Your FREE TExES PPR Flashcards 2026 – 200+ Cards

Birth to ~2 years. Infants learn through senses and motor action; key milestone is object permanence (objects exist when out of sight).

~2 to 7 years. Symbolic thinking and language grow, but thought is egocentric and lacks conservation and reversibility.

~7 to 11 years. Logical thinking about concrete objects; the child masters conservation, classification, and reversibility.

~11 years and up. Abstract, hypothetical, and deductive reasoning; can think about possibilities, not just concrete realities.

The understanding that quantity stays the same despite changes in shape or arrangement — mastered in the concrete operational stage.

The gap between what a learner can do alone and what they can do with guidance from a more knowledgeable other. Instruction should target this zone.

Temporary, adjustable support (modeling, prompts, sentence frames) that helps a student do a task they cannot yet do alone, then is gradually removed.

Learning is social and mediated by language and culture; knowledge is co-constructed through interaction before it is internalized by the individual.

Anyone — teacher, peer, or tool — with greater understanding who guides a learner through the zone of proximal development.

Physiological → safety → love/belonging → esteem → self-actualization. Lower needs must be largely met before higher ones drive behavior.

A hungry, anxious, or unsafe student cannot focus on learning; meeting basic and emotional needs is a precondition for academic engagement.

Remember → understand → apply → analyze → evaluate → create. A hierarchy of cognitive demand used to write objectives and questions.

Analyze, evaluate, and create — the upper levels that require reasoning beyond recall. Strong instruction pushes students into these levels.

~6 to 12 years (elementary). Children develop competence through accomplishment; repeated failure breeds feelings of inferiority.

Adolescence. Teens explore and form a personal identity; failure to do so leads to confusion about their role and values.

~3 to 6 years (early childhood). Children assert purpose through play and planning; over-control or criticism can produce guilt.

Stages 1–2: behavior is governed by obedience/punishment avoidance and self-interest ('What's in it for me?'). Common in young children.

Stages 3–4: behavior is guided by social approval and maintaining law and order. Typical of older children and most adults.

Plan from the end: (1) identify desired results/standards, (2) determine acceptable assessment evidence, (3) plan learning experiences and instruction.

A specific, observable statement of what students will know or be able to do, written with a Bloom's action verb (e.g., 'analyze,' 'compare').

Texas Essential Knowledge and Skills — the state's required curriculum standards. Texas teachers must align instruction and assessment to the TEKS.

The match among standards (TEKS), learning objectives, instruction, and assessment. Strong alignment means you assess exactly what you taught and intended.

Tailoring the content, process, product, or learning environment to students' readiness, interests, and learning profiles so all reach the same standards.

A framework that builds flexible options for engagement, representation, and action/expression into instruction from the start — proactive, not retrofit.

Ongoing, low-stakes checks during instruction (exit tickets, questioning, observation) used to give feedback and adjust teaching. Assessment FOR learning.

An end-of-unit evaluation of mastery against standards (final exam, project, state test). Assessment OF learning; usually higher stakes.

Assessment given before instruction to identify students' prior knowledge, skills, and misconceptions so teaching can be targeted.

Compares a student's performance to that of a norm group (e.g., percentile rank). Sorts and ranks students rather than measuring mastery of content.

Measures performance against a fixed standard or criterion, not against other students. STAAR is criterion-referenced — did the student meet the standard?

The degree to which an assessment measures what it claims to measure. A valid test matches the objectives and standards it is supposed to assess.

The degree to which an assessment produces consistent, repeatable results across raters, items, or occasions.

A scoring tool that lists criteria and performance levels, making evaluation of student work consistent, transparent, and fair.

Tasks that ask students to apply knowledge in a real-world context (a lab, presentation, portfolio) rather than answer isolated questions.

A theory that learners actively build new understanding by connecting experiences to prior knowledge, rather than passively receiving information.

An organized mental framework of prior knowledge. Activating relevant schema before a lesson helps students integrate and remember new information.

Structured group work in which students work toward a shared goal with positive interdependence and individual accountability.

A brief opening activity (hook) that grabs attention, activates prior knowledge, and previews the lesson's purpose.

An end-of-lesson activity in which students summarize or apply what they learned, helping the teacher check understanding and reinforce key points.

The idea that intelligence takes varied forms (linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, naturalist).

The idea of revisiting key concepts repeatedly over time at increasing levels of complexity, building deeper understanding with each cycle.

What students already know about a topic. Effective lessons activate and build on it; unaddressed misconceptions can block new learning.

Demonstrating a skill or thinking process (often via think-aloud) so students see how an expert approaches a task before they try it.

The 'I do, we do, you do' progression: teacher models, then guides practice, then students work independently as support fades.

The pause a teacher allows after asking a question (3+ seconds). Longer wait time improves the length, depth, and number of student responses.

An open-ended, thought-provoking question that frames a unit and drives inquiry toward deep understanding.

The amount of working-memory demand a task imposes. Chunking content and removing extraneous distractions keeps load manageable for learning.

A theory that learning is shaped by stimulus–response and consequences (reinforcement and punishment). Underlies many classroom-management systems.

Texas programs aim to help emergent bilingual students develop English proficiency and grade-level content knowledge, valuing the home language as an asset.

The top of Maslow's hierarchy: realizing one's full potential and creativity, possible only after lower needs are met.

Reliability = consistent results; validity = measures the right thing. A test can be reliable but not valid (consistent yet measuring the wrong skill).

Fitting new information into an existing schema without changing the schema — interpreting the new through what you already know.

Changing an existing schema, or creating a new one, to incorporate information that doesn't fit — the schema adapts to the new reality.

A young child's difficulty seeing a situation from another's perspective — assuming others share their viewpoint.

Understanding that an action can be reversed (e.g., 5 + 3 = 8 and 8 − 3 = 5) — a hallmark of the concrete operational stage.

Infancy (0–1). Consistent, responsive care builds trust; neglect breeds mistrust of the world.

Toddlerhood (1–3). Children assert independence; over-control or criticism produces shame and doubt.

Stages 5–6: reasoning based on social contract and universal ethical principles, beyond mere law or approval.

The drive to balance assimilation and accommodation; cognitive conflict pushes a learner to a new, more stable understanding.

A model of memory as input → sensory register → working memory → long-term memory; teaching should manage attention and reduce overload.

The limited-capacity system that holds and manipulates information in the moment; chunking and reducing distractions protect it.

Applying knowledge or skills learned in one context to a new situation; relevance and varied practice promote it.

A sequence for teaching concepts (especially math): start with concrete objects, move to pictures, then to abstract symbols.

Tasks at varied levels of challenge addressing the same objective, so students work at their readiness level toward one standard.

Assessing students before a unit to reveal prior knowledge, skills, and misconceptions so instruction can be targeted.

Asking students to apply skills in a realistic task (lab, presentation, portfolio) rather than answer isolated questions.

A purposeful collection of student work over time that shows growth and mastery toward standards.

Students evaluating their own or each other's work against criteria, building metacognition and ownership.

A test administered and scored under uniform conditions; can be norm- or criterion-referenced (STAAR is criterion-referenced).

Features of a test that disadvantage a group unfairly; using varied, accessible measures and reviewing items reduces it.

English Language Proficiency Standards — Texas standards for teaching academic English to emergent bilingual students across all subjects.

Students who perform or show potential at remarkably high levels; they need enrichment, depth, and complexity, not just more work.

A tiered system providing increasing levels of support to struggling students, using data to decide who needs more.

Identify desired results — the standard (TEKS) and the enduring understandings and learning goals students should reach.

Determine acceptable evidence — how you'll assess that students have met the goal, planned before the activities.

Plan learning experiences and instruction — the activities that build toward the assessment and the desired results.

Coordinating curriculum across grade levels so skills build coherently from year to year.

Coordinating curriculum across classes or teachers in the same grade so students get comparable, standards-based instruction.

The third level — the need for connection, acceptance, and relationships; a classroom community helps meet it.

The fourth level — the need for recognition, respect, and a sense of accomplishment; achievable challenge and feedback build it.

Readiness (current skill level) drives most differentiation decisions; interests and profiles add engagement, but readiness is primary.

The systems of routines, procedures, expectations, and relationships a teacher uses to create an orderly, respectful, productive learning environment.

Procedures are how routine tasks are done (turning in work, lining up); rules are expectations for behavior. Both should be taught and practiced early.

A proactive, school-wide framework that teaches and reinforces expected behaviors and uses data to support students, rather than relying on punishment.

Adding a desirable consequence after a behavior to increase that behavior (praise, privileges). The most effective tool for shaping classroom behavior.

Intrinsic motivation comes from internal interest or satisfaction; extrinsic motivation comes from outside rewards. Fostering intrinsic motivation is the goal.

A teacher's awareness of everything happening in the room at all times, so problems are caught early and addressed before they escalate.

Proactive management prevents misbehavior through clear routines, engagement, and relationships; reactive management responds after problems occur. Prevention is preferred.

The belief that ability can grow with effort and strategy. Praising effort and process (not innate talent) builds resilience and persistence.

Equal gives every student the same thing; equitable gives each student what they need to succeed. A fair classroom is equitable, not identical.

Instruction that recognizes and values students' cultural backgrounds, using them as assets to make learning relevant and the classroom inclusive.

Developing self-awareness, self-management, social awareness, relationship skills, and responsible decision-making alongside academics.

Responses to misbehavior that are related, respectful, and reasonable, connecting the consequence to the behavior (clean up the mess you made).

Building trusting, respectful relationships with students. Strong relationships are the foundation of motivation, engagement, and effective management.

Organizing space and seating to support the activity — clear sightlines, easy movement, and areas configured for whole-group, small-group, or independent work.

The portion of class time students spend actively engaged in learning. Smooth transitions and efficient routines maximize it.

Calm, non-confrontational strategies (lowered voice, choices, space) used to reduce a student's emotional intensity before addressing the behavior.

Approaches that repair harm and rebuild relationships after conflict (restorative circles, conferences) rather than relying solely on exclusionary discipline.

Identifying why a student misbehaves (attention, escape, sensory, tangible) so the response addresses the underlying cause, not just the surface behavior.

Giving students appropriate choice and voice (in rules, goals, or how they show learning) to increase motivation and responsibility.

A classroom where students feel physically and emotionally safe to take risks, make mistakes, and express ideas without ridicule.

Applying rules, routines, and consequences predictably and fairly. Inconsistency undermines expectations and erodes trust.

The shifts between activities. Teaching and practicing efficient transition procedures prevents lost time and off-task behavior.

A subtle management move: moving near an off-task student to redirect behavior without stopping instruction or calling attention.

Communicating the belief that all students can meet rigorous standards. High expectations paired with support drive achievement.

A student's belief in their own ability to succeed at a task. Mastery experiences and encouragement build it; it strongly predicts effort and persistence.

Techniques that keep all students active — think-pair-share, total participation responses, choice, and relevant, challenging tasks.

A teacher must intervene immediately, ensure safety, report per district policy, and address it with the students and families — never ignore it.

How students explain success and failure. Helping them attribute outcomes to effort and strategy (controllable) builds motivation and persistence.

A classroom that welcomes and supports all students — across abilities, languages, and cultures — so each feels they belong and can participate.

Involving students in creating classroom rules builds ownership and understanding, increasing the likelihood they follow them.

Removing an unpleasant condition to increase a behavior (ending a nagging reminder once work is done). It increases behavior, unlike punishment.

Reinforcement increases a behavior; punishment decreases it. The PPR favors reinforcing desired behavior over punishing undesired behavior.

Withholding the reinforcement that maintains a behavior so the behavior fades (e.g., not giving attention to minor attention-seeking).

A system in which students earn tokens for desired behavior, exchangeable for rewards; an extrinsic-motivation tool to use sparingly.

A reward or consequence based on the behavior of a group, used to build positive peer accountability and a shared goal.

A process to identify the purpose (function) of a challenging behavior so a support plan can address its cause.

A plan, often following an FBA, that teaches replacement behaviors and supports a student with persistent behavior challenges.

Teaching and practicing procedures in the first days of school prevents most management problems all year.

Attending to more than one event at a time — e.g., helping one group while monitoring the whole room.

Keeping lessons moving without abrupt stops or 'jerkiness' so students stay engaged and off-task time shrinks.

How a teacher's response to one student's behavior influences the behavior of others watching.

A climate of belonging, shared norms, and mutual respect that supports learning and reduces behavior problems.

Offering students appropriate choices (of task, partner, or product) increases autonomy and intrinsic motivation.

Connecting learning to students' lives and goals raises engagement and the perceived value of a task.

Whether students attribute outcomes to factors inside (effort) or outside (luck) their control; an internal locus supports motivation.

When repeated failure leads a student to stop trying; countered by achievable success, effort attribution, and scaffolding.

A fixed mindset sees ability as unchangeable; a growth mindset sees it as developable through effort and strategy.

Recognizing how trauma affects behavior and learning, and responding with safety, predictability, and support rather than punishment.

Teaching students to resolve disputes through communication and problem-solving rather than aggression.

Few, positively stated, clearly taught, and consistently enforced; co-creating them builds student ownership.

Re-engage a checked-out student with relevance, choice, achievable challenge, and relationship — not just consequences.

Arrange seating to fit the activity — rows for direct instruction, clusters for collaboration, a circle for discussion.

Using a look, gesture, or proximity to redirect off-task behavior without interrupting instruction or drawing attention.

Greeting students, learning their names and interests, and creating shared rituals to make every student feel they belong.

Structuring discussion so all students contribute (cold call, all-write, random call) rather than the same few volunteers.

Engaging students directly in doing — discussion, problem-solving, application — rather than passively receiving information, which deepens understanding and retention.

Feedback that is specific, actionable, and timely, focused on the task and how to improve — not just a grade or vague praise.

Using a mix of lower- and higher-order questions, wait time, and cold-call/all-respond methods to engage every student at different cognitive levels.

Using assessment results to identify learning gaps and adjust teaching — reteaching, regrouping, or enriching based on what the data show.

Instruction driven by student questions, investigation, and exploration; the teacher acts as a facilitator guiding students to construct understanding.

Extended, student-driven projects centered on a real-world problem or question, in which the teacher serves as a guide and facilitator.

Students learn new content (often via video) before class, freeing in-class time for active practice, application, and problem-solving with the teacher present.

Use comprehensible input — visuals, scaffolds, gestures, sentence frames, and differentiated tasks — to make grade-level content accessible while building English.

Making content understandable to language learners through visuals, simplified language, and context, so they can access meaning at their proficiency level.

Thinking about one's own thinking. Self-assessment and reflection build metacognitive skills that help students monitor and regulate their learning.

Students evaluating their own work against criteria. It promotes metacognition, ownership, and awareness of progress toward goals.

Using digital tools purposefully to advance learning objectives — for immediate feedback, personalized paths, collaboration, or access — not technology for its own sake.

Frequent, in-the-moment checks (questioning, signals, quick writes) during a lesson to confirm students are learning before moving on.

Revisiting content using a different approach or representation when assessment shows students did not master it the first time.

Grouping and regrouping students by readiness, interest, or task — sometimes homogeneous, sometimes mixed — based on data and instructional purpose.

A strategy where students think individually, discuss with a partner, then share with the class — boosting participation and processing.

Visual tools (Venn diagrams, concept maps, T-charts) that help students organize information, see relationships, and support comprehension.

Adjusting the speed and density of instruction to keep students appropriately challenged and engaged — slowing for difficulty, accelerating when ready.

Adapting teaching in real time based on student understanding and needs, rather than rigidly following a script regardless of how the class responds.

Sequencing questions from concrete and recall toward abstract and analytical, leading students step by step to higher-order thinking.

Varying how students engage with content (tiered tasks, choice of activity, varied support) while keeping the same learning goal.

Letting students demonstrate the same learning in different ways (essay, presentation, model) suited to their strengths.

Connecting lessons to students' lives and authentic contexts to increase motivation, engagement, and transfer of learning.

Letting students grapple with appropriately challenging problems before help is given, building perseverance and deeper understanding.

Accommodations change how a student accesses content (extra time, audio) without changing the standard; modifications change what is taught or expected.

Spreading study and review across time rather than massing it, which improves long-term retention far more than cramming.

Practicing recalling information from memory (low-stakes quizzing, flashcards), which strengthens learning more than rereading.

An explicit, teacher-led model — clear objectives, modeling, guided practice, and independent practice — effective for teaching discrete skills and foundational content.

Varying what students learn or the materials' complexity (leveled texts, tiered resources) based on readiness while targeting the same standard.

Analyzing formative data to form small groups for targeted reteaching or enrichment, then regrouping as needs change.

Designs like jigsaw and think-pair-share that build positive interdependence and individual accountability.

A cooperative structure where each student becomes an 'expert' on one part, then teaches it to their group.

Action verbs at each level (define, explain, apply, analyze, evaluate, design) used to write measurable objectives.

Questions that ask students to analyze, evaluate, or create — pushing thinking beyond recall.

Open questions invite extended reasoning and multiple answers; closed questions check a single fact. Mix both purposefully.

Methods (whiteboards, signals, all-write) that have every student respond at once, not just one volunteer.

A brief end-of-lesson prompt that gives the teacher quick formative data on who learned the objective.

Visuals, sentence frames, word banks, native-language support, and partner talk that make content comprehensible.

Teaching grade-level content to English learners using strategies that make the language and concepts accessible.

Adjusting how a lesson is delivered in real time — re-explaining, adding a visual, regrouping — based on student response.

A brief opener that grabs attention, activates prior knowledge, and previews the lesson's purpose.

Students practice a new skill with teacher support and feedback before working independently.

Students apply a skill on their own once they can do it successfully with support; the teacher monitors.

Demonstrating a skill while narrating the thinking, so students see how an expert approaches the task.

Posing questions at varied levels so every student can engage at their readiness while some are pushed higher.

Using a digital tool only when it advances the objective — for feedback, collaboration, access, or personalization.

Teaching students to use technology safely, responsibly, and ethically — privacy, credibility, and respectful conduct online.

Ensuring all students can use required technology, accounting for differing devices and connectivity.

Circulating, observing, and questioning during work time to catch misunderstandings as they happen.

The cycle of assessing, giving actionable feedback, letting students revise, and reassessing — feedback only helps if students act on it.

Speeding up or slowing instruction based on understanding — extending when ready, reteaching when needed.

Forming temporary small groups from formative data to reteach or enrich, then regrouping as needs change.

When students don't master content, revisit it with a different approach or representation — not just a repeat.

Connecting a new lesson to what students already know, so new information has something to attach to.

Frequent in-the-moment checks (questioning, signals, quick writes) confirming students learn before you move on.

The state's binding ethics rules (Texas Administrative Code Chapter 247) covering professional conduct, ethical practices, and conduct toward students and colleagues.

(1) Professional Ethical Conduct, Practices, and Performance; (2) Ethical Conduct Toward Professional Colleagues; (3) Ethical Conduct Toward Students.

The Family Educational Rights and Privacy Act — a federal law protecting the privacy of student education records and giving parents/eligible students rights over them.

The Individuals with Disabilities Education Act — a federal law guaranteeing eligible students with disabilities a free appropriate public education (FAPE) via an IEP.

An Individualized Education Program — a legally binding document under IDEA that specifies a student's goals, services, and accommodations.

Part of the Rehabilitation Act of 1973 — prohibits disability discrimination and provides accommodations (a 504 plan) for students who don't qualify under IDEA.

Free Appropriate Public Education — the IDEA guarantee that students with disabilities receive education and services at no cost, tailored to their needs.

The IDEA principle that students with disabilities are educated with non-disabled peers to the maximum extent appropriate.

By Texas law, educators must report suspected child abuse or neglect within 48 hours, and may not delegate or be relieved of this personal duty.

The Texas Education Agency — the state agency that oversees public education, sets the TEKS, administers STAAR, and governs educator certification.

Regularly analyzing one's own teaching to identify strengths and areas for growth, then adjusting to improve effectiveness.

A collaborative group of educators who meet regularly to share practice, analyze student data, and improve instruction together.

Building partnerships through regular, two-way, respectful communication in multiple formats and languages, keeping families informed about progress.

Handle privately, lead with the student's strengths, share specific evidence, listen, and collaborate on a plan rather than assigning blame.

Under FERPA and ethics rules, educators must keep student records and personal information private, sharing only with those who have a legitimate need.

Maintaining appropriate relationships with students — including on social media — and adhering to district policy to protect students and one's certification.

Document the behavior and report it through proper school or district channels — not gossip or ignore it. The duty to protect students comes first.

Ongoing learning (workshops, coursework, coaching) chosen to target specific growth areas and improve instruction; required to maintain certification.

Two educators (often general and special education) sharing planning, instruction, and assessment in one classroom; most effective when both are equal partners.

Admission, Review, and Dismissal — the Texas team (including parents and teachers) that develops, reviews, and revises a student's IEP under IDEA.

Acting in students' best interests — connecting them to resources, services, and supports — while following district and legal procedures.

Working with counselors, special educators, ELL specialists, and administrators to meet the full range of student needs.

Honesty in records, assessment, and reporting; avoiding falsifying data, misrepresenting credentials, or misappropriating resources — required by the Code of Ethics.

Tutoring, response to intervention (RTI/MTSS), counseling, special education referral, and family engagement — used before assuming a student simply can't learn.

Texas educators renew standard certificates by completing required continuing professional education (CPE) hours over the renewal period.

Gathering and weighing student input as one of several sources to reflect on and improve teaching practices.

Investigating disparities (e.g., an underperforming group) and adapting instruction and supports to close gaps, rather than lowering expectations.

Mandatory reporting of suspected abuse overrides ordinary confidentiality — the duty to protect the child's safety comes first.

Connecting families and community resources to the classroom to support student learning, well-being, and a sense of belonging.

The State of Texas Assessments of Academic Readiness — the criterion-referenced state tests measuring student mastery of the TEKS.

The State Board for Educator Certification — sets the standards and rules for Texas educator certification and ethics.

A TEA/SBEC-approved program (university, alternative, or post-baccalaureate) that prepares and recommends candidates for certification.

Educating students with disabilities in the general classroom with appropriate supports, reflecting the least restrictive environment.

A plan under Section 504 providing accommodations for a student with a disability who doesn't qualify for special education under IDEA.

Information (like name or grade level) a school may disclose without consent, unless a parent opts out — narrower categories still need consent.

The standard under FERPA for which school officials may access a student's records — a real need tied to their duties.

Educators must respect copyright; limited educational use may be allowed under fair use, but copying wholesale is not.

Keep student records and personal information private, sharing only with those who have a legitimate need to know.

Maintain appropriate, professional relationships with students on social media and follow district policy to protect students and your certificate.

Suspected child abuse or neglect must be reported within 48 hours; the duty is immediate, personal, and cannot be delegated.

A teacher cannot satisfy the mandatory-reporting duty merely by telling a principal — each educator must make the report themselves.

Protect students from harm, keep their information confidential, and never engage in inappropriate or abusive relationships.

Keep colleague information confidential; no harassment, discrimination, coercion, retaliation; give honest evaluations.

Honesty with funds and property; no falsifying records or misrepresenting qualifications; no misuse of an official position.

Pairing a new teacher with an experienced one for guidance and support, accelerating professional growth.

A record of observations about one's teaching used to reflect, identify patterns, and plan improvements.

Acting in students' best interests — connecting them to resources, services, and supports — within legal and district procedures.

Communication that invites family input, not just delivers information — building genuine partnership.

Opening parent conferences with what the student does well before discussing concerns, keeping the tone collaborative.

Respecting families' languages, customs, and perspectives and removing barriers to their participation in school.

An ongoing cycle of reflection, learning, and applying new strategies to grow as an educator throughout a career.