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TExES 191 Generalist EC-6 Test Background Information Dion J. Dubois, Ed.D. A National Board Certified Teacher 5 th Grade Teacher.

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Presentation on theme: "TExES 191 Generalist EC-6 Test Background Information Dion J. Dubois, Ed.D. A National Board Certified Teacher 5 th Grade Teacher."— Presentation transcript:

1 TExES 191 Generalist EC-6 Test Background Information Dion J. Dubois, Ed.D. A National Board Certified Teacher 5 th Grade Teacher Stevens Park Elementary

2 Training Dates 9:00 – 5:00 Friday, May 31 st Fine Arts, Health, PE Science Saturday, June 1 st ELAR Sunday, June 2 nd Math & Social Studies Practice Test: 5:00 – Friday and Saturday (Same Test)

3 EC-6 Generalist Test Content English, Language Arts, & Reading 32% Math 19% Social Studies 19% Science 18% Fine Arts, Health and Physical Education 12%

4 What youre being tested on! Content Cognitive Characteristics Learning Strategies TExES

5 Learner Centered Instruction As opposed to Teacher Directed Instruction Not Even Dallas ISD!

6 Classic Learning Theory Piaget – Classic Learning Theory Four Stages of Development Sensory-Motor Stage (Birth – 2) Pre-Operation Stage (2-7 yrs old) Concrete Operational Stage (7-11 yrs old) Formal Operational Stage (7-15 yrs old)

7 Brain-Based Learning Theory 1)The brain is a complex adaptive system 2)The brain is social 3)The search for meaning in innate 4)We use patterns to learn more effectively 5)Emotions are crucial to developing patterns 6)Each brain perceives and creates parts and whole simultaneously.

8 Brain-Based Learning Theory 7)Learning involves focused and peripheral attention 8)Learning involves conscious and unconscious processes. 9)We have at least two ways to organizing memory 10)Learning is developmental 11)Complex learning is enhanced by challenges 12)Every brain is unique

9 Constructivist Learning Theory 1)The learner creates knowledge 2)The learner constructs and makes meaningful new knowledge from existing knowledge 3)The learner shapes and constructs knowledge by life experiences and social interactions 4)The student, teacher and classmates establish knowledge cooperatively on a daily basis.

10 Metacognition Learning Theory The study of how to help the learner gain understanding about how knowledge is constructed and about the conscious tools for constructing that knowledge. Teach students to process his or her learning and mastery of skills to provide the greatest learning and retention opportunities. Students are taught to teach themselves skills in problem solving and critical thinking.

11 Associations Associations are connections of bits of knowledge. Associating is relating what we know to what we are trying to learn. It is using what are already know to make sense out of what we are trying to learning

12 Sample Questions What does this remind you of? Where else have you heard something like this? Has anything like this every happened to you? What might his be an example of? Have you ever been in this situation?

13 Brainstorming Make your lessons really fun by encouraging student to use their prior knowledge in creative ways. Challenge them to identify, associate and describe things they already know that are similar to the lessons new concepts. For example, in a science lesson, have the students list all the words they might associate with the topic energy.

14 Graphic Organizers – Venn Diagram

15 Graphic Organizers – Spider Map

16 Graphic Organizers – Concept Map

17 Predictions Encouraging student to integrate their prior knowledge, construct inferences, propose alternative solutions, and specify outcomes are creative ways to get students actively involved in thinking. For example, in a reading lesson, ask the students to: Read the title. What do you think this story is about? What do you think would happen?

18 Analogies Helping students structure and organize new learning through analogies. For example, in a social studies lesson, ask students to consider the dangers and struggles encountered by the early pioneer settlers to learning how to ride a bike or to space exploration

19 Concept Formation A concept is a mental construct commonly symbolized by a word – it could be an object, event, idea, or process. Students learn new concept through a process of differentiating between examples and non- examples of essential characteristics of concepts.

20 Higher Order Thinking Skills K nowledge C omprehension A pplication A nalysis S ynthesis E valuation

21 HOTS Descriptive Verbs Knowledge Define, fill in the blank, identify, label, list, locate, match, memorize, name, recall, spell, state, tell, underline Comprehension Convert, describe, explain, interpret, paraphrase, put in order, restate, retell, rewrite, summarize, trace, translate Application Apply, compute, conclude, construct, demonstrate, determine, draw, give an example, illustrate, show, solve, use Analysis Analyze, categorize, classify, compare, contrast, debate, deduct, diagnose, diagram, differentiate, dissect, distinguish, infer Synthesis Change, combine, compose, construct, create, design, generate, invent, plan, predict, produce, rearrange, revise, suggest, suppose, visualize, write Evaluation Appraise, choose, compare, conclude, decide, defend, evaluate, judge, justify, prioritize, rank, rate, support, value

22 Knowledge Who was the first person to set foot on the moon? What is the key word in the problem? What was the name of the main character in the story? What is the Bill of Rights? What part of speech is the word picture?

23 Comprehension Explain why astronauts had to wear space suits What operation does the key word signify? During what part of the country did the story take place? What does the Bill of Rights guarantee? Could the word picture be also used as a verb?

24 Application Compute how much you would weigh on the moon Write and solve the problem. Give me an example of the selfishness of the grandmother. How have you exercised your rights under the Bill of Rights? Write two sentences using the word as a different part of speech.

25 Analysis Compare the type of food taken on this journey to the type of food that you would take if you were going mountain climbing for a week Will the answer in these types of problems always be larger, smaller, or it depends? Which of the characters displayed more aggression? To which group of people do certain rights apply? Of the eight parts of speeches, which ones would more than likely have words that could be used as another part of speech.

26 Synthesis Pretend you were the first person on the moon. What would your famous words be? Give me an example where this type of problem may yield a different type of answer? If you would have been the main character, how would you have dealt with the grandmother? Which unspoken rights do a married couple have as part of their marriage contract? Can you think of a word that has come out in the last ten years that is used as a different part of speech?

27 Evaluation In your opinion, has the money that has been spent on the space program been worthwhile? Defend your answer. Would this problem be more precise if you use fractions instead of decimals? Do you think there is a relationship between a persons level of aggression and their quality of life? Do you think that a person who has committed a federal crime should retain the same rights as everyone else? Should a word be used as an adverb and an adjective in the same sentence? Why or why not?

28 Effective Teaching Strategies Learner Centered Active Involvement HOTS Creative Thinking Learning Centers Resource People Cooperative Learning Simulations Inquiry Approach

29 Test-Taking Skills Forget about your district, your school, your students and instructional practice in your school. On the other hand, whole-group instruction, dictionary work, memorization, worksheets, and workbooks are not effective teaching practices. Focus on Phonics and teaching alphabetic knowledge of letters and combination of letters and the sound they make in the early grades. Authentic practices in reading and writing in upper grades Respect and incorporate cultural diversity Incorporate technology

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