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OAE Professional Knowledge: Early Childhood (PK-3) (001) Practice Tests & Test Prep by Exam Edge - Topics


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Understanding what is on the OAE Professional Knowledge: Early Childhood (PK-3) exam is crucial step in preparing for the exam. You will need to have an understanding of the testing domain (topics covered) to be sure you are studing the correct information.

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OAE Assessment of Professional Knowledge: Early Childhood (PK-3) Exam Blueprint

Understanding the exact breakdown of the OAE Assessment of Professional Knowledge: Early Childhood (PK-3) test will help you know what to expect and how to most effectively prepare. The OAE Assessment of Professional Knowledge: Early Childhood (PK-3) has multiple-choice questions The exam will be broken down into the sections below:

OAE Assessment of Professional Knowledge: Early Childhood (PK-3) Exam Blueprint
Domain Name % Number of
Questions
Student Development and Learning 24% 24
Assessment, Instruction, and the Learning Environment 50% 50
The Professional Environment 26% 26
** Domain II and III contain written assignments

OAE Assessment of Professional Knowledge: Early Childhood (PK-3) - Exam Topics Sample Questions

Mrs.Arugula wants to test her students understanding of the process of germination and growth in plants by building a glass raised-bed garden on the playground. She figures out the cost for materials and presents it to the head of the science department. He turns her down. What would most likely be his reason for denying her request?

Correct Answer:
her test is impractical.


the decision by the head of the science department to deny mrs. arugula's request to build a glass raised-bed garden likely stems from concerns about the practicality of the project. practicality, in the context of educational projects and experiments, involves considering both the feasibility and the cost-effectiveness of the proposal. in mrs. arugula's case, while the intention to teach about plant germination and growth is educationally sound, the method of using a glass raised-bed garden may pose significant challenges.

first, the construction of a glass raised-bed garden can be quite costly. the materials needed for such a structure, including glass and framing, not to mention the soil and plants, could require a considerable budget. schools often operate within tight financial constraints, and allocating a substantial amount of funds for a single project might not be seen as the best use of resources, especially when there are cheaper alternatives available that can achieve similar educational outcomes.

additionally, the construction process itself could be complicated and time-consuming. this might involve extended periods of construction activity on the playground, potentially disrupting other school functions or requiring additional safety measures to ensure that the playground remains a safe environment for students. the maintenance of a glass raised-bed garden also needs to be considered, as it would require ongoing care and resources to ensure the plants thrive, adding further to the cost and complexity.

while mrs. arugula's project could indeed provide valid educational results by effectively demonstrating the process of plant growth and development, the head of the science department must weigh these benefits against the practical aspects of implementation. in this case, the decision to deem the project impractical likely reflects a judgment that the educational benefits do not justify the high costs and logistical complications associated with the proposed garden.

in conclusion, the rejection of the glass raised-bed garden project is rooted in practical considerations rather than the validity or educational value of the experiment itself. alternative methods of teaching about plant germination and growth, which are more cost-effective and easier to manage, might be encouraged instead, ensuring that educational goals are met without undue strain on school resources.

According to Stiliana Milkova of the Center for Research on Learning and Teaching, a lesson plan is an important tool to determine what students need to learn and how it will be done effectively.Before starting a lesson plan, what should teachers decide before writing their lesson plan?
Correct Answer:

Develop objectives for the lesson, develop a creative introduction, develop activities for teaching and learning, develop methods to verify students learning.



milkova states that developing objectives for student learning is the first and most important item in the lesson plan.  basically, teachers should determine what they want the students to learn. list those objectives in order of most to least importance.  by arranging the objectives, this will assist in managing class time.  develop a creative introduction to the subject.  take into consideration the diversity of your class and that some may know something about the subject you are about to teach.  make it interesting and use questions to get attention.  use visuals, real life examples, stories to explain the material that will stimulate an interest or familiarity with the subject.  develop different ways to explain or show the topic. plan activities to help the student to learn the subject better.  assessing the students understanding is vital to the lessons’ success. develop questions and ask them in different ways.  decide if these questions will be written or oral.  refer to your objectives to see if that question ensures the completion of the objective.  develop summary to make sure that you have completed each concepts’ objective.  engage the students by having them write down what they think the lesson was about (form of assessment) and what were the main points.