CPEIP Portafolio (Chile) Practice Questions - Portafolio de Competencias Pedagógicas - CPEIP DocenteMás (Chile) Exam - CPEIP Portafolio (Chile) Practice Questions - Portafolio de Competencias Pedagógicas

Question 1

In Tarea 1 of the Chilean Portafolio, the rúbrica 'Formulación de objetivos de aprendizaje' judges how the teacher states the objectives of the three planned learning experiences. According to the Manual de Portafolio, what does a Destacado performance add on top of a Competente one?

Objectives that name the skills and the knowledge students must develop Objectives that integrate the skills, the knowledge and the attitudes students are expected to reach Objectives transcribed word for word from the Objetivo de Aprendizaje in the Bases Curriculares Objectives written as the list of activities students will carry out in each experience

Correct Answer:

Objectives that integrate the skills, the knowledge and the attitudes students are expected to reach

Question 2

Tarea 1 of the Portafolio is scored with three rúbricas. Two of them are 'Formulación de objetivos de aprendizaje' and 'Fundamentación de la planificación de una experiencia de aprendizaje'. What is the third?

Coherencia de la secuencia didáctica Relación entre actividades y objetivos Uso formativo del error Cobertura curricular del semestre

Correct Answer:

Relación entre actividades y objetivos

Question 3

Subtarea 1.2 of Tarea 1 asks the teacher to fundamentar the planning of one of the three learning experiences. What must that justification be about?

The way the chosen teaching strategies favour the participation and the learning of all the students in the course The timetable and room constraints that made the experience difficult to deliver as planned How the experience will be graded and what weighting the mark carries in the semester The national or standardised assessment results that motivated the choice of the Objetivo de Aprendizaje

Correct Answer:

The way the chosen teaching strategies favour the participation and the learning of all the students in the course

Question 4

How should the principles of Universal Design for Learning (DUA - Decreto 83) be made visible in Module 1, Task 1 of the Portafolio Docente?

By naming the diversity of the course in a general statement while keeping one single activity, one set of materials and one response format for everyone By planning, inside the ordinary experience, more than one way of presenting the content, more than one way for students to respond, and more than one way of engaging them By preparing a separate parallel activity that the students with NEE complete apart from the rest of the class By reducing the Objetivo de Aprendizaje for the students with NEE so that the task becomes easier to finish

Correct Answer:

By planning, inside the ordinary experience, more than one way of presenting the content, more than one way for students to respond, and more than one way of engaging them

Question 5

A teacher is planning Lesson 2 of their unit on historical inquiry. Which activity description best demonstrates student intellectual agency in Task 1?

'Students read two testimonies aloud and the teacher then explains which one is more reliable and why.' 'In pairs, students analyse contrasting testimonies about the 1891 Chilean Civil War, identify where the accounts conflict using a guided matrix, and formulate hypotheses explaining the causes of the conflict.' 'Students write a summary, in their own words, of the textbook chapter covering the 1891 Civil War.' 'Students answer ten comprehension questions about the dates and the main protagonists of the conflict.'

Correct Answer:

'In pairs, students analyse contrasting testimonies about the 1891 Chilean Civil War, identify where the accounts conflict using a guided matrix, and formulate hypotheses explaining the causes of the conflict.'

Question 1

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Prepare with the CPEIP Portafolio (Chile) Practice Questions - Portafolio de Competencias Pedagógicas - CPEIP DocenteMás (Chile) Exam practice quiz. This question bank includes 100 questions covering teacher, task, tarea, learning, and subtarea. Use it to review important concepts, identify knowledge gaps, and build confidence for the related exam, course, or assessment.

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CPEIP Portafolio (Chile) Practice Questions - Portafolio de Competencias Pedagógicas - CPEIP DocenteMás (Chile) Exam

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CPEIP Portafolio (Chile) Practice Questions - Portafolio de Competencias Pedagógicas - CPEIP DocenteMás (Chile) Exam

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