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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:

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Module 1: Today’s Diverse Classrooms

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Module 2: Contexts of Development

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Module 8: See “Individual Differences in Language Acquisition,” pp. 142–143

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Module 11: See “Individual Differences in Information Processing,” pp. 196–197

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Module 22: Intelligence

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Module 23: Giftedness and Creativity

n

Module 24: Cognitive Disabilities

n

Module 25: Emotional, Social, and Behavioral Disabilities

,

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PRAXIS II™ Topics Where to Review in EdPsych

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:

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Module 3: p. 56

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Module 5: pp. 78–79

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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:

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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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PRAXIS II™ Topics Where to Review in EdPsych

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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PRAXIS II™ Topics Where to Review in EdPsych

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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PRAXIS II™ Topics Where to Review in EdPsych

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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PRAXIS II™ Topics Where to Review in EdPsych

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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