EdPsych Modules PDF Praxis Guide

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HOW DOES EdPsych HELP YOU PREPARE FOR THE PRAXIS EXAM?

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

Speci

ﬁc 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 2: Contexts of Development

Module 8: See

“Individual Differences in Language Acquisition,” pp. 142–143

Module 11: See

“Individual Differences in Information Processing,” pp. 196–197

Module 22: Intelligence

Module 23: Giftedness and Creativity

Module 24: Cognitive Disabilities

Module 25: Emotional, Social, and Behavioral Disabilities

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™ 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

Speci

ﬁc 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:

Module 3: p. 56

Module 5: pp. 78

–79

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 in

ﬂuences of individual experiences, talents, and prior learning, as well as language, culture,

family, and community values on students

’ learning

Alternative assessment

Testing modi

ﬁcations Module 26: pp. 469–473 Module 28: pp. 501–505 Module 28: pp. 504–510

Module 8: Language Development

Speci

ﬁc 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 2: Contexts of Development

Module 3: Social Development

Module 8: Language Development

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 in

ﬂuence

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 con

ﬂict 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 Re

ﬂective 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 re

ﬂection 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 in

ﬂuence 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, re

ﬂective

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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