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Teacher Certification · 5625

Praxis Principles of Learning and Teaching (PLT): PreK–12 Practice Test

Praxis Principles of Learning and Teaching (PLT): PreK–12 practice addresses how teachers plan instruction, interpret student learning, and respond to classroom needs across grade levels. The question bank samples decisions involving prior knowledge, long-term retention, mathematical reasoning, emotional responses, behavior, science learning, accessibility, culturally inclusive examples, and evidence-based discussion.

Exam overview

Exam providerETS Praxis
Exam code5625
CategoryTeacher Certification

About the Praxis Principles of Learning and Teaching (PLT): PreK–12 Exam

PLT scenarios call for connecting learning principles to practical teaching choices. Teachers may need to identify what students already know before starting a unit, select activities that build understanding rather than formula recall, or reduce unnecessary cognitive demands when introducing a complex skill. Other situations involve responding to student distress, setting clear behavior expectations, and determining whether a task difficulty reflects a learning gap or an inaccessible format. The bank also samples ways to distinguish scientific observation from inference, include examples from varied cultural contexts, and facilitate respectful discussion of controversial issues. When working through these scenarios, consider the instructional goal, the evidence available about student needs, and how a proposed response is likely to support learning and participation.

Sample Practice Questions

Review a selection from this exam's published US Practice Tests practice bank.

Question 1

A teacher wants students to remember key ideas from a unit several weeks after instruction. Which practice is most likely to support long-term retention?

  1. AHave students repeatedly reread the full unit in one extended session.
  2. BSchedule brief, spaced opportunities to retrieve the ideas from memory.
  3. CPresent the same information in a longer lecture at the end of the unit.
  4. DAsk students to copy their notes verbatim each day.
Show answerCorrect answer: B

Spaced retrieval gives learners repeated opportunities to recall information over time, which generally strengthens durable learning more effectively than concentrated review or passive copying.

Question 2

A teacher wants to find out what students already understand about fractions before beginning a new unit. Which approach is most appropriate?

  1. AGive a brief pre-assessment and use the results to plan instruction
  2. BWait until the unit test to identify misunderstandings
  3. CAssign the same advanced problem set to every student
  4. DBegin with a lecture without checking prior knowledge
Show answerCorrect answer: A

A pre-assessment provides evidence of students’ existing knowledge and misconceptions, allowing the teacher to tailor instruction before the unit begins.

Question 3

A student becomes visibly upset after receiving a disappointing test result and is unable to focus on the next activity. What is an appropriate first response from the teacher?

  1. APublicly compare the student’s score with classmates’ scores to encourage effort.
  2. BAcknowledge the student’s feelings, offer a calm moment to regroup, and then discuss a constructive next step.
  3. CImmediately assign additional work so the student can make up the lost points.
  4. DIgnore the reaction so that attention does not reinforce it.
Show answerCorrect answer: B

A calm, respectful response can help the student regain composure and preserve trust. Once the student is ready, the teacher can help identify a practical next step for learning.

Question 4

A teacher is concerned that students are relying on memorized formulas without understanding when to use them. Which task best develops flexible mathematical thinking?

  1. AAssign additional problems that all use the same formula in the same way.
  2. BAsk students to compare several solution methods and explain which situations suit each method.
  3. CHave students copy formulas repeatedly from the board.
  4. DGive students a timed quiz focused only on recall of formulas.
Show answerCorrect answer: B

Comparing approaches and reasoning about when each is useful promotes connections between mathematical procedures and the situations in which they apply.

Question 5

A student repeatedly interrupts peers during group work. Which response best combines clear expectations with an opportunity to improve behavior?

  1. APublicly criticize the student in front of the group
  2. BPrivately restate the discussion expectation and teach a specific turn-taking routine
  3. CRemove the student from all future collaborative activities
  4. DIgnore the interruptions regardless of their effect on the group
Show answerCorrect answer: B

A calm, private reminder paired with explicit instruction in a usable routine addresses the behavior and teaches an alternative, while preserving the student’s opportunity to participate.

Question 6

A teacher wants students to distinguish observation from inference during a science activity. Which prompt best supports that distinction?

  1. A“What do you think caused the result?”
  2. B“Which result surprised you most?”
  3. C“What did you directly notice, and what explanation are you drawing from it?”
  4. D“Can you write a conclusion before examining the results?”
Show answerCorrect answer: C

Separating what students directly observe from the explanations they infer helps make the distinction explicit and supports evidence-based scientific reasoning.

Question 7

A teacher is introducing a complex skill and wants to reduce unnecessary mental demands for novice learners. Which approach is most appropriate?

  1. APresent every step at once and ask students to discover the sequence independently.
  2. BProvide a worked example, then gradually remove supports as students gain proficiency.
  3. CRequire students to switch between several unrelated tasks during the explanation.
  4. DWithhold examples so students can avoid becoming dependent on models.
Show answerCorrect answer: B

Worked examples make the steps of a new skill visible. Gradually reducing guidance as learners become more capable supports learning while avoiding unnecessary cognitive load for novices.

How to use this practice test

Access is free. A session presents up to 20 random questions from the 50-question bank, and results appear after the session. Use the scenarios to compare possible teaching responses, then review missed items by identifying the student need or learning goal each response addresses.

Preparation tips

  • For questions about retention, compare repeated retrieval and spaced practice with rereading or one-time review.
  • Before choosing an instructional approach, identify whether the scenario calls for diagnosing prior knowledge, building conceptual understanding, or reducing cognitive load.
  • In behavior and emotional-support scenarios, distinguish an immediate supportive response from later instruction or follow-up about expectations.
  • For accessibility questions, consider whether the format creates a barrier and how to preserve the learning objective while changing access.
  • For discussion and inclusion scenarios, look for responses that invite relevant perspectives while grounding claims in evidence and maintaining respectful participation.
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