Praxis® Principles of Learning and Teaching: Grades 7–12 (5624)

Study Plan
How well do I
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content? have/need for this the resources I study this Date
(scale 1–5) content? need? content completed
I. Students as Learners (22.5%)
A. Student Development and the Learning
Process
1. Understands the theoretical foundations of
how students learn
a. Knows how knowledge is constructed

b. Knows a variety of means by which skills are

acquired
c. Understands a variety of cognitive processes
and how they are developed
2. Knows the major contributions of
foundational theorists to education
a. Relates the work of theorists to educational
contexts
–– Bandura

–– Bruner

–– Dewey

–– Piaget

–– Vygotsky

–– Kohlberg

–– Bloom

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 Praxis® Principles of Learning and Teaching: Grades 7–12 (5624)
Study Plan
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3. Understands the concepts and terms related
to a variety of learning theories
a. Metacognition

b. Schema

c. Transfer

d. Self-efficacy

e. Self-regulation

f. Zone of proximal development

g. Classical and operant conditioning

4. Knows the distinguishing characteristics of

the stages in each domain of human
development(i.e., cognitive, physical, social,
and moral)
a. Describes the characteristics of a typical child
in each stage and each domain
b. Recognizes typical and atypical variance
within each stage and each domain
5. Understands how learning theory and human
development impact the instructional process
a. Defines the relationship between learning
theory and human development
b. Provides examples of how learning theory is
impacted by human development

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 Praxis® Principles of Learning and Teaching: Grades 7–12 (5624)
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c. Uses knowledge of learning theory to solve
educational problems
d. Uses knowledge of human development to
solve educational problems
B. Students as Diverse Learners

1. Understands that a number of variables

affect how individual students learn and
perform
a. Identifies a number of variables that affect
how students learn and perform
–– gender

–– culture

–– socioeconomic status

–– prior knowledge and experience

–– motivation

–– self-confidence, self-esteem

–– cognitive development

–– maturity

–– language

b. Provides examples of how variables might

affect how students learn and perform

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 Praxis® Principles of Learning and Teaching: Grades 7–12 (5624)
Study Plan
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2. Recognizes areas of exceptionality and their
potential impact on student learning
a. Identifies areas of exceptionality

–– cognitive

–– auditory

–– visual

–– motor/physical

–– speech/language

–– behavioral

b. Explains a variety of ways exceptionalities

may impact student learning
3. Understands the implications and application
of legislation relating to students with
exceptionalities on classroom practice
a. Identifies the provisions of legislation
relevant to students with exceptionalities
–– Americans with Disabilities Act (ADA)

–– Individuals with Disabilities Education Act

(IDEA)
–– Section 504, Rehabilitation Act (504)

b. Explains how the provisions of legislation

relating to students with exceptionalities affect

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 Praxis® Principles of Learning and Teaching: Grades 7–12 (5624)
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classroom practice
4. Recognizes the traits, behaviors, and needs
of intellectually gifted students
5. Recognizes that the process of English
language acquisition affects the educational
experience of English language learners (ELLs)
6. Knows a variety of approaches for
accommodating students with exceptionalities
in each phase of the education process
a. Recognizes students with exceptionalities
require particular accommodations
b. Knows how to modify instruction,
assessment, and communication methods to
meet a recognized need
C. Student Motivation and Learning
Environment
1. Knows the major contributions of
foundational behavioral theorists to education
a. Relates the work of behavioral theorists to
educational contexts
–– Thorndike

–– Watson

–– Maslow

–– Skinner

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 Praxis® Principles of Learning and Teaching: Grades 7–12 (5624)
Study Plan
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–– Erikson

2. Understands the implications of foundational

motivation theories for instruction, learning,
and classroom management
a. Defines terms related to foundational
motivation theory
–– self-determination

–– attribution

–– extrinsic/intrinsic motivation

–– cognitive dissonance

–– classic and operant conditioning

–– positive and negative reinforcement

b. Relates motivation theory to instruction,

learning, and classroom management
3. Knows principles and strategies for classroom
management
a. Knows how to develop classroom routines
and procedures
b. Knows how to maintain accurate records

c. Knows how to establish standards of conduct

d. Knows how to arrange classroom space

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 Praxis® Principles of Learning and Teaching: Grades 7–12 (5624)
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e. Recognizes ways of promoting a positive
learning environment
4. Knows a variety of strategies for helping
students develop self-motivation
a. Assigning valuable tasks

b. Providing frequent positive feedback

c. Including students in instructional decisions

d. De-emphasizing grades

II. Instructional Process (22.5%)

A. Planning Instruction

1. Understands the role of district, state, and

national standards and frameworks in
instructional planning
a. Understands the theoretical basis of
standards-based education
b. Knows resources for accessing district, state,
and national standards and frameworks
c. Understands how standards and frameworks
apply to instructional planning
2. Knows how to apply the basic concepts of
predominant educational theories
a. Understands the basic concepts of
cognitivism

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 Praxis® Principles of Learning and Teaching: Grades 7–12 (5624)
Study Plan
How well do I
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(scale 1–5) content? need? content completed
–– schema

–– information processing

–– mapping

b. Understands the basic concepts of social

learning theory
–– modeling

–– reciprocal determinism

–– vicarious learning

c. Understands the basic concepts of

constructivism
–– learning as experience

–– problem-based learning

–– zone of proximal development

–– scaffolding

–– inquiry/discovery learning

d. Understands the basic concepts of

behaviorism
–– conditioning

–– intrinsic and extrinsic rewards

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 Praxis® Principles of Learning and Teaching: Grades 7–12 (5624)
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–– reinforcement

–– punishment

e. Knows how to apply the basic concepts of

behaviorism, constructivism, social learning
theory, and cognitivism to instructional
contexts
3. Understands how scope and sequence affect
instructional planning
a. Defines and provides examples of scope

b. Defines and provides examples of sequence

c. Understands the relationship between scope

and sequence and standards of learning
d. Understands the role of scope and sequence
in curriculum planning
4. Knows how to select content to achieve
lesson and unit objectives
5. Knows how to develop observable and
measurable instructional objectives in the
cognitive, affective, and psychomotor domains
a. Distinguishes among the different learning
domains
b. Knows how to apply Bloom’s Taxonomy to
the development of instructional objectives
c. Knows how to describe observable behavior

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 Praxis® Principles of Learning and Teaching: Grades 7–12 (5624)
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d. Knows how to describe measurable
outcomes
6. Is aware of the need for and is able to
identify various resources for planning
enrichment and remediation
a. Identifies when remediation is appropriate

b. Identifies when enrichment is appropriate

c. Identifies a variety of resources for locating,

adapting, or creating enrichment and
remediation activities
7. Understands the role of resources and
materials in supporting student learning
a. Identifies and explains the uses of a variety of
resources and materials that support student
learning
–– Computers, the Internet, and other
electronic resources
–– library collection (books, magazines,
pamphlets, reference works)
–– videos, DVDs

–– artifacts, models, manipulatives

–– guest speakers and community members

–– knows how to develop lessons as part of

thematic and/or interdisciplinary units

Page | 10
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 Praxis® Principles of Learning and Teaching: Grades 7–12 (5624)
Study Plan
How well do I
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content? have/need for this the resources I study this Date
(scale 1–5) content? need? content completed
b. Understands the basic concepts of thematic
instruction
c. Understands the components of thematic
units
–– selecting a theme

–– designing integrated learning activities

–– selecting resources

–– designing assessments

d. Understands the basic concepts of

interdisciplinary instruction
e. Understands the components of
interdisciplinary units
–– collaborating

–– generating applicable topics

–– developing an integrative framework

–– planning instruction for each discipline

–– designing integrative assessment

–– recognizes their role in collaborating with

instructional partners in instructional planning
f. Identifies a variety of instructional planning
partners

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 Praxis® Principles of Learning and Teaching: Grades 7–12 (5624)
Study Plan
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–– special education teachers

–– library media specialists

–– teachers of the gifted and talented

–– IEP team members

–– para educators

g. Describes the roles each partner plays in

collaborative activities
B. Instructional Strategies

1. Understands the cognitive processes

associated with learning
a. Critical thinking

b. Creative thinking

c. Questioning

d. Inductive and deductive reasoning

e. Problem solving

f. Planning

g. Memory

h. Recall

2. Understands the distinguishing features of

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 Praxis® Principles of Learning and Teaching: Grades 7–12 (5624)
Study Plan
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different instructional models
a. Describes a variety of instructional models

–– direct

–– indirect

–– independent

–– experiential

–– interactive

3. Knows a variety of instructional strategies

associated with each instructional model
a. Identifies instructional strategies associated
with direct instruction
–– explicit teaching

–– drill and practice

–– lecture

–– demonstrations

–– guides for reading, listening, viewing

b. Identifies instructional strategies associated

with indirect instruction
–– problem solving

Page | 13
Copyright © 2020 by Educational Testing Service. All rights reserved. ETS, the ETS logo and PRAXIS are registered trademarks of Educational Testing Service (ETS).
 Praxis® Principles of Learning and Teaching: Grades 7–12 (5624)
Study Plan
How well do I
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content? have/need for this the resources I study this Date
(scale 1–5) content? need? content completed
–– inquiry

–– case studies

–– concept mapping

–– reading for meaning

–– cloze procedures

c. Identifies instructional strategies associated

with independent instruction
–– learning contracts

–– research projects

–– learning centers

–– computer mediated instruction

–– distance learning

d. Identifies instructional strategies associated

with experiential and virtual instruction
–– field trips

–– experiments

–– simulations

–– role play

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 Praxis® Principles of Learning and Teaching: Grades 7–12 (5624)
Study Plan
How well do I
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content? have/need for this the resources I study this Date
(scale 1–5) content? need? content completed
–– games

–– observations

e. Identifies instructional strategies associated

with interactive instruction
–– brainstorming

–– cooperative learning groups

–– interviews

–– discussions

–– peer practice

–– debates

4. Knows a variety of strategies for encouraging

complex cognitive processes
a. Identifies complex cognitive processes

–– concept learning

–– problem solving

–– metacognition

–– critical thinking

–– transfer

b. Knows instructional activities specific to the

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 Praxis® Principles of Learning and Teaching: Grades 7–12 (5624)
Study Plan
How well do I
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content? have/need for this the resources I study this Date
(scale 1–5) content? need? content completed
development of complex cognitive processes
–– distinguishing fact from opinion

–– comparing and contrasting

–– detecting bias

–– predicting

–– categorizing

–– analyzing

–– sequencing

–– summarizing

–– inferring

–– decision making

–– evaluating

–– synthesizing

–– generalizing

5. Knows a variety of strategies for supporting

student learning
a. Identifies and explains uses of strategies for
supporting student learning
–– modeling

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