A grade 9 teacher is concerned that the low achievement levels of her ELL students, who are not meeting satisfactory standards on the campus benchmarks, will negatively impact their development of higher levels of English proficiency. The teacher’s concern demonstrates awareness of
DOMAIN I

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Professional Development
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Professional Development
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Hard
LUNAR LUNAPLAYZ
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57 questions
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1.
MULTIPLE CHOICE QUESTION
30 sec • 1 pt
the connection between the belief that success is possible and the motivation to learn.
the difficulty of promoting English proficiency in students who lack basic language abilities.
the lack of correlation between ELPS and day-to-day classroom activities.
the reality that ELLs need long-term bilingual education to sustain progress.
Answer explanation
The teacher's concern highlights the connection between believing in success and motivation, suggesting that low achievement may erode ELL students' confidence and willingness to learn, ultimately impacting their English proficiency.
2.
MULTIPLE CHOICE QUESTION
30 sec • 1 pt
A science teacher in grade 7 creates interest centres throughout the classroom that include short videos, pamphlets, testimonials, magazine articles, and good websites for a wide variety of careers. After the students have a chance to visit several centres, the teacher pulls the class together into a discussion circle and invites students to talk about which centres interested them most and why. This strategy reflects the teacher’s understanding of which stage of Erikson’s psychosocial development the students are currently in.
Trust versus mistrust
Integrity versus despair
Industry versus inferiority
Identity versus role confusion
Answer explanation
The teacher's strategy of engaging students in discussions about their interests reflects the 'Industry versus inferiority' stage, where students develop skills and a sense of competence through exploration and feedback.
3.
MULTIPLE CHOICE QUESTION
30 sec • 1 pt
A second-grade teacher maintains a chart entitled Trying All the Time. Each time a student attempts something new or risky—like trying to pronounce a difficult new word during read-alouds or volunteering to solve a math problem on the board—the student gets to put a red star on his or her row on the chart. This strategy primarily demonstrates the teacher’s awareness of the students’ developmental needs and characteristics by
showing students that failure does not matter.
rewarding students for attempting things that are within their current abilities.
creating a culture of high expectations in a developmentally appropriate context.
showing students that grades are not the only way to measure achievement.
Answer explanation
The teacher's strategy fosters a supportive environment where students are encouraged to take risks, aligning with their developmental stage. This approach creates high expectations while being appropriate for their growth.
4.
MULTIPLE CHOICE QUESTION
30 sec • 1 pt
Ms. Bensen, a grade 11 English teacher, notices that Joel has been arriving late each day, is nonparticipatory, and is failing his daily work. Several days a week, the students write in their journals. If
Initiative versus guilt
Identity versus role confusion
Intimacy versus isolation
Answer explanation
Joel's behavior reflects the struggle of 'Intimacy versus isolation,' common in adolescence. His lateness and lack of participation may indicate difficulties in forming connections with peers, leading to feelings of isolation.
5.
MULTIPLE CHOICE QUESTION
30 sec • 1 pt
Joel submits an entry in which he writes about how depressed he is because his girlfriend broke up with him. The behaviour Ms. Bensen has observed fits which of Erikson’s stages of psychosocial development?
Trust versus mistrust
Autonomy versus shame and doubt
Identity versus role confusion
Integrity versus despair
Answer explanation
Joel's feelings of depression after a breakup indicate a struggle with identity versus role confusion, as he is likely questioning his self-worth and identity following the end of a significant relationship.
6.
MULTIPLE CHOICE QUESTION
30 sec • 1 pt
Ms. Benitez, a grade 2 teacher, includes a 15-minute play period several times throughout the school day. Children can play cooperatively or they can play alone. This strategy is appropriate for this age level because children at this age
are easily bored and need breaks from academic work.
develop social, cognitive, and motor skills through play.
learn content-area material more effectively through play.
need to feel that school offers the same activities as home.
Answer explanation
The correct choice is that children develop social, cognitive, and motor skills through play. This aligns with their developmental needs at this age, making play an essential part of their learning process.
7.
MULTIPLE CHOICE QUESTION
30 sec • 1 pt
A grade 5 teacher arranges his class sessions to include a cooperative work time when students can share each other’s homework results and make changes prior to submitting homework for a grade. The teacher notices that some students work alone even when while they are in the group, others are easily distracted by environmental factors such as noises and other groups’ conversations, and others work together only for a few minutes and then resort to individual work. Which of the following explanations best accounts for the students’ behavior during cooperative work times?
Grade 5 students are not socially or cognitively mature enough to work productively in groups.
Grade 5 students are temperamentally more suited for structured learning environments, such as traditional lecture and demonstration approaches.
Grade 5 students vary greatly in physical, social, and cognitive development and need guidance in working effectively in cooperative settings.
Grade 5 students need to have all classroom behavioral expectations and consequences articulated specifically.
Answer explanation
Grade 5 students exhibit varied physical, social, and cognitive development, which affects their ability to collaborate. They require guidance to work effectively in cooperative settings, explaining their differing behaviors during group work.
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