Download Praxis PLT Study Guide - Southern Arkansas University

Study Guide for Praxis PLT
Passing the Praxis PLT Resource link: https://literacymethods.wikispaces.com/Passing+the+Praxis+PLT
SAU’s Educational Psychology and/or Learning Theory Textbooks make for great study aids to review
over the pedagogical and professional information included within the Praxis PLT Exam. The Educational
Psychology Textbook actually contains a section in the back of the textbook for reviewing specific PLT
content and addresses where to locate the information within the textbook. The information below can
be found within that Textbook or can be reviewed on your own.
Textbook recommendation: ED PSYCH Modules
Second Edition
Lisa Bohlin, Cheryl Durwin, Marla Reese-Weber
ISBN 978-0-07-809766-7
There are Apps available for PLT resource aid, one example:
https://itunes.apple.com/us/app/praxis-ii-plt-k-6-exam-prep/id452852284?mt=8
I. Students as Learners
A. Student Development and the Learning Process
1. Theoretical foundations about how learning occurs: how students construct knowledge, acquire skills,
and develop habits of mind
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The Brain and Development
Cognitive Development
Language Development
Behavioral Learning Theories
Social Cognitive Theory
Information Processing
Metacognition
Transfer of Skills and Knowledge
Critical Thinking and Problem Solving
Examples of important theorists:
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Jean Piaget
Lev Vygotsky
Howard Gardner
Robert Sternberg
Erik Erikson
Lawrence Kohlberg
Urie Bronfenbrenner
David Ausubel
Jerome Bruner
B. F. Skinner
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Albert Bandura
Important terms related to learning theory:
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Conservation
Constructivism (individual vs. social)
Equilibration
Co-construction (see “intersubjectivity”)
Private speech (see “egocentric speech”)
Scaffolding
Zone of Proximal Development
Modeling
Rote memorization
Elaboration
Organization
Rehearsal
Automaticity
Learning (classical conditioning)
Learning (operant conditioning)
Learning (observational learning)
Knowledge (see “metacognitive knowledge”)
Memory
Schemas
Transfer
2. Human development in the physical, social, emotional, moral, and cognitive domains
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Contexts of Development
Social Development
Emotional Development
The Brain and Development
Cognitive Development
Language Development
Moral Development
Contribution of important theorists:
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Jean Piaget
Lev Vygotsky
Erik Erikson
Lawrence Kohlberg
Carol Gilligan
Major progressions in each developmental domain and the ranges of individual variation within each
domain
Impact of students’ physical, social, emotional, moral, and cognitive development on their learning and
how to address these factors when making decisions
How development in one domain, such as physical, may affect performance in another domain, such as
social
B. Students as Diverse Learners
1. Differences in the ways students learn and perform
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Using Science to Inform Classroom Practices
Contexts of Development
Individual Differences in Language Acquisition
Individual Differences in Information Processing
Intelligence
Giftedness and Creativity
Cognitive Disabilities
Emotional, Social, and Behavioral Disorders
Important terms related to diversity:
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Learning styles
Multiple intelligences
Performance modes, including concrete operational thinking, visual learners, and aural learners
Gender differences
Cultural expectations and styles
2. Areas of exceptionality in students’ learning
Important terms related to exceptionality:
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Special physical or sensory challenges
Learning disabilities
ADHD
Autism
Functional and mental retardation
3. Legislation and institutional responsibilities relating to exceptional students
Important terms relating to exceptionality:
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Americans with Disabilities Act (ADA); Individuals with Disabilities Education Improvement Act
(IDEIA); Section 504 Protections for Students
Inclusion
Mainstreaming
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“Least restrictive environment”
4. Approaches for accommodating various learning styles, intelligences, or exceptionalities
Issue in Standardized Testing
Alternative Assessment
Testing modifications
5. Process of second language acquisition and strategies to support the learning of students
6. Understanding of influences of individual experiences, talents, and prior learning, as well as language,
culture, family, and community values on students’ learning
Multicultural backgrounds
Age-appropriate knowledge and behavior
The student culture at school
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Creating a Productive Learning Environment
Family backgrounds
Linguistic patterns and differences
C. Student Motivation and the Learning Environment
1. Theoretical foundations of human motivation and behavior
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Behavioral Theory
Cognitive Theories
Self Theories
2. How knowledge of human motivation and behavior should influence strategies for organizing and
supporting individual and group work in the classroom
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Creating a Productive Learning Environment
3. Factors and situations that are likely to promote or diminish student’s motivation to learn, and how to
help students to become self-motivated
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Behavioral Theory
Self Theories
4. Principles on effective classroom management and strategies to promote positive relationships,
cooperation, and purposeful learning
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Creating a Productive Learning Environment
Understanding and Managing Student Behavior
Instruction: Applying Behavioral, Cognitive, and Constructivist Approaches
Grouping Practices
Establishing daily procedures and routines
Establishing classroom rules
Using natural and logical consequences (Behavioral Learning Theories)
Providing positive guidance
Modeling conflict resolution, problem solving, and anger management
Using objective behavior descriptions (Understanding and Managing Student Behavior)
Responding to student behavior (Behavioral Learning Theories)
Arranging classroom space
II. Instruction & Assessment
A. Instructional Strategies
1. Major cognitive processes
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Metacognition
Transfer of Skills and Knowledge
Critical Thinking and Problem Solving
Critical thinking
Creative thinking
Higher-order thinking
Inductive and deductive thinking
Problem structuring and problem solving (Critical Thinking and Problem Solving)
Memorization and recall
Social reasoning (see “prosocial reasoning”)
Representation of ideas (see “schemas” and “propositional networks”)
2. Major categories, advantages, and appropriate uses of instructional strategies
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Creating a Productive Learning Environment
Understanding and Managing Student Behavior
Instruction: Applying Behavioral, Cognitive, and Constructivist Approaches
Grouping Practices
Cooperative learning
Direct Instruction
Discovery Learning
Whole-group discussion
Concept mapping
Questioning
Learning centers
Small-group work
Project approach
3. Principles, techniques, and methods associated with major instructional strategies
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Creating a Productive Learning Environment
Understanding and Managing Student Behavior
Planning for Instruction
Grouping Practices
Direct Instruction (See “Mastery Learning”, “Discovery Learning and Guided Discovery”, and “Expository
Teaching”)
Student-centered methods
4. Methods for enhancing student learning through the use of a variety of resources and materials
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Creating a Productive Environment
Understanding and Managing Student Behavior
Instruction: Applying Behavioral, Cognitive, and Constructivist Approaches
Grouping Practices
Computers, internet resources, Web pages, e-mail
Service learning
B. Planning Instruction
1. Techniques for planning instruction, including addressing curriculum goals, selecting content topics,
incorporating learning theory, subject matter, curriculum development, and student development and
interests
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Creating a Productive Learning Environment
Understanding and Managing Student Behavior
Instruction: Applying Behavioral, Cognitive, and Constructivist Approaches
Grouping Practices
Behavioral objectives: affective, cognitive, psychomotor, speech/language (“See Bloom’s taxonomy”)
Leaner objectives and outcomes (Assessing Student Learning)
Antibias curriculum (Information Processing, Metacognition, Transfer of Skills and Knowledge)
2. Techniques for creating effective bridges between curriculum goals and students’ experiences
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Critical Thinking and Problem Solving
Instruction: Applying Behavioral, Cognitive, and Constructivist Approaches
Grouping Practices
Creativity and Giftedness
See “Assessment Planning”
Modeling
Independent practice, including homework (See “Direct Instruction”)
Activating students’ prior knowledge
Encouraging exploration and problem solving
C. Assessment Strategies
1. Types of assessments
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Intelligence
Assessing Student Learning
Test Construction and Use
Performance Assessment
Standardized Tests and Scores
2. Characteristics of assessments
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Assessing Student Learning
Test Construction and Use
Performance Assessment
Standardized Tests and Scores
Issues in Standardized Testing
3. Scoring assessments
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Assessing Student Learning
Test Construction and Use
Performance Assessment
4. Uses of assessments
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Intelligence
Assessing Student Learning
Test Construction and Use
Performance Assessment
Standardized Tests and Scores
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Issues in Standardized Testing
5. Understanding of measurement theory and assessment-related issues
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Test Construction and Use
Standardized Tests and Scores
Issues in Standardized Testing
6. Interpreting and communicating results of assessments
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Intelligence
Assessing Student Learning
Standardized Tests and Scores
III. Communication Techniques
A. Basic, effective verbal and nonverbal communication techniques
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Understanding and Managing Student Behavior
Intelligence
B. Effect of cultural and gender differences on communications in the classroom
C. Types of communications and interactions that can stimulate discussion in different ways for
particular purposes
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Metacognition
Probing for learner understanding
Helping students articulate their ideas and thinking processes
Promoting risk taking and problem solving (Critical Thinking and Problem Solving)
Facilitating factual recall
Encouraging convergent and divergent thinking
Stimulating curiosity (See “Applications: Creating an Intrinsically Motivating Learning Environment” and
“Promoting Creativity”)
Helping students to question (Critical Thinking and Problem Solving and “Reading Comprehension”)
Promoting a caring community
IV. Profession & Community
A. The Reflective Practitioner
1. Types of resources available for professional development and learning
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Using Science to Inform Classroom Practices
2. Ability to read, understand, and apply articles and books about current research, views, ideas, and
debates regarding best teaching practices
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Using Science to Inform Classroom Practices
3. Ongoing personal reflection on teaching and learning practices as a basis for making professional
decisions
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Using Science to Inform Classroom Practices
Transfer of Skills and Knowledge
Creating a Productive Learning Environment
Understanding and Managing Student Behavior
B. The Larger Community
1. Role of the school as a resource to the larger community
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Contexts of Development
2. Factors in the students’ environment outside of school (family circumstances, community
environments, health and economic conditions) that may influence students’ life and learning
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Contexts of Development
See “Common Causes of Misbehavior”
Intelligence. See “Socioeconomic and Cultural Factors”
3. Develop and utilize active partnerships among teachers, parents/guardians and leaders in the
community to support educational process
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Contexts of Development
Creating a Productive Learning Environment
4. Major laws related to students’ rights and teacher responsibilities
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Cognitive Disabilities
Emotional, Social and Behavioral Disorders
Appropriate education for students with special needs