deleting, and keeping some things and having an
awareness of the basic structure of the information
presented.
Applications:
Provide a set of rules for creating a summary.
When summarizing, ask students to question what
is unclear, clarify those questions, and then predict
what will happen next in the text.
From “Getting Acquainted with the Essential Nine” by Laura Varlas (ASCD Curriculum Update, Winter 2002)
Summarizing and Note Taking
Research shows that taking more notes is better than
fewer notes, though verbatim note taking is
ineffective because it does not allow time to process
the information. Teachers should encourage and give
time for review and revision of notes; notes can be
the best study guides for tests.
Applications:
Use teacher-prepared notes.
Stick to a consistent format for notes, although
students can refine the notes as necessary.
From “Getting Acquainted with the Essential Nine” by Laura Varlas (ASCD Curriculum Update, Winter 2002)
Summarizing and Note Taking
1. Determine what is important
2. Delete some information, substitute some
information, and keep some information
3. Analyze the information
4. Paraphrase the information
Reinforcing Effort & Providing Recognition
Effort and recognition speak to the attitudes and beliefs
of students, and teachers must show the connection
between effort and achievement. Research shows
that although not all students realize the importance
of effort, they can learn to change their beliefs to
emphasize effort.
Applications:
Share stories about people who succeeded by not
giving up.
Have students keep a log of their weekly efforts
and achievements, reflect on it periodically, and even
mathematically analyze the data.
From “Getting Acquainted with the Essential Nine” by Laura Varlas (ASCD Curriculum Update, Winter 2002)
Reinforcing Effort & Providing Recognition
According to research, recognition is most effective if it is
contingent on the achievement of a certain standard.
Also, symbolic recognition works better than tangible
rewards.
Applications:
Find ways to personalize recognition. Give awards
for individual accomplishments.
"Pause, Prompt, Praise." If a student is struggling,
pause to discuss the problem, then prompt with
specific suggestions to help her improve. If the
student's performance improves as a result, offer
praise.
From “Getting Acquainted with the Essential Nine” by Laura Varlas (ASCD Curriculum Update, Winter 2002)
Reinforcing Effort & Providing Recognition
1. Personalize Recognition
2. Pause, prompt, and praise
3. Concrete symbolic recognition
Homework and Practice
Homework provides students with the opportunity to extend their
learning outside the classroom. However, research shows that the
amount of homework assigned should vary by grade level and that
parent involvement should be minimal. Teachers should explain
the purpose of homework to both the student and the parent or
guardian, and teachers should try to give feedback on all
homework assigned.
Applications:
Establish a homework policy with advice-such as keeping a
consistent schedule, setting, and time limit-that parents and
students may not have considered.
Tell students if homework is for practice or preparation for
upcoming units.
Maximize the effectiveness of feedback by varying the way it is
delivered.
From “Getting Acquainted with the Essential Nine” by Laura Varlas (ASCD Curriculum Update, Winter 2002)
Homework and Practice
Research shows that students should adapt skills
while they're learning them. Speed and accuracy
are key indicators of the effectiveness of
practice.
Applications:
Assign timed quizzes for homework and have
students report on their speed and accuracy.
Focus practice on difficult concepts and set
aside time to accommodate practice periods.
From “Getting Acquainted with the Essential Nine” by Laura Varlas (ASCD Curriculum Update, Winter 2002)
Homework and Practice
1. Establish and communicate a homework
policy
2. Design homework with a purpose and clear
outcome
3. Vary the way you approach feedback
Homework and Practice
Helping Your Students with Homework
http://www.ed.gov/pubs/HelpingStudents/index.html
Homework Spot
http://www.homeworkspot.com/
Nonlinguistic Representations
According to research, knowledge is stored in two forms:
linguistic and visual. The more students use both
forms in the classroom, the more opportunity they
have to achieve. Recently, use of nonlinguistic
representation has proven to not only stimulate but
also increase brain activity.
Applications:
Incorporate words and images using symbols to
represent relationships.
Use physical models and physical movement to
represent information.
From “Getting Acquainted with the Essential Nine” by Laura Varlas (ASCD Curriculum Update, Winter 2002)
How can you use Nonlinguistic Representations?
1.
2.
3.
4.
Make physical models
Generate Mental Pictures
Draw Pictures
Engage in Kinesthetic Activities
Cooperative Learning
Research shows that organizing students into cooperative
groups yields a positive effect on overall learning. When
applying cooperative learning strategies, keep groups
small and don't overuse this strategy-be systematic and
consistent in your approach.
Applications:
When grouping students, consider a variety of criteria,
such as common experiences or interests.
Vary group sizes and objectives.
Design group work around the core components of
cooperative learning-positive interdependence, group
processing, appropriate use of social skills, face-to-face
interaction, and individual and group accountability.
From “Getting Acquainted with the Essential Nine” by Laura Varlas (ASCD Curriculum Update, Winter 2002)
Cooperative Learning
Yes
1. Heterogeneous Grouping
2. Mixed-Ability Grouping
No
1. Homogeneous Grouping
2. Any grouping with similarities
Cooperative Learning
1. Low-ability students perform worse in
homogeneous groups
2. Heterogeneous groups at least once a week
achieves the best outcomes
3. No better instructional strategy for achieving
such diverse outcomes (time on task,
motivation, transfer of learning, etc.)
Cooperative Learning
Develops:
1. Interpersonal and small group skills (communication,
trust, leadership, decision-making, and conflictresolution)
2. Individual and group accountability
3. Group processing (reflection on the group’s success or
failure)
4. Positive interdependence (sink or swim together)
5. Face-to-face interaction (helping each other learn,
applauding success and efforts)
Guided Practice #3
Work on Questions 21-30 in your practice test.
Stop when you have completed the
questions, and I will be walking around to
assist you.
Setting Objectives and Providing Feedback
Setting objectives can provide students with a direction for
their learning. Goals should not be too specific; they
should be easily adaptable to students' own objectives.
Applications:
Set a core goal for a unit, and then encourage students
to personalize that goal by identifying areas of interest to
them. Questions like "I want to know" and "I want to
know more about . . ." get students thinking about their
interests and actively involved in the goal-setting process.
Use contracts to outline the specific goals that students
must attain and the grade they will receive if they meet
those goals.
From “Getting Acquainted with the Essential Nine” by Laura Varlas (ASCD Curriculum Update, Winter 2002)
Setting Objectives and Providing Feedback
Research shows that feedback generally produces
positive results. Teachers can never give too
much; however, they should manage the form
that feedback takes.
Applications:
Make sure feedback is corrective in nature;
tell students how they did in relation to specific
levels of knowledge. Rubrics are a great way to
do this.
Keep feedback timely and specific.
Encourage students to lead feedback sessions.
From “Getting Acquainted with the Essential Nine” by Laura Varlas (ASCD Curriculum Update, Winter 2002)
Setting Objectives and Providing Feedback
1. Set personal goals for each unit (lesson)
indicating specifically what they want to
learn
2. Contracts allowing students to work at their
own pace and provide more control over
their own learning
3. Learning logs tracking progress and goals
4. Provide some of their own feedback
Generating and Testing Hypotheses
Research shows that a deductive approach (using a
general rule to make a prediction) to this strategy
works best. Whether a hypothesis is induced or
deduced, students should clearly explain their
hypotheses and conclusions.
Applications:
Ask students to predict what would happen if an
aspect of a familiar system, such as the government
or transportation, were changed.
Ask students to build something using limited
resources. This task generates questions and
hypotheses about what may or may not work.
From “Getting Acquainted with the Essential Nine” by Laura Varlas (ASCD Curriculum Update, Winter 2002)
Generating and Testing Hypotheses
Students need a variety of structured tasks to
guide them through generating and testing
hypotheses
1. Systems analysis
2. Problem solving
3. Historical investigation
4. Invention
5. Decision-making
Generating
Hypotheses
Research-based practice of
developing a question to be
investigated
Cues, Questions & Advance Organizers
Cues, questions, and advance organizers help students
use what they already know about a topic to enhance
further learning. Research shows that these tools
should be highly analytical, should focus on what is
important, and are most effective when presented
before a learning experience.
Applications:
Pause briefly after asking a question. Doing so will
increase the depth of your students' answers.
Vary the style of advance organizer used: Tell a
story, skim a text, or create a graphic image. There are
many ways to expose students to information before
they "learn" it.
From “Getting Acquainted with the Essential Nine” by Laura Varlas (ASCD Curriculum Update, Winter 2002)
Classroom Management
The First Days of School: How to be an Effective
Teacher
Dr. Harry K. Wong
Rosemary T. Wong
Classroom Management
Having a knowledge base in effective classroom
management will help you identify correct
answers on your test.
Classroom Management
1.
2.
3.
4.
Procedures and routines
Designing lessons for mastery
Designing lessons for active engagement
Time on task
Piaget’s Developmental Theory
Having a knowledge base in Piaget’s Stages of
Cognitive Development will help you identify
correct answers on your test.
Stages of Cognitive Development
1. Sensorimotor stage (Infancy)
In this period (which has 6 stages), intelligence is
demonstrated through motor activity without the use
of symbols. Knowledge of the world is limited (but
developing) because its based on physical interactions
and experiences.
Children acquire object permanence at about 7 months
of age (memory).
Physical development (mobility) allows the child to begin
developing new intellectual abilities. Some symbolic
(language) abilities are developed at the end of this
stage.
Stages of Cognitive Development
2. Pre-operational stage (Toddler and Early
Childhood)
In this period (which has two sub-stages),
intelligence is demonstrated through the use
of symbols, language use matures, and
memory and imagination are developed, but
thinking is done in a non-logical, nonreversable manner.
Egocentric thinking predominates
Stages of Cognitive Development
3. Concrete operational stage (Elementary and
early adolescence)
In this stage (characterized by 7 types of
conservation: number, length, liquid, mass,
weight, area, volume), intelligence is
demonstrated through logical and systematic
manipulation of symbols related to concrete
objects.
Operational thinking develops (mental actions that
are reversible).
Egocentric thought diminishes.
Stages of Cognitive Development
4. Formal operational stage (Adolescence and
adulthood)
In this stage, intelligence is demonstrated through
the logical use of symbols related to abstract
concepts.
Early in the period there is a return to egocentric
thought.
Only 35% of high school graduates in industrialized
countries obtain formal operations; many people
do not think formally during adulthood.
Guided Practice #4
Work on Questions 31-40 in your practice test.
Stop when you have completed the
questions, and I will be walking around to
assist you.
Bloom’s Taxonomy
Having a knowledge base Bloom’s Taxonomy will
help you identify correct answers on your
test because you will be focused on
identifying higher-level thinking activities and
responses.
Bloom’s Taxonomy
Bloom’s Question Verbs
Bloom’s Question Verbs
Key Concepts & Ideas
1.
2.
3.
4.
5.
6.
7.
8.
Anticipation Guides
Reflection
Prior Knowledge and Experiences
TEKS
Active Engagement
Beware of “always,” “primarily,” and the like
Modeling
English Language Learners (ELL), English as a Second
Language (ESL), Second Language Learners (L2)
9. Functional uses of available software, technology
10. Assessment
1. Anticipation Guides
Designed to activate prior knowledge by getting
students to think and process what they
already know
Build connections to existing knowledge base
Learning is the process of building on prior
knowledge
Anticipation Guides
Activating “Prior Knowledge” is the
principle element involved in the
learning process.
2. Reflection
You need to be able to identify what
“reflection” looks like.
3. Prior Knowledge
Activating “Prior Knowledge” is the
principle element involved in the
learning process.
4. TEKS
You need familiarity with your TEKS in order to
answer some questions.
4. TEKS
ELA TEKS have five sections:
Speaking
Listening
Reading
Writing
Viewing
Guided Practice #5
Work on Questions 41-60 in your practice test.
Stop when you have completed the
questions, and I will be walking around to
assist you.
5. Active Engagement
“Active engagement” should get your
attention. Effective teaching involves
keeping students actively engaged and
on-task throughout the lesson.
5. Active Engagement
“engages them actively” = Active
Engagement
6. “Primarily”
Words like “primarily” and
“always” in answer choices
should not be automatically
eliminated; however, they
should make you use caution
and focus on selecting the best
answer choice.
In this sample, “A” is incorrect,
and the use of “primarily” is the
principle reason why.
7. Modeling
Be attentive to possible
answers that explicitly state
something related to the
teacher modeling or
describe the process of
modeling.
8. ELL, ESL, and L2
English Language Learners (ELL)
English as a Second Language (ESL)
Second Language Learners (L2)
9. Software & Technology
Know what the uses of software are for
1. Excel (spreadsheets)
2. Word (limitations)
Know web browser search techniques
1. Constructing search strings
2. Search results
10. Assessment
Be aware of different
assessment options
Informal
Authentic
Portfolio
Projects (group or individual)
Guided Practice #6
Work on Questions 61-80 in your practice test.
Stop when you have completed the
questions, and I will be walking around to
assist you.