TExES PPR 160 cheat sheet

Piaget stages: sensorimotor (0-2), preoperational (2-7), concrete operational (7-11), formal operational (11+); abstract reasoning is not expected before formal operations.

Vygotsky's zone of proximal development is the gap between what a student can do alone and what the student can do with scaffolding from a more knowledgeable other.

Erikson stages relevant to schooling: trust vs. mistrust, autonomy vs. shame, initiative vs. guilt, industry vs. inferiority, identity vs. role confusion.

Maslow's hierarchy orders needs as physiological, safety, belonging, esteem, self-actualization; unmet lower needs can interfere with learning.

Bloom's taxonomy levels: remember, understand, apply, analyze, evaluate, create; objectives and assessment items should align to the intended level.

Backward design sequence: identify desired results, determine acceptable evidence, then plan learning experiences and instruction.

Formative assessment is ongoing and low-stakes, used to adjust instruction; summative assessment is end-of-period and measures achievement against standards.

Reliability is consistency of scores across occasions, raters, or items; validity is the degree to which an assessment measures the intended construct.

Effective classroom rules are few, positively stated, observable, and aligned with routines; procedures are taught and rehearsed during the first days.

Kounin management variables include withitness, overlapping, smoothness, momentum, and group focus; withitness means awareness of multiple events and quick correction.

PBIS uses three tiers: universal supports for all students, targeted supports for some, and intensive individualized supports for a few.

Continuous reinforcement produces fastest initial learning; intermittent reinforcement produces behavior most resistant to extinction.

Active supervision involves moving through the room, scanning, and interacting briefly with students to prevent off-task behavior.

Physical arrangement should match lesson type, preserve sightlines, and maintain clear traffic flow; rows support independent work, clusters support collaboration.

Positive reinforcement increases future frequency of a behavior; punishment decreases future frequency but does not teach a replacement behavior.

Culturally responsive management builds relationships, maintains high expectations, uses cultural references, and applies norms consistently across student groups.

Gradual release sequence: teacher modeling (I do), guided practice (we do), collaborative practice (you do together), independent practice (you do).

Wait time of about 3-5 seconds after a question and after a student response increases response length and quality.

Checking for understanding requires frequent evidence from all students, such as whiteboards, cold call, choral response, or exit tickets.

Feedback is most effective when specific, timely, and criterion-referenced; praise alone does not identify what to improve.

Scaffolding includes modeling, cues, prompts, chunking, and graphic organizers; supports are faded as competence increases.

Cooperative learning requires positive interdependence, individual accountability, promotive interaction, and group processing.

Data-driven instruction uses item analysis, distractor analysis, and error patterns to reteach standards and regroup students.

Sheltered instruction for English learners combines content objectives with language objectives and comprehensible input.

Texas Educators' Code of Ethics standards cover professional conduct, ethical conduct toward students, ethical conduct toward colleagues, and ethical conduct toward parents and community.

FERPA protects the privacy of education records and gives parents or eligible students access and control over disclosure.

Suspected child abuse or neglect must be reported promptly under Texas law, generally within 48 hours, to DFPS or law enforcement; educators do not investigate.

IDEA requires a free appropriate public education in the least restrictive environment and an individualized education program for eligible students.

The ARD committee in Texas determines special education eligibility, develops the IEP, and makes placement and service decisions.

Section 504 is an anti-discrimination law requiring accommodations for students with disabilities that substantially limit a major life activity.

The LPAC identifies English learners, reviews progress, and recommends bilingual or ESL services, program changes, and exit decisions.

T-TESS appraises teachers across planning, instruction, learning environment, and professional practices and responsibilities.