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Praxis PLT: Concepts & Practices

Professional Inservice

Spencer Kiper

on 20 May 2014

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Transcript of Praxis PLT: Concepts & Practices

Concepts & Practices
Spencer J. Kiper
LSUS Continuing Education
April 5, 2014

(318) 470-3341
Breakdown of Section
21 questions, or 22.5% of the Praxis PLT 7-12.
Main ideas with topic:
Student Development and the Learning Process
Students as Diverse Learners (Exceptional & Gifted)
Student Motivation and the Learning Environment
Student Motivation
Classroom Management
How do we learn?
Knowledge is very similar to blocks or LEGOS. When knowledge and skills are built on top of one another, we call that Scaffolding.
We acquire this knowledge through the external experiences we go through as well as the interactions with other people (interpersonal relationships).
Discuss learning styles and multiple intelligences briefly.
Activity: Dead People Matrix
Let's take a look at some people who really made an impact on educational theory.
Open a word document and create a 3 column x 13 row table, using the header row to label the table as "Educational Theorists.
Work with a partner to answer the following categories about each educational theorist.
Contribution/Research to Education
Affect on the Classroom
Theorists: Bandura, Bruner, Dewey, Piaget, Vygotsky, Kholberg, Bloom
When does learning happen?
Content Knowledge
Life Experiences
Effects of Human Development on Learning
Relationship between human development and learning theory: Modern-day conceptions of learning and teaching recognize that students are active, often proactive, participants in the learning process, even if they appear otherwise.
Learning Theory
Factors Effecting Student Achievement
Learning style
Socioeconomic status
Prior knowledge and experience
Self-confidence, self-esteem
Cognitive development
Diverse Learners
Many physical or emotional factors influence student achievement, therefore must be considered as we plan and execute instruction. How do differences in cognitive, auditory, visual, motor/physical, language, and behavioral ability impact our actions in a classroom?
Legal aspects of IDEA, Americans with Disabilities Act, and Section 504
Gifted Learners
Gifted learners are not always identified by a committee or an IEP. While gifted children exhibit skills and talents in certain areas, gifted children may require as much patience and attention as exceptional learners.
Sometimes, gifted learners will fall into phases of defiant, apathetic, or other negative behavior due to lack of interest, complexity, or developed trusting relationship between the teacher and learner.
What research-based strategies can you think of to include so that gifted learners do not get bored?
What about grouping? How should the gifted child be grouped in cooperative groups?
Behavioral Theorists: Thorndike, Watson, Maslow, Skinner, Erikson
The differences between extrinsic and intrinsic motivation.
Ways to incorporate positive and negative reinforcement. How do these methods affect classroom behavior?
What are some strategies to positively motivate students?
Increase Your Classroom Management
Develop classroom routines and procedures
Maintain accurate records
Establish standards of conduct
Arrange classroom space in ways to increase effective transitions
Recognizes ways of promoting a positive learning environment
Breakdown of Section
21 questions, or 22.5% of the Praxis PLT 7-12.
Main ideas with topic:
Instructional Planning
Instructional Strategies
Questioning Techniques
Communication Techniques
Activity: Adjust to Succeed
Read the following mini-scenarios below, paraphrase them, and brainstorm ways that each scenario can be addressed through better instructional practices.
Instructional Planning
Tara is a veteran educator has seen many curricular shifts. Recently, Tara's state has adopted a new set of literacy standards for the grade level she is teaching. What steps does Tara need to take to ensure the success of her students?
Pursuing an alternative certification track, Joe learns about four predominant educational theories and is require is give specific examples of constructivism, cognitivism, social learning, and behavioralism. What are some examples Joe could include?
Amanda's state has recently adopted national standards for mathematics. Her students are having a hard time connecting what they are learning to other contents and disciplines. Because of this, she is observing that her students are not properly mastering the concepts of the new national standards. Using evidence-based approaches, what advice would you recommended to Amanda and predict the impact that this approach will make in her classroom.
Communication Techniques
Teddy, a student with dyslexia, has a hard time in Ms. Braswell's class keeping up with the reading. When communicating with the teacher, he is shy and timid and oftentimes does not ask for help. Describe how you would handle this situation in specific examples.
As a male teacher, Mr. Kiper has a difficult time relating to his female middle school students. Describe the underlying issues that Mr. Kiper is having and give specific examples of how he should approach the problem.
Mrs. Edgar is having a hard time maintaining the attention of her social studies classes. What techniques can she teach her students to assist with these issues.
Mrs. Feaster, the 7th grade reading teacher at her school, is teaching her students to identify the themes within a story. Many of her students are having a difficult time achieve this goal. How can she modify the way she is communicating the lesson in order for her students to succeed?
Instructional Strategies
Mr. Kendrick is looking for a way to bring the content of his history class alive for his students. Looking at the standards and deciding how he plans to assess them, he plans to have the students create a video project. What strategies can he employ to ensure that the learning outcomes are met?
Mrs. McRae's students are having a tough time writing multiparagraph responses on her unit tests. The next unit test is next week, and she plans on taking steps to assist her students in succeeding on the test. Name and explain one strategy she could use to meet her goal.
Mrs. Patterson was observed by her principal, who later made the comment that her lesson seemed too easy for an honors level class and that she should revisit her learning objectives. What research-based resources should Mrs. Patterson use to construct better learning objectives/outcomes?
The students in Mr. Beckham's ELA class are diverse, ranging from higher to lower ability levels as well as cultural and ethnic backgrounds. After reading the novel, Mr. Beckham feels it would be best to group students for the instructional activities he had planned. Describe a process that Mr. Beckham could use to ensure the success of his students.
Questioning Techniques
Mrs. Dowling is known by students to ask difficult, higher order questions in class. Giovannie, a student, can never seem to answer a question in time when she asks him and other students make harmful comments about this. Describe what you would do in this situation.
The students of Ms. Kilbourn's science love to learn in her classroom, and they learn something new everyday. With so much content presented, students perform poorly on summative unit assessments. Describe the instructional process the teacher could use to modify her questioning techniques.
With a class of 32 students, Ms. Wright finds it difficult to engage every student with one-on-one questioning. With her evaluation coming up, she would like to try out new questioning strategies. Advise her on some options that might be available.
The principal of Oakdale High School would like students to produce higher order evidence of learning for each standard they learn in class. As a new teacher, Mr. Barnes would like to find a way to achieve this goal while reinforcing the knowledge that his student acquire in his class. What instructional practices might he use to achieve this goal?
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