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PRAXIS II"! Topics Where to Review in EdPsych
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
Module 6: The Brain and Development
Module 7: Cognitive
Development
Module 8: Language Development
Module 9: Behavioral Learning Theories
Module 10: Social Cognitive Theory
Module 11: Information Processing
Module 12: Metacognition
Module 13: Transfer of Skills and Knowledge
Module 14: Critical Thinking and Problem Solving Examples of
important theorists:
Jean Piaget
Lev Vygotsky
Howard Gardner
Robert Sternberg
Erik Erikson
Lawrence Kohlberg
Urie Bronfenbrenner
David Ausubel
Jerome Bruner
B.F. Skinner
Albert Bandura
Module 7: pp. 119 124, 126
Module 7: pp. 124 126
Module 22: pp. 398 400, 405 407
Module 22: pp. 398 400, 407 408
Module 3: pp. 46 49
Module 5: pp. 77 79
Module 2: pp. 31, 38, 40
Module 20: pp. 363 364
Module 20: pp. 363 364
Module 9: pp. 164, 169 170
Module 10: pp. 176 179
Important terms related to learning theory:
Conservation
Constructivism
Equilibration
Co-construction
Private speech
Scaffolding
Zone of Proximal Development
Modeling
Rote memorization
Elaboration
Organization
Rehearsal
Automaticity
Module 7: pp. 122 123
Module 7: See  individual constructivism, p.
119; See  social constructivism, p. 119
Module 7: p. 120
Module 7: See  intersubjectivity, p. 124
Module 7: See  egocentric speech, pp.
122 123
Module 7: p. 125
Module 7: p. 124
Module 10: pp. 180, 183
Module 13: pp. 231, 233, 235
Module 11: pp. 198, 200
Module 11: pp. 198 199
Module 11: pp. 189 190, 197 198
Module 11: pp. 197, 200
Module 13: p. 235
Module 24: pp. 432 436
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Module 9: pp. 161 163 Module 9: pp. 163 169 Module 10: pp. 176 179 Module 11: p. 187, 193 196, 198 200
Module 12: See  metacognitive knowledge, pp. 215 216, 220 Module 11: pp. 187 197, 198 200 Module 11: pp.
194 195 Module 13: Transfer of Skills and Knowledge
Learning (classical conditioning) Learning (operant conditioning) Learning (observational learning) Knowledge
Memory Schemas Transfer
2. Human development in the physical, social, emotional, moral, and cognitive domains
Module 2: Contexts of Development Module 3: Social Development Module 4: Emotional Development Module 6: The
Brain and Development Module 7: Cognitive Development Module 8: Language Development Contribution of
important theorists:
Jean Piaget Lev Vygotsky Erik Erikson Lawrence Kohlberg Carol Gilligan
Module 7: pp. 119 124, 126 Module 7: pp. 124 126 Module 3: pp. 46 49 Module
5: pp. 77 79 Module 5: pp. 79 80 Major progressions in each developmental
domain and the ranges of individual variation within each domain Module 3:
Social Development
Module 4: Emotional Development Module 5: Moral Development Module 6: The Brain and Development Module 7:
Cognitive Development Module 8: Language Development
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
Specific coverage appears in the context of every module. Please see the diversity icon on page margins. Also
see:
n
Module 1: Today s Diverse Classrooms
n
Module 2: Contexts of Development
n
Module 8: See  Individual Differences in Language Acquisition, pp. 142 143
n
Module 11: See  Individual Differences in Information Processing, pp. 196 197
n
Module 22: Intelligence
n
Module 23: Giftedness and Creativity
n
Module 24: Cognitive Disabilities
n
Module 25: Emotional, Social, and Behavioral Disabilities
,
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Cultural expectations and styles
Important terms related to diversity:
Learning styles Multiple intelligences Performance modes, including concrete operational thinking, visual learners,
and aural learners
Module 22: pp. 398 400, 405 407 Module 6: pp. 111 114 Module 22: See  Teaching for Successful Intelligence, pp.
407 408
Gender differences
Specific coverage appears in the context of every module. Please see the diversity icon on page margins. Also
see Module 1: Today s Diverse Classrooms.
,
Module 1: Today s Diverse Classrooms Module 2: Contexts of Development Also see:
n
Module 3: p. 56
n
Module 5: pp. 78 79
n
Module 22: pp. 397, 400,402 405
2. Areas of exceptionality in students learning
Special physical or sensory challenges Learning disabilities
ADHD Autism Functional and mental retardation
Module 23: Giftedness and Creativity Module 24: Cognitive Disabilities Module 25: Emotional, Social, and Behavioral
Disabilities Important terms related to exceptionality.
Module 24: p. 000
Module 24: p. 000 Module 25: p. 000 Module 25: p. 000 Module 25: p. 000 Module 24: See  Intellectual Disabilities,
p. 000
3. Legislation and institutional responsibilities relating to exceptional students
Americans with Disabilities Act (ADA); Individuals with Disabilities Education Improvement Act (IDEIA); Section 504
Protections for Students Inclusion Mainstreaming  Least restrictive environment
Module 24: Cognitive Disabilities Module 25: Emotional, Social, and Behavioral Disabilities Important terms related to
exceptionality:
Module 24: pp. 425 426 Module 25: pp. 441 442
Module 24: p. 427 Module 24: p. 427 Module 24: pp. 426 427
4. Approaches for accommodating various learning styles, intelligences, or exceptionalities
Module 20: pp. 358 359 Module 22: pp. 405 408 Module 24: pp. 432 433, 435 436 Module 30: Issues in
Standardized Testing
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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
Alternative assessment
Testing modifications Module 26: pp. 469 473 Module 28: pp. 501 505 Module 28: pp. 504 510
Module 8: Language Development
Specific coverage appears in the context of every module. Please see the
diversity icon on page margins. Also see:
n
Module 1: Today s Diverse Classrooms
n
Module 2: Contexts of Development
n
Module 3: Social Development
n
Module 8: Language Development
n
Module 22: Intelligence Multicultural backgrounds Module 1: Today s Diverse
Classrooms, pp. 7 8
Module 2: Contexts of Development, pp. 41 42 Module 3: Social Development, p. 56 Age-appropriate knowledge and
behavior
Module 3: Social Development Module 5: Moral Development Module 7. Cognitive Development The student culture
at school Module 2: Contexts of Development, pp. 36 39
Module 18: Creating a productive Learning Environment, pp. 334 337 Family backgrounds Module 2: Contexts of
Development, pp. 31 36
Module 3: Social Development, pp. 48 50 Linguistic patterns and differences
Module 8: Language Development, pp. 134, 142 143, 144 146
C. Student Motivation and the Learning Environment
1. Theoretical foundations of human motivation and behavior
Module 15: Behavioral Theory Module 16: Cognitive Theories Module 17: Self
Theories
2. How knowledge of human motivation and behavior should influence
strategies for organizing and supporting individual and group work in the
classroom
Module 15: pp. 268-275 Module 16: pp. 289-293 Module 17: pp. 307-309 Module 18: Creating a Productive Learning
Environment
,
4. Principles on effective classroom management and strategies to promote positive relationships, cooperation, and
purposeful learning
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
Module 15: Behavioral Theory Module 17: Self Theories
Module 18: Creating a Productive Learning Environment Module 19: Understanding and Managing Student Behavior
Module 20: Planning for Instruction Module 21: Grouping Practices
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Establishing daily procedures and routines Establishing classroom rules Using natural and logical consequences
Providing positive guidance Modeling conflict resolution, problem solving, and anger management Using objective
behavior descriptions
Responding to student behavior
Arranging classroom space
Module 18: pp. 332 333 Module 20: pp. 358 359 Module 18: pp. 329 331 Module 9: Behavioral Learning Theories
Module 18: pp. 329 331 Module 18: pp. 328 330, 334 337 Module 19: pp. 346 347, 350 354
Module 19: Understanding and Managing Student Behavior Module 9: Behavioral Learning Theories Module 19: pp.
344 354 Module 18: pp. 325 328
II. INSTRUCTION & ASSESSMENT
A. Instructional Strategies
1. Major cognitive processes
Module 12: Metacognition Module 13: Transfer of Skills and Knowledge Module 14: Critical Thinking and Problem
Solving
2. Major categories, advantages, and appropriate uses of instructional strategies
Critical thinking Creative thinking Higher-order thinking Inductive and deductive thinking Problem structuring and
problem solving Memorization and recall Social reasoning Representation of ideas
Module 14: pp. 245 248 Module 23: pp. 417 419 Module 14: pp. 243 244 Module 14: p. 248 Module 14: Critical
Thinking and Problem Solving
Module 12: pp. 219 220 Module 5: See  prosocial reasoning, pp. 80 82 Module 11: See  schemas and
 propositional networks, pp. 194 195
Module 18: Creating a Productive Learning Environment Module 19: Understanding and Managing Student Behavior
Module 20: Planning for Instruction Module 21: Grouping Practices
Learning centers Small-group work Project approach
Cooperative learning Direct instruction Discovery learning Whole-group discussion Concept mapping Questioning
Module 20: pp. 365 366 Module 20: pp. 362 363 Module 20: p. 364 Module 20: p. 369 Module 11: pp. 194 195
Module 14: pp. 246 247 Module 20: pp. 368 369 Module 18: pp. 332 333 Module 20: pp. 365 369 Module 28: pp.
501 503
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3. Principles, techniques, and methods associated with major instructional strategies
4. Methods for enhancing student learning through the use of a variety of resources and materials
Module 18: Creating a Productive Learning Environment Module 19: Understanding and Managing Student Behavior
Module 20: Planning for Instruction Module 21: Grouping Practices Direct instruction
Student-centered methods
Module 20: See  Mastery Learning, pp. 361 363. Also see  Discovery Learning and Guided Discovery and
 Expository Teaching, p. 364.
Module 20: pp. 363 369
Module 18: Creating a Productive Learning Environment Module 19: Understanding and Managing Student Behavior
Module 20: Planning for Instruction Module 21: Grouping Practices Computers, internet resources, Web pages,
e-mail Service learning
Module 26: p. 472
Module 5: pp. 87 88
Behavioral objectives: affective, cognitive, psychomotor, speech/ language Learner objectives and outcomes Antibias
curriculum
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
Module 18: Creating a Productive Learning Environment Module 19: Understanding and Managing Student Behavior
Module 20: Planning for Instruction Module 21: Grouping Practices
Module 20: See  Bloom s taxonomy, pp. 360 361 Module 28: pp. 501 502
Module 26. Assessing Student Learning Module 20: pp. 360 361
2. Techniques for creating effective bridges between curriculum goals and students experiences
Module 11: Information Processing Module 12: Metacognition Module 13: Transfer of Skills and Knowledge Module
20: Planning for Instruction Module 21: Grouping Practices Module 23: Creativity and Giftedness Module 26: See
 Assessment Planning, pp. 469 473
Encouraging exploration and problem solving
Modeling Independent practice, including homework Activating students prior knowledge
Module 10: pp. 176 183 Module 20: See  Direct Instruction, pp. 362 363
Module 11, pp. 187, 191, 193, 196, 198 199 Module 12, pp. 219 220 Module 13, pp. 230, 237, 239 Module 14: pp.
245 248, 250 253
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2. Characteristics of assessments
C. Assessment Strategies
1. Types of assessments
Module 22: Intelligence Module 26: Assessing Student Learning Module 27: Test Construction and Use Module 28:
Performance Assessment Module 29: Standardized Tests and Scores
Module 26: Assessing Student Learning Module 27: Test Construction and Use Module 28: Performance Assessment
Module 29: Standardized Tests and Scores Module 30: Issues in Standardized Testing
3. Scoring assessments
Module 26: Assessing Student Learning Module 27: Test Construction and Use Module 28: Performance Assessment
Module 29: Standardized Tests and Scores
4. Uses of assessments
Module 22: Intelligence Module 26: Assessing Student Learning Module 27: Test Construction and Use Module 28:
Performance Assessment Module 29: Standardized Tests and Scores Module 30: Issues in Standardized Testing
5. Understanding of measurement theory and assessment related issues
III. COMMUNICATION TECHNIQUES
A. Basic, effective verbal and nonverbal communication techniques
B. Effect of cultural and gender differences on communications in the classroom
Module 27: Test Construction and Use Module 29: Standardized Tests and Scores Module 30: Issues in
Standardized Testing
6. Interpreting and communicating results of assessments
Module 22: Intelligence Module 26: Assessing Student Learning Module 29: Standardized Tests and Scores
Module 19. Understanding and Managing Student Behavior Module 22. Intelligence
Module 8: pp. 149 150 Module 21: pp. 386 Module 22: p. 409 Module 25: p. 447
C. Types of communications and interactions that can stimulate discussion in different ways for
particular purposes
Module 12: Metacognition Module 8: p. 144 147 Module 20: pp. 367-369
Module 13: pp. 237 238 Module 14: pp. 246 247 Module 26: p. 471
Probing for learner understanding
Helping students articulate their ideas and thinking processes
Module 11: pp. 223 229 Module 12: pp. 215 216, 218, 200, 222 Module 21 pp. 381 383 Promoting risk taking and
problem solving
Facilitating factual recall
Module 14: Critical Thinking and Problem Solving Module 16: pp. 279 281
Module 23: pp. 417, 419 420 Module 11: pp. 194 197
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Encouraging convergent and divergent thinking Stimulating curiosity
Helping students to question
Promoting a caring community
IV. PROFESSION & COMMUNITY
A. The Reflective Practitioner
1. Types of resources available for professional development and learning
Module 23: pp. 417 420
Module 15: See  Applications: Creating an Intrinsically Motivating Learning Environment, pp. 274 275 Module 23:
See  Promoting Creativity, pp. 419 420 Module 14: Critical Thinking and Problem Solving Module 12: See  Reading
Comprehension, pp. 219 221 Module 20: pp. 367 369 Module 18: pp. 334 337
Module 1: Today s Diverse Classrooms
2. Ability to read, understand, and apply articles and books about current research, views, ideas, and debates
regarding best teaching practices
Module 1: Today s Diverse Classrooms
3. Ongoing personal reflection on teaching and learning practices as a basis for making professional decisions
2. Factors in the students environment outside of school (family circumstances, community environments, health
and economic conditions) that may influence students life and learning
Module 1: Today s Diverse Classrooms Module 13: Transfer of Skills and Knowledge Module 18: Creating a
Productive Learning Environment Module 19: Understanding and Managing Student Behavior Also, reflective
prompts are integrated throughout the text.
B. The Larger Community
1. Role of the school as a resource to the larger community
Module 2: Contexts of Development
Module 2: Contexts of Development Module 19: See  Common Causes of Misbehavior, pp. 342 344 Module 22:
Intelligence. See  Socioeconomic and Cultural Factors, pp. 403 405
3. Develop and utilize active partnerships among teachers, parents/guardians and leaders in the community to
support educational process
Module 2: Contexts of Development Module 18: Creating a Productive Learning Environment
4. Major laws related to students rights and teacher responsibilities
Module 24: Cognitive Disabilities Module 25: Emotional, Social and Behavioral Disabilities Appropriate education for
students with special needs
Module 24: pp. 429 430, 433 434, 435 436 Module 25: pp. 441 444, 450 452
Module 30: pp. 546 547
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