- •Contents
- •Введение
- •Introduction
- •In groups of two or three discuss the following points and report back to the class on your major conclusions.
- •Vocabulary enrichment
- •Vocabulary practice
- •If you are looking for a career that will … and excite you. If you want to make a real difference in the lives of children. If you are ready to make an … on the future. Then New York needs you!
- •In groups of two or three discuss the following points and report back to the class on your major conclusions.
- •Vocabulary enrichment
- •Teacher certification from start to finish
- •In groups of two or three read the following texts, discuss them, and report back to the class on your major conclusions in order to make a procedure of teacher certification complete.
- •Applicants for Certification
- •II. Certification Summary: Types of Certificates and Licenses
- •Requirements for Certification in Specific Subject Titles
- •IV. Ways to Obtain Teacher Certification. Applying for a certificate
- •1. Say what you’ve learned from the texts about:
- •2. Decide if the following statements are true or false, and circle either the t or f. If the statement is false, write the correct answer in the space provided.
- •Vocabulary practice
- •In groups of two or three discuss the following points and report back to the class on your major conclusions.
- •Vocabulary enrichment
- •I. About the nystce
- •II. Teacher Certification Examinations: Program Overview
- •III. Citizenship/Residency Requirement
- •Say what you’ve learned from the texts about:
- •Vocabulary practice
- •In groups of two or three discuss the following points and report back to the class on your major conclusions.
- •Vocabulary enrichment
- •Vocabulary practice
- •In groups of two or three discuss the following points and report back to the class on your major conclusions.
- •Vocabulary enrichment
- •I. Last Framework & Objective
- •II. Last Preparation Techniques & Test-Taking Strategies
- •Vocabulary practice
- •In groups of two or three discuss the following points and report back to the class on your major conclusions.
- •Vocabulary enrichment
- •I. Reading Review
- •II. Writing Review. Written Analysis and Expression
- •Vocabulary practice
- •In groups of two or three discuss the following points and report back to the class on your major conclusions.
- •Vocabulary enrichment
- •I. Mathematics Test Strategies
- •II. Mathematics Review
- •Integers
- •Vocabulary practice
- •In groups of two or three discuss the following points and report back to the class on your major conclusions.
- •Vocabulary enrichment
- •I. Biology Review
- •Vocabulary practice
- •Vocabulary enrichment
- •II. Geosciences Review
- •Vocabulary practice
- •Vocabulary enrichment
- •III. Physical Sciences Review
- •Vocabulary practice
- •In groups of two or three discuss the following points and report back to the class on your major conclusions.
- •Vocabulary enrichment
- •Industrialization of America
- •I. United States History and Humanities Review
- •Industrialization of america
- •Vocabulary practice
- •Vocabulary enrichment
- •II. World History Review
- •Vocabulary practice
- •In groups of two or three discuss the following points and report back to the class on your major conclusions.
- •Visual and performing arts
- •Vocabulary enrichment
- •Visual and Performing Arts Terms Review
- •I. Visual Arts Review
- •II. Performing Arts Review
- •Vocabulary practice
- •Visual and performing arts practice items
- •In groups of two or three discuss the following points and report back to the class on your major conclusions.
- •Vocabulary enrichment
- •Interpretation
- •I. Literature Review
- •II. Communication Review
- •Information sources
- •Vocabulary practice
- •Assessment of teaching skills-written (ats-w)
- •01 Understand human developmental processes and variations, and use this understanding to foster student learning.
- •02 Understand how factors in the home, the school, and the community may affect learners; and use this knowledge to create a classroom environment within which all students can grow and learn.
- •05 Understand learning processes and apply strategies that foster student learning and promote students' active engagement in learning.
- •06 Understand curriculum development and apply knowledge of factors and processes in curricular decision making.
- •07 Understand instructional planning and apply knowledge of planning processes to design effective instruction.
- •08 Understand how to use formal and informal assessment to learn about students, plan instruction, monitor student understanding, and make instructional adjustments.
- •09 Understand principles and procedures for organizing and implementing lessons, and use this knowledge to help learners construct meaning and achieve intended outcomes.
- •10 Understand multiple approaches to instruction, and use this knowledge to facilitate learning in various situations.
- •11 Understand how motivational principles and practices can be used to promote student achievement and active engagement in learning.
- •12 Understand how to use a variety of communication modes to promote student learning and to foster a climate of trust and support in the classroom.
- •13 Understand how to structure and manage a classroom to create a climate that fosters a safe and productive learning environment.
- •14 Understand how to reflect productively on one's own practice and take advantage of various resources and opportunities for enhancing professional development and effectiveness.
- •15 Understand how to foster effective home-school relationships and school-community interactions that support student learning.
- •17 Understand the structure and organization of the New York State educational system and the role of education in the broader society.
- •Liberal arts and sciences test (last)
- •01 Use mathematical reasoning in problem-solving situations to arrive at logical conclusions and to analyze the problem-solving process.
- •02 Understand connections between mathematical representations and ideas; and use mathematical terms and representations to organize, interpret, and communicate information.
- •03 Apply knowledge of numerical, geometric, and algebraic relationships in real-world and mathematical contexts.
- •06 Understand and apply skills, principles, and procedures associated with inquiry and problem solving in the sciences.
- •07 Understand the interrelatedness of historical, geographic, cultural, economic, political, and social issues and factors.
- •08 Understand principles and assumptions underlying historical or contemporary arguments, interpretations, explanations, or developments.
- •09 Understand different perspectives and priorities underlying historical or contemporary arguments, interpretations, explanations, or developments.
- •10 Understand and apply skills, principles, and procedures associated with inquiry, problem solving, and decision making in history and the social sciences.
- •11 Understand and interpret visual representations of historical and social scientific information.
- •12 Understand elements of form and content in representations of works from the visual and performing arts from different periods and cultures.
- •21 Prepare an organized, developed composition in Edited American English in response to instructions regarding content, purpose, and audience.
- •Reading practice items
- •Mathematics practice items
- •Science practice items
- •History, humanities, and social science practice items
- •Visual and performing arts practice items
- •Literature and communication practice items
- •References
- •2 25404, Г. Барановичи, ул. Войкова, 21.
II. Last Preparation Techniques & Test-Taking Strategies
Analyze test preparation techniques and multiple-choice test strategies. What test taking strategies would you include into your study plan preparing for the test(s)?
Test Preparation Techniques
Life would be so much easier without tests. If anyone tells you that they like to take tests, don’t believe them. Nobody does. Tests are imperfect. Some people pass when they should have failed, while others fail when they should have passed. It may not be fair, but it is very real. So sit back and relax. You’re just going to have to do it. Most people feel at least a little bit uncomfortable about tests. You are probably one of them.
Testing companies like to pretend that test taking strategies don’t help that much. They act like that because they want everyone to think that their tests only measure your knowledge of the subject. Of course, they are just pretending; knowing test taking strategies can make a big difference. However, there is nothing better than being prepared for the material on this test. If you are prepared, then these strategies can make a difference. Use them. Other people will be. Not using them may very well lower your score.
No book is going to make you feel comfortable. But here are some suggestions:
Most people are less tense when they exercise. Set up a reasonable exercise program for yourself. The program should involve exercising in a way that is appropriate for you 30 to 45 minutes each day. This exercise may be just as important as other preparation;
Prepare with another person. You will feel less isolated if you have a friend or colleague to study with.
You are not going to get all the answers correct. You don’t have to. The people who wrote the test expect you to make them. You can take this test over again if you have to. There is no penalty for taking the test again. Accept these important truths. This is not a do or die, life or death situation;
Don’t worry about how anyone else is doing. Your score does not depend on theirs. You just want to get the score required for your certificate. If you can do better, that’s great. Stay focused. Remember your goal.
Multiple-Choice Test Strategies
No one you know or care about will see your test. An impersonal machine scores all multiple-choice questions. The machine just senses whether the correct circle on the answer sheet is filled in. That is the way the test makers want it. If that’s good enough for them, it should be good enough for you. Concentrate on filling in the correct circle.
Remember that a machine is doing the marking. Fill in the correct answer circle completely. Don’t put extra pencil marks on the answer section of the answer sheet. Stray marks could be mistaken for answers.
You’re not supposed to get all the questions correct, and some of them will be too difficult for you. Work through the questions and answer the easy ones. Pass the other ones by. Do these more difficult questions the second time through. Save these questions until the very end.
Every multiple-choice test shows you the correct answer for each question. The answer is staring right at you. You just have to figure out which one it is. There is a 20 or 25 percent chance you’ll get it right by just closing your eyes and pointing.
When someone writes a test question, they include distracters. Distracters are traps—incorrect answers that look like correct answers. It might be an answer to an addition problem when you should be multiplying. It might be a correct answer to a different question. It might just be an answer that catches your eye. Watch out for this type of incorrect answer.
If you can’t figure out which answer is correct, then decide which answers can’t be correct. Choose the answers you’re sure are incorrect. Cross them off in the test booklet. Only one left? That’s the correct answer.
If there are still two or more answers left, then guess. Guess the answer from those remaining. Never leave any item blank. There is no penalty for guessing.
POST-READING ACTIVITIES
Say what you’ve learned from the texts about:
1) the purpose and content of the LAST;
2) the subareas of the LAST ;
3) the LAST item distribution;
4) the test preparation techniques and multiple-choice test strategies.