Secondary TExES Review

1. Secondary TExES Review Dr. Michael Radloff

2. Agenda • Test formats • Test commonalities and uniqueness • Question strategies • Marzano’s Essential Nine • Classroom Management • Piaget’s Stages of Cognitive Development • Bloom’s Taxonomy • Anticipation Guides • Reflection

3. Agenda • Reflection • Activating Prior Knowledge • TEKS • Active Engagement • “always” and “primarily” • Modeling • ESL • Software and Technology • Assessment • Guide practices

4. 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)

5. Common to all Tests • Scored 100-300 with minimum passing score of 240 • Tested content is broken down into Domains • Test based on Competency Statements unique to the content area • “Scorable” and “Nonscorable” multiple-choice questions • Four answer choices on multiple-choice questions

6. 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

7. Single Item Questions

8. Clustered Item Questions

9. (131) English Language Arts & Reading • Domains I-IV • Competencies 001-011 • 90 multiple-choice questions • 80 “scorable” questions • 10 “nonscorable” questions • One “structured response” question • Scored on a 4-point scale • Significant number of pedagogy-related questions and content knowledge questions

11. (132) Social Studies • Domains I-VI • Competencies 001-023 • 130 multiple-choice questions • 120 “scorable” questions • 10 “nonscorable” 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

12. (135) Mathematics • Domains I-VI • Competencies 001-021 • 90 multiple-choice questions • 80 “scorable” questions • 10 “nonscorable” questions • You must bring a calculator if you want to use one (Only models listed in the TExES registration bulletin)

13. (135) Mathematics • A set of definitions and formulas is provided in the test booklet • 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

14. (136) Science • Domains I-X • Competencies 001-047 • 130 multiple-choice questions • 120 “scorable” questions • 10 “nonscorable” 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

15. (135) Science • Periodic Table of Elements is provided in your test booklet • 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

16. (137) Physical Science • Domains I-IV • Competencies 001-022 • 90 multiple-choice questions • 80 “scorable” questions • 10 “nonscorable” 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

17. (137) Physical Science • Periodic Table of Elements is provided in your test booklet • 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

20. Question Strategies • One “Best” answer choice • Two (maybe 3) possible correct answers – but not the “Best” answer • Don’t be fooled

21. Question Strategies • Make sure your answer specifically answers what the question is asking

22. Question Strategies Most likely Best

23. Question Strategies Most likely Best “…described below would best…” “…best illustrates the…” “…most likely to benefit…” “The teacher could best address this…” “…primarily by…”

24. 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?”

25. 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.

26. Marzano’s Essential Nine Classroom Instruction that Works: Research-Based Strategies for Improving Student Achievement Dr. Robert J. Marzano Debra J. Pickering Jane E. Pollock

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

28. Marzano’s Essential Nine • Identifying Similarities and Differences • Summarizing and Note Taking • Reinforcing Effort and Providing Recognition • Homework and Practice • Nonlinguistic Representations • Cooperative Learning • Setting Objectives and Providing Feedback • Generating and Testing Hypotheses • Cues, Questions, and Advance Organizers

29. 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)

30. Identifying Similarities and Differences • Use Graphic Organizers to Compare/Contrast • Classify, Group things into Categories • Metaphors: Identify a basic pattern in a topic & find another topic that appears to be different but has the same basic pattern • Analogies: Identify relationships between pairs of concepts

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

41. Venn Diagrams The use of “semantic map” in the answer choice can be misleading. Make sure the answer directly answers the question. Similarities and Differences

42. Guided Practice #2 Work on Questions 11-20 in your practice test. Stop when you have completed the questions, and I will be walking around to assist you.

43. 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. From “Getting Acquainted with the Essential Nine” by Laura Varlas (ASCD Curriculum Update, Winter 2002)

44. 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. From “Getting Acquainted with the Essential Nine” by Laura Varlas (ASCD Curriculum Update, Winter 2002)

45. Summarizing and Note Taking • Determine what is important • Delete some information, substitute some information, and keep some information • Analyze the information • Paraphrase the information

47. 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. From “Getting Acquainted with the Essential Nine” by Laura Varlas (ASCD Curriculum Update, Winter 2002)

48. Reinforcing Effort & Providing Recognition 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. From “Getting Acquainted with the Essential Nine” by Laura Varlas (ASCD Curriculum Update, Winter 2002)

49. Reinforcing Effort & Providing Recognition • Personalize Recognition • Pause, prompt, and praise • Concrete symbolic recognition

50. 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. From “Getting Acquainted with the Essential Nine” by Laura Varlas (ASCD Curriculum Update, Winter 2002)