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Descriptive Statements:
- Demonstrate knowledge of major concepts, principles, theories, and processes of human development as related to young adolescents and adolescents.
- Demonstrate knowledge of characteristics, behaviors, and developmental milestones (e.g., physical, cognitive, linguistic, social, emotional, moral) in young adolescents and adolescents, their significance for instructional decision making, and how development in one area can affect development and performance in other areas.
- Apply knowledge of variation in the development of young adolescents and adolescents and the implications of this variation for instructional decision making.
- Demonstrate knowledge of factors that influence the development of young adolescents and adolescents.
- Apply knowledge of developmental challenges (e.g., autonomy, self-esteem, self-direction, social interactions, emotional regulation, educational decision making) for young adolescents and adolescents and effective ways to help students address these challenges.
- Apply knowledge of how to plan learning experiences and environments that support the development of young adolescents and adolescents.
- Analyze various instructional strategies, approaches, and learning goals in relation to the developmental characteristics and needs of young adolescents and adolescents.
Sample Item:
A middle school teacher has been planning to have the students in a class carry out individual research projects in which each student would investigate and report on a self-selected topic. The teacher decides instead to have the students conduct and report on their research in groups. The group approach is likely to be particularly effective for middle school students because it:
- increases the students' overall learning efficiency and sense of contribution during the project.
- enables students who usually achieve at varied levels to perform at a level similar to that of high-achieving peers in the class.
- uses the students' interest in social interactions to enhance motivation and increase engagement in the learning process.
- prompts the students to use a greater variety of methods and approaches to pursue broader, more complex research topics.
Correct Response and Explanation (Show Correct ResponseHide Correct Response)
C. The group approach offers a dynamic and engaging application to learning that caters to the unique characteristics and needs of adolescent students. By fostering collaboration, critical thinking, and social skills, these instructional strategies enhance academic achievement and promote students' development.
Descriptive Statements:
- Demonstrate knowledge of major theories (e.g., constructivist, cognitive, behaviorist) and concepts related to the learning process and their application in educational contexts.
- Apply knowledge of processes by which young adolescents and adolescents construct meaning and develop skills, including the use of different types of learning strategies, and techniques for making knowledge accessible and meaningful for all students, such as English language learners and students with specific learning needs.
- Apply knowledge of strategies and technologies for providing learning opportunities that are responsive to students' varied experiences, characteristics, and needs and facilitating learning for students with specific learning needs in given instructional contexts.
- Apply knowledge of strategies for promoting students' development of independent thinking and learning, higher-order thinking skills, organizational and time-management skills, reflection, and sense of ownership and responsibility with regard to their own learning.
- Demonstrate knowledge of factors (e.g., prior knowledge, health, economic conditions, previous learning experiences, family circumstances, community environment) that can affect student learning and the implications of these factors for teaching and learning.
- Demonstrate knowledge of how particular instructional practices, methods, and procedures, including the use of technology, influence learning processes and outcomes.
Sample Item:
Which of the following is the best example of a teacher applying a constructivist approach to student learning?
- A math teacher has students use hands-on materials and real-world problems to acquire new concepts and practice skills.
- A language arts teacher provides students with a concrete reward each time they turn in a written assignment that is free of errors.
- A social studies teacher uses visual aids and a logical progression of ideas when presenting lectures about new or unfamiliar topics.
- A science teacher models the correct procedures for performing complex experiments before having students perform the experiments.
Correct Response and Explanation (Show Correct ResponseHide Correct Response)
A. The constructivist approach to student learning is a theory of education that emphasizes the active role of the learner in constructing their understanding and knowledge of the world. It suggests that learners actively build new knowledge and understanding through experiences, interactions, and reflections.
Descriptive Statements:
- Demonstrate knowledge of specific learning needs (e.g., physical or cognitive challenges, social and emotional challenges, perceptual difficulties, learning disabilities, giftedness, talents), their characteristics, and their implications for teaching and learning.
- Demonstrate knowledge of strategies for understanding students' backgrounds and needs, resources in the school and community for meeting individual student needs, and strategies for connecting students and their families to these resources.
- Apply knowledge of strategies for working and interacting effectively with all students with various characteristics and needs, including students who are English language learners and students with specific learning needs.
- Apply knowledge of strategies for planning and implementing instruction that is responsive to the characteristics, skills, strengths, and needs of all students and strategies to ensure that all students participate fully in classroom activities.
- Apply knowledge of strategies for creating a positive classroom environment for all students and for promoting students' understanding and appreciation of and respect for others within the classroom and the community.
- Apply knowledge of how to recognize and respond to negative attitudes regarding student differences and how to create a learning community in which everyone is valued and appreciated.
Sample Item:
When planning a lesson, a teacher can best ensure that instruction will be effective for students from a wide range of backgrounds by asking themselves which of the following questions?
- Will the lesson include opportunities for interaction among students?
- Will students be able to ask questions and seek clarification at various points in the lesson?
- Will the lesson be structured in a way that allows students to work with self-selected peers to help process new learning?
- Will the examples used to illustrate and explore lesson content be familiar and relevant to students with varied life experiences?
Correct Response and Explanation (Show Correct ResponseHide Correct Response)
D. Ensuring that instruction is effective for all students by using familiar and relevant examples is essential for creating a learning environment where all students will authentically have the opportunity to succeed.
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