1 | Page
| | | | | |
WGU C909 OBJECTIVE ASSESSMENT EXAM
2025 UPDATED ACTUAL EXAM WITH
CORRECT SOLUTIONS.
Constructivist Theory - correct answer- Aphilosophy based on the | | | | | | | | |
premise that people construct their own understanding of the
| | | | | | | | |
world they live in through reflection on experiences.
| | | | | | | |
Constructivist Theory in Practice - correct answer- For example: | | | | | | | |
Groups of students in a science class are discussing a problem in
| | | | | | | | | | | |
physics. Though the teacher knows the "answer" to the problem,
| | | | | | | | | |
she focuses on helping students restate their questions in useful
| | | | | | | | | |
ways. She prompts each student to reflect
| | | | | | |
on and examine his or her current knowledge. When one of the
| | | | | | | | | | |
students comes up with the relevant concept, the teacher seizes
| | | | | | | | | |
upon it, and indicates to the group that this might be a fruitful
| | | | | | | | | | | | |
avenue for them to explore. They design and perform relevant
| | | | | | | | | |
experiments. Afterward, the students and teacher talk about
| | | | | | | |
what they have learned, and how their observations and
| | | | | | | | |
experiments helped (or did not help) them to better understand
| | | | | | | | | |
the concept.
| |
Cognitive-constructivist view of reading - correct answer- Aim to | | | | | | | |
assist students in assimilating new information to existing
| | | | | | | |
knowledge, as well as enabling them to make the appropriate
| | | | | | | | | |
accommodations to their existing intellectual framework to
| | | | | | |
accommodate that information. Ex. Because of Winn-Dixie; from
| | | | | | | |
her inference, and active knowledge of the text says that people
| | | | | | | | | | |
who have things in common often become friends.
| | | | | | | |
,2 | Page
| | | | | |
Socio-cultural theory/Ex. - correct answer- Extends the influence | | | | | | |
on the cognitive-constructivist view out from the reader and the
| | | | | | | | | |
text into the larger social realm. Learning is viewed as social
| | | | | | | | | | |
rather than individual. -Lev Vygotsky Ex. Understanding the
| | | | | | | |
zone of proximal development can be helpful for teachers.
| | | | | | | | |
In classroom settings, teachers may first assess students to
| | | | | | | |
| determine their current skill level. Educators can then offer | | | | | | | |
| instruction that stretches the limits of each child's capabilities. | | | | | | | |
At first, the student may need assistance from an adult or a more
| | | | | | | | | | | |
knowledgeable peer, but eventually, their zone of proximal
| | | | | | | |
development will expand. Teachers can help promote this
| | | | | | | |
expansion by:
| |
Planning and organizing their instruction and lessons: For | | | | | | |
example, the teacher might organize the class into groups where
| | | | | | | | | |
less skilled children are paired with students who have a higher
| | | | | | | | | | |
skill level.
| |
Using hints, prompts, and direct instruction to help kids improve
| | | | | | | | |
their ability levels.
| | |
Scaffolding, where the teacher provides specific prompts to move | | | | | | | |
the child progressively forward toward a goal.
| | | | | | |
Reader Response Theory - correct answer- The main argument of | | | | | | | | |
reader-response theory is that readers, as much as the text, play
| | | | | | | | | | |
an active role in a reading experience (Rosenblatt, 1994).
| | | | | | | | |
This theory rejects the structuralist view that meaning resides
| | | | | | | |
solely in the text. Words in a text evoke images in readers' minds
| | | | | | | | | | | | |
and readers bring their experiences to this encounter.
| | | | | | | |
,3 | Page
| | | | | |
Experiential Learning - correct answer- As the name suggests, | | | | | | | |
experiential learning involves learning from experience. The
| | | | | | |
theory was proposed by psychologist David Kolb who was
| | | | | | | | |
influenced by the work of other theorists including John Dewey,
| | | | | | | | | |
Kurt Lewin, and Jean Piaget
| | | | |
Oral Language Development - correct answer- The complex
| | | | | | |
system that relates sounds to meanings, is made of three
| | | | | | | | | |
components: phonological, (rules for combining sounds)
| | | | | |
semantic, (the smallest units of meaning that may be combined to
| | | | | | | | | | |
make up words) and syntactic (the rules that combine
| | | | | | | | |
morphemes into sentences). Reading and talking with children
| | | | | | | |
plays an important role in developing their vocabulary. The more
| | | | | | | | | |
you talk to children, the larger their vocabulary will
| | | | | | | | |
develop. Note: Pragmatic is also the rules that allow us to speak| | | | | | | | | | |
appropriately in different settings
| | | |
What are the stages of writing development? - correct answer-
| | | | | | | | |
Scribbling/drawing
|
Letter like forms and shapes | | | |
| Letters
Letters and spaces | |
Conventional writing and spelling (children in this stage spell | | | | | | | |
most words correctly with a reliance on knowledge of phonics to
| | | | | | | | | | |
spell longer words, they can punctuate, can properly use
| | | | | | | | |
, 4 | Page
| | | | | |
capital and lower case letters. Writing different purposes is
| | | | | | | |
important, handwriting and spelling becomes easier.
| | | | | |
What are stages of reading development - correct answer- Early
| | | | | | | | |
Emergent
|
Emergent (understands alphabet, phonological awareness and | | | | |
knows phonics, have command of high frequency words,
| | | | | | | |
developing comprehension and word attack skills, recognize
| | | | | | |
types of texts, non-fiction and fiction, and that reading has a
| | | | | | | | | | |
variety of purposes).
| | |
EarlyFluent |
| Fluent
What are the stages of the alphabetic phase - correct answer- The
| | | | | | | | | | |
written forms of spoken, alphabetic language languages which
| | | | | | | |
use letters (graphemes) in a code to represent the sounds of
| | | | | | | | | | |
speech (phonemes) specific sequences of letters form words,
| | | | | | | |
this is the alphabetic principle. If we obeyed this principle we
| | | | | | | | | | |
wouldn't have words like to, too, and two.
| | | | | | | |
Gradual release of responsibility - correct answer- Teaching
| | | | | | |
approach that incorporates scaffolding (building on what the
| | | | | | | |
student already knows) so that the responsibility for the content is
| | | | | | | | | |
shifted from teacher to student.
| | | | |
| | | | | |
WGU C909 OBJECTIVE ASSESSMENT EXAM
2025 UPDATED ACTUAL EXAM WITH
CORRECT SOLUTIONS.
Constructivist Theory - correct answer- Aphilosophy based on the | | | | | | | | |
premise that people construct their own understanding of the
| | | | | | | | |
world they live in through reflection on experiences.
| | | | | | | |
Constructivist Theory in Practice - correct answer- For example: | | | | | | | |
Groups of students in a science class are discussing a problem in
| | | | | | | | | | | |
physics. Though the teacher knows the "answer" to the problem,
| | | | | | | | | |
she focuses on helping students restate their questions in useful
| | | | | | | | | |
ways. She prompts each student to reflect
| | | | | | |
on and examine his or her current knowledge. When one of the
| | | | | | | | | | |
students comes up with the relevant concept, the teacher seizes
| | | | | | | | | |
upon it, and indicates to the group that this might be a fruitful
| | | | | | | | | | | | |
avenue for them to explore. They design and perform relevant
| | | | | | | | | |
experiments. Afterward, the students and teacher talk about
| | | | | | | |
what they have learned, and how their observations and
| | | | | | | | |
experiments helped (or did not help) them to better understand
| | | | | | | | | |
the concept.
| |
Cognitive-constructivist view of reading - correct answer- Aim to | | | | | | | |
assist students in assimilating new information to existing
| | | | | | | |
knowledge, as well as enabling them to make the appropriate
| | | | | | | | | |
accommodations to their existing intellectual framework to
| | | | | | |
accommodate that information. Ex. Because of Winn-Dixie; from
| | | | | | | |
her inference, and active knowledge of the text says that people
| | | | | | | | | | |
who have things in common often become friends.
| | | | | | | |
,2 | Page
| | | | | |
Socio-cultural theory/Ex. - correct answer- Extends the influence | | | | | | |
on the cognitive-constructivist view out from the reader and the
| | | | | | | | | |
text into the larger social realm. Learning is viewed as social
| | | | | | | | | | |
rather than individual. -Lev Vygotsky Ex. Understanding the
| | | | | | | |
zone of proximal development can be helpful for teachers.
| | | | | | | | |
In classroom settings, teachers may first assess students to
| | | | | | | |
| determine their current skill level. Educators can then offer | | | | | | | |
| instruction that stretches the limits of each child's capabilities. | | | | | | | |
At first, the student may need assistance from an adult or a more
| | | | | | | | | | | |
knowledgeable peer, but eventually, their zone of proximal
| | | | | | | |
development will expand. Teachers can help promote this
| | | | | | | |
expansion by:
| |
Planning and organizing their instruction and lessons: For | | | | | | |
example, the teacher might organize the class into groups where
| | | | | | | | | |
less skilled children are paired with students who have a higher
| | | | | | | | | | |
skill level.
| |
Using hints, prompts, and direct instruction to help kids improve
| | | | | | | | |
their ability levels.
| | |
Scaffolding, where the teacher provides specific prompts to move | | | | | | | |
the child progressively forward toward a goal.
| | | | | | |
Reader Response Theory - correct answer- The main argument of | | | | | | | | |
reader-response theory is that readers, as much as the text, play
| | | | | | | | | | |
an active role in a reading experience (Rosenblatt, 1994).
| | | | | | | | |
This theory rejects the structuralist view that meaning resides
| | | | | | | |
solely in the text. Words in a text evoke images in readers' minds
| | | | | | | | | | | | |
and readers bring their experiences to this encounter.
| | | | | | | |
,3 | Page
| | | | | |
Experiential Learning - correct answer- As the name suggests, | | | | | | | |
experiential learning involves learning from experience. The
| | | | | | |
theory was proposed by psychologist David Kolb who was
| | | | | | | | |
influenced by the work of other theorists including John Dewey,
| | | | | | | | | |
Kurt Lewin, and Jean Piaget
| | | | |
Oral Language Development - correct answer- The complex
| | | | | | |
system that relates sounds to meanings, is made of three
| | | | | | | | | |
components: phonological, (rules for combining sounds)
| | | | | |
semantic, (the smallest units of meaning that may be combined to
| | | | | | | | | | |
make up words) and syntactic (the rules that combine
| | | | | | | | |
morphemes into sentences). Reading and talking with children
| | | | | | | |
plays an important role in developing their vocabulary. The more
| | | | | | | | | |
you talk to children, the larger their vocabulary will
| | | | | | | | |
develop. Note: Pragmatic is also the rules that allow us to speak| | | | | | | | | | |
appropriately in different settings
| | | |
What are the stages of writing development? - correct answer-
| | | | | | | | |
Scribbling/drawing
|
Letter like forms and shapes | | | |
| Letters
Letters and spaces | |
Conventional writing and spelling (children in this stage spell | | | | | | | |
most words correctly with a reliance on knowledge of phonics to
| | | | | | | | | | |
spell longer words, they can punctuate, can properly use
| | | | | | | | |
, 4 | Page
| | | | | |
capital and lower case letters. Writing different purposes is
| | | | | | | |
important, handwriting and spelling becomes easier.
| | | | | |
What are stages of reading development - correct answer- Early
| | | | | | | | |
Emergent
|
Emergent (understands alphabet, phonological awareness and | | | | |
knows phonics, have command of high frequency words,
| | | | | | | |
developing comprehension and word attack skills, recognize
| | | | | | |
types of texts, non-fiction and fiction, and that reading has a
| | | | | | | | | | |
variety of purposes).
| | |
EarlyFluent |
| Fluent
What are the stages of the alphabetic phase - correct answer- The
| | | | | | | | | | |
written forms of spoken, alphabetic language languages which
| | | | | | | |
use letters (graphemes) in a code to represent the sounds of
| | | | | | | | | | |
speech (phonemes) specific sequences of letters form words,
| | | | | | | |
this is the alphabetic principle. If we obeyed this principle we
| | | | | | | | | | |
wouldn't have words like to, too, and two.
| | | | | | | |
Gradual release of responsibility - correct answer- Teaching
| | | | | | |
approach that incorporates scaffolding (building on what the
| | | | | | | |
student already knows) so that the responsibility for the content is
| | | | | | | | | |
shifted from teacher to student.
| | | | |
