GTET 2 cheat sheet

Piaget's stages: sensorimotor (0–2, object permanence), preoperational (2–7, egocentrism, symbolic play), concrete operational (7–11, conservation, reversibility), formal operational (11+, abstract/hypothetical reasoning).

Vygotsky's ZPD: the gap between independent performance and assisted performance; scaffolding is temporary support within the ZPD, faded as competence grows.

Erikson's psychosocial stages relevant to school: industry vs. inferiority (6–12) and identity vs. role confusion (adolescence); success hinges on mastery experiences and peer/teacher feedback.

Kohlberg's moral reasoning levels: preconventional (punishment/self-interest), conventional (social approval/law and order), postconventional (universal principles).

Classical conditioning (Pavlov): neutral stimulus paired with unconditioned stimulus becomes conditioned; operant conditioning (Skinner): behavior shaped by reinforcement schedules and punishment.

Maslow's hierarchy: physiological, safety, belonging, esteem, self-actualization; lower needs generally dominate attention until met, influencing readiness to learn.

Bronfenbrenner's ecological model: microsystem (family, classroom), mesosystem (interactions among microsystems), exosystem, macrosystem, chronosystem (time/change).

Information-processing model: sensory register → working memory (limited capacity ~7±2 chunks) → long-term memory; rehearsal, chunking, and elaboration improve encoding.

Growth mindset (Dweck): intelligence is malleable; praise effort and strategy rather than fixed traits to sustain persistence after failure.

Backward design (Wiggins & McTighe): identify desired results → determine acceptable evidence → plan learning experiences and instruction.

Bloom's revised taxonomy: remember, understand, apply, analyze, evaluate, create; objectives should target the highest appropriate cognitive level.

Direct instruction sequence: review, state objective, present new material in small steps, guided practice, independent practice, formative check, spaced review.

Cooperative learning requires positive interdependence, individual accountability, promotive interaction, social skills, and group processing (Johnson & Johnson).

Differentiation can modify content, process, product, and environment based on readiness, interest, and learning profile; it is not tracking.

Inquiry/discovery learning is most effective with sufficient prior knowledge and structured guidance; unguided discovery often overloads working memory.

Curriculum alignment means standards, objectives, instructional activities, and assessments all target the same knowledge and cognitive demand.

Pacing and task analysis: break complex skills into prerequisite subskills and sequence instruction from simpler to more complex with cumulative review.

Formative assessment is used during learning to adjust instruction; summative assessment occurs after learning to judge achievement.

Validity: the assessment measures what it claims; reliability: consistent results across occasions/raters; reliability is necessary but not sufficient for validity.

Criterion-referenced tests compare performance to a standard; norm-referenced tests compare to a norm group.

Standard error of measurement (SEM) estimates the spread of a student's hypothetical scores; a confidence band around a score reflects SEM.

Item difficulty index p = proportion answering correctly; item discrimination index D = p(upper group) − p(lower group); negative D flags a flawed item.

Percentile rank is the percentage of the norm group scoring at or below a given score; it is not the percentage of items correct.

A z-score = (X − mean)/SD; a T-score = 50 + 10z; stanines range 1–9 with mean 5 and SD approximately 2.

Data-driven cycle: collect baseline, analyze by standard/subgroup, select an evidence-based adjustment, implement with fidelity, reassess and compare.

Effective classroom rules are few, positively stated, observable, explicitly taught, and consistently reinforced.

Prevention ratio: high rates of specific praise relative to corrections (commonly cited around 4:1) are associated with improved behavior.

Behavior intervention hierarchy: antecedent modifications, explicit instruction and practice of routines, reinforcement, then reductive consequences.

Punishment suppresses behavior temporarily and does not teach a replacement behavior; reinforcement of an incompatible behavior is preferred.

Physical arrangement should support the dominant instructional mode and minimize blind spots and high-traffic bottlenecks.

Transitions and downtime are the highest-risk periods for off-task behavior; structured routines with clear signals reduce disruptions.

Restorative/relational approaches address harm and repair; zero-tolerance removal is associated with increased exclusion and no gain in safety.

Culturally responsive management accounts for differing norms for eye contact, wait time, participation, and adult authority.

Mandated reporting: suspicion of abuse or neglect triggers a report to the designated agency; the reporter does not investigate or notify the family.

FERPA protects education records; parents/eligible students may inspect records and seek amendment; directory information can be released unless opted out.

Confidentiality applies to student grades, IEP/504 status, discipline records, and health information; share only with legitimate educational interest.

Duty to warn/protect: credible threats of serious harm to self or others require following district protocol and contacting appropriate authorities.

Avoid dual relationships and personal social media contact with students; use district platforms for all school communication.

Copyright fair use factors: purpose, nature, amount, and market effect; classroom face-to-face exemptions are narrower than commonly assumed.

Ethical decision framework: identify the issue, consult policy and code, seek supervisor guidance, document, and act in the student's best interest.

Reading: phonemic awareness, phonics, fluency, vocabulary, and comprehension are the five core components; phonics instruction is most effective when systematic and explicit.

Writing: the writing process (plan, draft, revise, edit, publish) plus explicit instruction in sentence construction and text structure improves quality.

Math: conceptual understanding, procedural fluency, strategic competence, adaptive reasoning, and productive disposition are the five strands of mathematical proficiency.

Math progression: concrete-representational-abstract (CRA) sequence supports acquisition of operations and place value.

Science: the three dimensions are disciplinary core ideas, science and engineering practices, and crosscutting concepts; investigation precedes explanation.

History/social studies: sourcing, contextualization, corroboration, and close reading of primary documents are core disciplinary practices.

Scientific misconception example: seasons are caused by Earth's axial tilt, not by distance from the Sun.

Common math error: adding fractions by adding numerators and denominators; the denominator must be common before combining.

IDEA categories and the six principles: zero reject, nondiscriminatory evaluation, free appropriate public education, least restrictive environment, procedural safeguards, parent participation.

IEP must include present levels, measurable annual goals, progress monitoring, services, accommodations/modifications, and placement; reviewed at least annually.

Section 504 provides access via accommodations; IDEA provides specialized instruction and related services.

RTI/MTSS tiers: Tier 1 universal, Tier 2 targeted small-group, Tier 3 intensive individualized; movement between tiers is data-driven.

WIDA/English learner levels typically progress from entering to reaching; sheltered instruction (SIOP) integrates language and content objectives.

Accommodations change how a student learns or is assessed; modifications change what is taught or expected.

Gifted identification uses multiple measures; underrepresentation of minority and low-income students is a documented concern.

Behavior support: functional behavior assessment identifies antecedents and consequences; the behavior intervention plan teaches a functionally equivalent replacement behavior.

TPACK: effective technology integration requires overlapping technological, pedagogical, and content knowledge.

SAMR model: substitution, augmentation, modification, redefinition; transformation occurs at modification and redefinition.

Digital citizenship strands include safety, privacy, cyberbullying, digital footprint, copyright, and information literacy.

Universal Design for Learning (UDL) guidelines: multiple means of engagement, representation, and action/expression.

Assistive technology ranges from low-tech (pencil grips, highlighted text) to high-tech (speech-to-text, screen readers, AAC); devices are selected by student need, not diagnosis.

COPPA restricts collection of personal data from children under 13; FERPA governs education records; district acceptable-use policies govern student accounts.

Evaluate online sources with lateral reading: check the source's reputation, date, evidence, and corroboration across independent sites.

Blended learning models include rotation, flex, a la carte, and enriched virtual; station rotation is the most common in K–12.