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OAE Professional Knowledge: Middle Childhood (4-9) (002) Practice Tests & Test Prep by Exam Edge - Topics


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OAE Assessment of Professional Knowledge: Middle Childhood (4-9) Exam Blueprint

Understanding the exact breakdown of the OAE Assessment of Professional Knowledge: Middle Childhood (4-9) test will help you know what to expect and how to most effectively prepare. The OAE Assessment of Professional Knowledge: Middle Childhood (4-9) has multiple-choice questions The exam will be broken down into the sections below:

OAE Assessment of Professional Knowledge: Middle Childhood (4-9) Exam Blueprint
Domain Name % Number of
Questions
Student Development and Learning 24% 27
Assessment, Instruction, and the Learning Environment 50% 56
The Professional Environment 16% 18

OAE Assessment of Professional Knowledge: Middle Childhood (4-9) - Exam Topics Sample Questions

A science teacher reads an article on how to promote questioning among students. What is the appropriate response?

Correct Answer:
think of ways to implement this strategy in his classroom reflective teachers do more than read professional articles. they have the ability to creatively apply what they learn to their classes.

Cooperative learning groups in social studies have the following characteristics when compared to teacher-centered presentations except for:

Correct Answer:
more content coverage.
cooperative learning groups in social studies and teacher-centered presentations differ in various ways, affecting how students interact with the material and each other. here is an explanation of the characteristics of cooperative learning compared to teacher-centered presentations, highlighting why one of the stated options does not fit as a characteristic of cooperative learning.

**more student involvement:** cooperative learning inherently involves more student participation. unlike teacher-centered presentations where the teacher is the primary source of information and direction, cooperative learning requires students to engage actively with their peers. this model fosters an environment where students discuss, debate, and collaborate on given tasks or topics, leading to increased involvement from each group member. this approach contrasts with teacher-centered presentations, where student involvement is typically more passive, primarily consisting of listening and note-taking.

**more varied outcomes:** cooperative learning can lead to more varied outcomes compared to teacher-centered presentations. in a cooperative setting, students bring their personal insights, background knowledge, and individual learning styles to the group. this diversity can lead to a richer variety of perspectives and solutions to problems, reflecting the different approaches taken by various groups. in contrast, teacher-centered presentations often aim for uniform understanding and outcomes dictated by the curriculum and the teacher’s delivery, which may not capture the breadth of potential learning outcomes.

**more brainstorming:** cooperative learning groups typically involve more brainstorming activities. these activities encourage students to think freely and creatively, pooling their ideas to explore topics extensively. brainstorming in groups helps in generating diverse thoughts and solutions that might not surface in a teacher-centered setup, where the flow of information is generally unidirectional—from teacher to student—thus limiting the scope for spontaneous idea generation.

**more content coverage: incorrect characteristic** cooperative learning groups do not necessarily lead to more content coverage. in fact, teacher-centered presentations are more likely to cover more content since the teacher controls the pace and scope of the material delivered, ensuring that all planned content areas are addressed comprehensively within a set timeframe. in contrast, cooperative learning might delve deeper into specific areas of interest to the group, potentially at the expense of broader content coverage. this method focuses more on depth through interaction rather than breadth, which is more characteristic of teacher-centered approaches.