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MTLE Pedagogy: Secondary (014) Practice Tests & Test Prep by Exam Edge - Topics


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MTLE Pedagogy: Secondary (Grades 5-12) Exam Blueprint

Understanding the exact breakdown of the MTLE Pedagogy: Secondary (Grades 5-12) test will help you know what to expect and how to most effectively prepare. The MTLE Pedagogy: Secondary (Grades 5-12) has multiple-choice questions The exam will be broken down into the sections below:

MTLE Pedagogy: Secondary (Grades 5-12) Exam Blueprint
Domain Name
Student Development and Learning
Learning Environment
Instruction and Assessment
Professional Roles and Responsibilities

MTLE Pedagogy: Secondary (Grades 5-12) - Exam Topics Sample Questions

Which of the following theorists argues that the moral development of children follows the same basic stages?

Correct Answer:
kohlberg. 
the correct answer to the question about which theorist argues that the moral development of children follows the same basic stages is lawrence kohlberg. kohlberg's theory of moral development is an extension and refinement of jean piaget's work on moral reasoning. *p kohlberg identified six stages of moral development, which he grouped into three levels: pre-conventional, conventional, and post-conventional. each stage presents a different way of thinking about right and wrong. according to kohlberg, individuals progress through these stages sequentially without skipping any stage, although not everyone reaches the final stages. *p at the pre-conventional level, children's sense of morality is externally controlled. they accept and believe the rules of authority figures, such as parents and teachers, and they judge an action based on its direct consequences. the two stages in this level are (1) obedience and punishment orientation, where focus is on direct consequences to oneself, and (2) individualism and exchange, where there is recognition that different individuals have different viewpoints. *p the conventional level of moral reasoning is typical of adolescents and adults. here, individuals abide by certain standards (internal), but they are the standards of others, such as parents or the laws of society. the two stages here are (3) good interpersonal relationships, where good behavior is doing what is expected by people close to the individual, and (4) maintaining the social order, focusing on maintaining law and order by following the rules, doing one’s duty, and respecting authority. *p the post-conventional level, where moral reasoning is based on abstract reasoning using universal ethical principles. laws are seen as social contracts rather than rigid dictates. those who reason at a post-conventional level judge the morality of actions by comparing them to these principles and values. the stages include (5) social contract and individual rights, where right behavior involves upholding rules that are in the best interest and protect the rights of all individuals, and (6) universal principles, where morality is based on principles that transcend mutual benefit. *p erik erikson, another theorist mentioned, focused on psychosocial development rather than stages of moral development. john dewey emphasized education and democracy in his philosophy but did not specifically chart stages of moral development like kohlberg. b.f. skinner, known for his work in behaviorism, viewed human behavior as determined by environmental consequences rather than internal stages of moral development. *p therefore, kohlberg is the theorist who argues that the moral development of children follows specific, sequential stages. his theory has been influential in understanding how moral reasoning matures as individuals grow, although it has also faced criticism, particularly regarding its emphasis on justice to the exclusion of other values, and its apparent cultural bias.

All but which of the following is a disadvantage to indirect instruction?

Correct Answer:
does not develop higher-level thinking.


the question asks to identify which of the listed items is not a disadvantage of indirect instruction. the correct answer to the question is "does not develop higher-level thinking." this answer is correct because, contrary to the listed option, indirect instruction actually facilitates the development of higher-level thinking skills among students. this type of instruction typically involves methods such as problem-solving, inquiry-based learning, and discussions that encourage students to think critically and analytically.

indirect instruction has several distinct characteristics that differentiate it from direct instruction. unlike direct instruction, where the teacher is the central figure delivering information, indirect instruction allows students to explore concepts and ideas more autonomously. this learner-centered approach engages students in activities that require them to apply, analyze, synthesize, and evaluate information, all of which are crucial components of higher-level thinking.

however, indirect instruction does come with its own set of challenges and disadvantages. one such disadvantage is that it requires more class time to accomplish learning goals compared to direct instruction. this is because students often need time to engage deeply with the material, explore different perspectives, and come to meaningful conclusions on their own or in group settings.

another disadvantage is that it is more challenging for teachers to ensure that all learning objectives are met. since students are guiding much of their own learning, it can be difficult for teachers to monitor each student's progress and understanding comprehensively. this is particularly true in larger or more diverse classrooms where students may have varying levels of background knowledge and learning paces.

lastly, indirect instruction is generally less effective for teaching basic skills and factual knowledge, especially at the elementary level. younger students, who may not yet have developed the cognitive skills required for independent learning, often benefit more from direct instructional strategies where specific skills and knowledge are taught explicitly.

thus, while indirect instruction is highly beneficial for developing critical thinking and problem-solving skills, it is not without its drawbacks. these include increased time demands, greater difficulty in meeting learning objectives, and limitations in teaching basic skills and facts, particularly to younger learners.