Houghton Mifflin Textbook - INTASC AND PRAXIS correlation charts

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Learning Disabilities and Related Disorders, Tenth Edition
Janet W. Lerner, Northeastern Illinois University
Frank Kline, Seattle Pacific University

PRAXIS correlation charts

Comparison of the Content of the Principles of Learning and Teaching Section of the Praxis II Test with the Content of Learning Disabilities and Related Disorders: Characteristics and Teaching Strategies, Tenth Edition

As part of recent education reform efforts, many State Boards of Education and teacher education programs require that, as a condition for licensure, beginning teachers demonstrate that they are knowledgeable about the psychological and educational factors that are likely to affect how well their students will perform in the classroom. A popular instrument used for this purpose is the Praxis II, published by the Educational Testing Service (ETS). The Principles of Learning and Teaching section of the Praxis II assesses a beginning teacher's knowledge of those topics that are typically covered in an educational psychology course. Because Learning Disabilities and Related Disorders: Characteristics and Teaching Strategies is closely aligned with the Principles of Teaching and Learning section of the Praxis II and has been praised for its open writing style and applicability to the classroom, we believe this book will help prepare you to do well on this important assessment. The table below lists the topics and subtopics covered by the Principles of Learning and Teaching test (also available on the ETS web site at http://www.ets.org/praxis/) along with the chapter numbers and pages where discussions of these topics can be found.

Praxis II: Principles of Learning and Teaching	Learning Disabilities and Related Disorders: Characteristics and Teaching Strategies
I. Students as Learners:
Student Development and the Learning Process	Chapter 5, pp. 162-194. Chapter 7, pp. 229-243. Chapter 8, pp. 265-290.
Theoretical foundations about how learning occurs: how students construct knowledge, acquire skills, and develop habits of mind	Chapters 1, 3, 5, 6, 7, 8
Examples of important theorists	Chapter 1, pp. 23-28. Chapter 3, pp. 96-101. Chapter 5, pp. 162-194. Chapter 7, pp. 210-243. Chapter 8, pp. 265-289.
Important terms that relate to learning theory	Key terms at end of Chapters 1,3,4,5,6,7, 14
Students as Diverse Learners	Chapters 1,3,5,6,7,8
Differences in the Ways Students Learn and Perform	Chapters 1,3, 5, 6, 7, 8
Learning styles	Chapter 5
Multiple Intelligences	Chapter 1, pp. 14-15.
Performance modes	Chapters 8, pp. 275-277.
Concrete operational thinkers	Chapter 13, pp. 484-490.
Visual and aural learners	Chapter 7, pp. 237-243.
Gender differences	Chapter 1, pp. 14-20.
Cultural expectations and styles	Chapter 1, pp. 34-35.
Areas of exceptionality in students' learning	Chapters 1,2,3,4,6,7,8.
Visual and perceptual difficulties	Chapter 3, 101-104. Chapter 7, 237-243.
Special physical or sensory challenges	Chapter 1, pp. 21-22.
Learning disabilities	Chapters 1,2,3,4,5,6,7,8,9,10,11,12,13,14
Attention Deficit Disorder (ADD); Attention Deficit-Hyperactivity Disorder (ADHD)	Chapter 6, pp. 195-218
Functional mental retardation	Chapter 1, pp 12-14; 22-23.
Legislation and institutional responsibilities relating to exceptional students	Chapter 1, pp. 28-42. Chapter 2, pp. 43-90.
Americans with Disabilities Act (ADA)	Chapter 8, pp. 290-291
Individuals with Disabilities Education Act (IDEA)	Chapters 1,2,4.
Inclusion, Mainstreaming, and "Least Restrictive Environment"	Chapters 1,4.
IEP (Individualized Education Plan), including what, by law, must be included in each IEP	Chapters 1,2,4.
Approaches for accommodating various learning styles, intelligences, or exceptionalities	Chapter 3.
Differentiated instruction	Chapter 3, pp. 101-104.
Alternative assessments	Chapter 2.
Testing modifications	Chapter 2.
Process of second-language acquisition and strategies to support the learning of students for whom English is not a first language	Chapter 10, pp. 343-345,
Understanding of influences of individual experiences, talents, and prior learning, as well as language, culture, family, and community values on students' learning	Chapters 1, 3.
Multicultural backgrounds	Chapter 3 Chapter 10
Age-appropriate knowledge and behavior	Chapter 14
The student culture at school	Chapter 3, pp.96-100.
Family backgrounds	Chapter 4, pp.147-156
Linguistic patterns and differences	Chapter 10, pp. 343-345.
Cognitive patterns and differences	Chapter 5, pp. 173-194.
Social and emotional issues	Chapter 14.
Student Motivation and the Learning Environment	Chapter 3. Chapter 8. Chapter 14.
Theoretical foundations about human motivation and behavior	Chapter 3 Chapter 5. Chapter 14.
Important terms that relate to human motivation and behavior	Key terms at end of Chapters 3,5,14.
How knowledge of human motivation and behavior should influence strategies for organizing and supporting individual and group work in the classroom	Chapter 8
Factors and situations that are likely to promote or diminish students' motivation to learning, and how to help students become self-motivated	Chapter 4 Chapter 6 Chapter 8 Chapter 14
Principles of effective classroom management and strategies to promote positive relationships, cooperation, and purposeful learning	Chapter 3 Chapter 4 Chapter 8 Chapter 14
Establishing daily procedures and routines	Chapter 7
Establishing classroom rules, punishments, and rewards	Chapter 14
Giving timely feedback	Chapter 5 Chapter 14
Maintaining accurate records	Not covered
Communicating with parents and caregivers	Chapter 5, pp. 147-160
Using objective behavior descriptions	Chapter 14
Response to student misbehavior	Chapter 14
Arrangement of classroom space	Chapter 3, pp. 105-107.
Pacing and structure of the lesson	Chapter 3 Chapter 11

II. Instruction and Assessment
Instructional Strategies	Chapters 3, 5, 6. 8
Major cognitive processes associated with student learning	Chapter 5
Critical thinking	Chapter 5
Creative thinking	Not covered
Higher-order thinking	Chapter 5
Inductive and deductive thinking	Chapter 5
Problem-structuring and problem-solving	Chapter 13
Invention	Not covered
Memorization and recall	Chapter 5, pp. 173-183.
Major categories, advantages, and appropriate uses of instructional strategies	Chapter 5 Chapter 8
Cooperative learning	Chapter 4
Direct instruction	Chapter 5 Chapter 11
Discovery learning	Chapter 13
Whole-group discussion	Chapter 4
Independent study	Chapter 8
Interdisciplinary instruction	Not covered
Concept mapping	Chapter 5, pp. 185-194. Chapter 11, pp. 359-361
Inquiry method	Not covered
Questioning	Chapter 5 Chapter 11
Principles, techniques, and methods associated with major instructional strategies	Chapter 3 Chapter 5
Direct instruction	Chapter 3 Chapter 5 Chapter 11
Student-centered models	Chapter 5
Methods for enhancing student learning through the use of a variety of resources and materials	All chapters
Computers, internet resources, Web pages, email	Technology section(s) of each chapter
Audiovisual technologies such as videotapes and compact discs	Additional Resources, Websites, Videos and Print. pp. RG15-RG 17.
Local experts	Not covered
Primary documents and artifacts	Not covered
Field trips	Not covered
Libraries	Not covered
Service learning	Chapter 2
Planning Instruction	Chapters 3,4,5,6,7,8,10,11,12,13
Techniques for planning instruction to meet curriculum goals, including the incorporation of learning theory, subject matter, curriculum development, and student development	Chapters 3,4,5,6,7,8,19,11,12,13
National and state learning standards	Chapters 1,2,8. Front Cover
State and local curriculum frameworks	Not covered
State and local curriculum guides	Not covered
Scope and sequence in specific disciplines	Chapters 11,13.
Units and lessons	Not covered
Behavioral objectives: affective, cognitive, psychomotor	Chapter 5
Learner objectives and outcomes	Chapter 5
Techniques for creating effective bridges between curriculum goals and students' experiences	Chapters 3,5,7,8,11
Modeling	Chapters 5,8
Guided practice	Chapters 5,11
Independent practice, including homework	Chapters 5,11
Transitions	Chapters 7, 8
Activating students' prior knowledge	Chapters 5,11
Anticipating preconceptions	Not included
Encouraging exploration and problem-solving	Chapter 5,8,11
Building new skills on those previously acquired	Chapter 5,11,13.
Assessment Strategies	Chapter 2, pp.43-90
Types of assessments	Chapter 2, pp. 43-90. Chapter 10, 347-348. Chapter 11, pp. 397-401. Tests for assessing students, RG9-RG14.
Characteristics of assessments	Chapter 2.
Scoring assessments	Chapter 2.
Uses of assessments	Chapter 2, pp. 44-45.
Understanding of measurement theory and assessment-related issues	Chapter 2.

III. Communication Techniques
Basic, effective verbal and nonverbal communication techniques	Chapter 10.
Effect of cultural and gender differences on communications in the classroom	Chapter 10.
Types of questions that can stimulate discussion in different ways and for different purposes	Chapters 5, 11.
Probing for learner understanding	Chapter 5. 11.
Helping students articulate their ideas and thinking processes	Chapter 10. Chapter 5.
Promoting risk-taking and problem-solving	Chapter 11. Chapter 13
Facilitating factual recall	Chapter 5. Chapter 11.
Encouraging convergent and divergent thinking	Chapter 5.
Stimulating curiosity	Chapter 5.
Helping students to question	Chapter 5. Chapter 11.

IV. Profession and Community
The Reflective Practitioner	Not included
Types of resources available for professional development and learning	Additional Resources, pp. RG15-RG 17.
Professional literature	Chapter references Additional Resources, pp. RG16-17.
Colleagues	Not covered
Professional associations	Website for book
Professional development activities	Not covered
Ability to read and understand articles and books about current views, ideas, and debates regarding best teaching practices	Chapter 3.
Why personal reflection on teaching practices is critical, and approaches that can be used to achieve this	Chapter 3
The Larger Community	Not covered
Role of the school as a resource to the larger community	Not covered
Factors in the students' environment outside of school (family circumstances, community environments, health and economic conditions) that may influence students' life and learning	Chapter 3, pp. 96-100.
Basic strategies for involving parents/guardians and leaders in the community in the educational process	Chapter 4, pp. 147-160.
Major laws related to students' rights and teacher responsibilities	Chapter 1. Chapter 2.
Equal education	Not covered
Appropriate education for handicapped students	Chapters 1, 3, 4,5,6,7,8
Confidentiality and privacy	Not covered
Appropriate treatment of students	Chapters 3,4,7,8.
Reporting situations related to possible child abuse	Not covered





	Table of Contents

	HM Video Cases

	Learning Objectives

	Major Points

	Rapid Review

	Key Terms

	Matching

	Additional Resources

	About the Author

	INTASC AND PRAXIS correlation charts