Secondary TExES Review Dr. Michael Radloff. Agenda 1.Test formats 2.Test commonalities and...

Secondary TExES Review

Dr. Michael Radloff

Agenda

1. Test formats2. Test commonalities and uniqueness 3. Question strategies 4. Marzano’s Essential Nine5. Classroom Management 6. Piaget’s Stages of Cognitive Development 7. Bloom’s Taxonomy8. Anticipation Guides 9. Reflection

Agenda10. Reflection11. Activating Prior Knowledge 12. TEKS13. Active Engagement 14. “always” and “primarily”15. Modeling 16. ESL17. 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 DomainsTest based on Competency Statements unique

to the content area“Scorable” and “Nonscorable” multiple-choice

questionsFour 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 Q

uestions

(131) English Language Arts & Reading

Domains I-IVCompetencies 001-01190 multiple-choice questions

80 “scorable” questions 10 “nonscorable” questions

One “structured response” questionScored on a 4-point scale

Significant number of pedagogy-related questions and content knowledge questions

(132) Social StudiesDomains I-VICompetencies 001-023130 multiple-choice 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-VICompetencies 001-02190 multiple-choice 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



(136) Science

Domains I-XCompetencies 001-047130 multiple-choice 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



(137) Physical Science

Domains I-IVCompetencies 001-02290 multiple-choice 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



Question Strategies

One “Best” answer choiceTwo (maybe 3) possible correct answers – but

not the “Best” answerDon’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: Research-Based Strategies for Improving Student Achievement

Dr. Robert J. MarzanoDebra J. PickeringJane E. Pollock


Having a base knowledge of the Essential Nine will help you in selecting correct answers on your test.


1. Identifying Similarities and Differences2. Summarizing and Note Taking 3. Reinforcing Effort and Providing Recognition4. Homework and Practice 5. Nonlinguistic Representations 6. Cooperative Learning 7. Setting Objectives and Providing Feedback 8. Generating and Testing Hypotheses 9. 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 teacher-directed activities focus on identifying specific items, student-directed 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/Contrast2. 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

Answer choices referring to Graphic Organizers are not automatically correct by themselves; however, they should get your attention and respect.

Graphic Organizers

Similarities and Differences

Venn Diagrams

The use of “semantic map” in the answer choice can be misleading. Make sure the answer directly answers the question.

Guided Practice #2


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.


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.


Summarizing and Note Taking

1. Determine what is important2. Delete some information, substitute some

information, and keep some information3. Analyze the information4. 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.



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.



1. Personalize Recognition2. Pause, prompt, and praise3. 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.


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.



1. Establish and communicate a homework policy

2. Design homework with a purpose and clear outcome

3. Vary the way you approach feedback


Helping Your Students with Homeworkhttp://www.ed.gov/pubs/HelpingStudents/index.html

Homework Spothttp://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.


How can you use Nonlinguistic Representations?

1. Make physical models 2. Generate Mental Pictures 3. Draw Pictures 4. 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.


Cooperative Learning

Yes1. Heterogeneous Grouping2. Mixed-Ability Grouping

No1. Homogeneous Grouping 2. Any grouping with similarities


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.)


Develops:1. Interpersonal and small group skills (communication,

trust, leadership, decision-making, and conflict-resolution)

2. Individual and group accountability3. 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


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.



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.



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.


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

Research-based practice of developing a question to be investigated

Generating Hypotheses

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.


Classroom Management

The First Days of School: How to be an Effective Teacher

Dr. Harry K. WongRosemary T. Wong


Having a knowledge base in effective classroom management will help you identify correct answers on your test.


1. Procedures and routines 2. Designing lessons for mastery3. Designing lessons for active engagement 4. 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 Development1. 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, non-reversable manner.

Egocentric thinking predominates


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.


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


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

Key Concepts & Ideas 1. Anticipation Guides 2. Reflection3. Prior Knowledge and Experiences4. TEKS 5. Active Engagement 6. Beware of “always,” “primarily,” and the like7. Modeling8. English Language Learners (ELL), English as a Second

Language (ESL), Second Language Learners (L2)9. Functional uses of available software, technology10. 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 baseLearning is the process of building on prior

knowledge

Activating “Prior Knowledge” is the principle element involved in the learning process.

Anticipation Guides

You need to be able to identify what “reflection” looks like.

2. Reflection

Activating “Prior Knowledge” is the principle element involved in the learning process.

3. Prior Knowledge

4. TEKS

You need familiarity with your TEKS in order to answer some questions.

ELA TEKS have five sections:SpeakingListening ReadingWritingViewing

4. TEKS

Guided Practice #5


“Active engagement” should get yourattention. Effective teaching involveskeeping students actively engaged andon-task throughout the lesson.

5. Active Engagement

“engages them actively” = Active Engagement

5. Active Engagement

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.

6. “Primarily”

Be attentive to possible answers that explicitly state something related to the teacher modeling or describe the process of modeling.

7. 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 for1. Excel (spreadsheets)2. Word (limitations)Know web browser search techniques 1. Constructing search strings 2. Search results

Be aware of different assessment optionsInformalAuthentic PortfolioProjects (group or individual)

10. Assessment

Guided Practice #6


Secondary TExES Review Dr. Michael Radloff. Agenda 1.Test formats 2.Test commonalities and...

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