WGU C 909 EXAM WITH 100% VERIFIED ANSWERS!!
Constructivist Theory - ANSWER>>A philosophy based on the premise that people
construct their own understanding of the world they live in through reflection on
experiences.
Constructivist Theory in Practice - 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 invites each one to reflect upon and examine the current knowledge.
When the relevant concept happens to be stated by a student, she latches onto it and
shares with the class that this can be the beginning of fruitful exploration. Relevant
experiments are designed and executed. Then the students and teacher discuss what
was learned and how their observations and experiments helped or did not help in
deepening their understanding of the concept.
Cognitive-constructivist view of reading - 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.
Socio-cultural theory/Ex. - 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 the classroom, teachers may begin by checking assessments to gauge the current
skill level of students. The educator can then provide instruction that pushes the
boundaries of each child's capabilities.
At first, the student will require support from an adult or more knowledgeable peer. But
over time, their zone of proximal development will increase. Teachers can facilitate this
increase by:
Planning and organization of their teaching and lessons - For example, the teacher may
organize the class into groups where less skilled children are teamed up with students
,who have a higher skill level.
Using hints, prompts, and direct instruction in order for kids to build up their ability
levels.
Scaffolding, where the teacher gives the child particular prompts to move them
progressively forward toward a goal.
Reader Response Theory - 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.
Experiential Learning - ANSWER>>As would be deduced from the name, it is a form of
learning stemming from experience. The theory was posed by psychologist David Kolb.
He drew influences from other theorists such as John Dewey, Kurt Lewin, and Jean
Piaget.
Oral Language Development - 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? - 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 capital and lower case letters. Writing different purposes is important,
handwriting and spelling becomes easier.
What are stages of reading development - 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).
Early Fluent
Fluent
What are the stages of the alphabetic phase - 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 - ANSWER>>Teaching approach that involves
scaffolding (building on what the student already knows) such that the responsibility for
the content is gradually shifted from teacher to student.
Strategies for vocabulary/literacy development - ANSWER>>Integration: making
connections between new vocabulary and prior knowledge
Repetition: encountering/using the word concept many times
Meaningful use: multiple opportunities to use new words in reading, writing, and soon
discussion
Reading Workshop (Balanced Literacy Framework) - ANSWER>>Shared: (teacher
provides explicit comprehensive instruction, everyone in the class reads a projected
book, as teacher moves pointer along screen)
Guided: (teacher with small groups who read at similar levels, use benchmark books to
determine student's level of reading, includes of a variety of genres including fiction and
non-fiction)
Constructivist Theory - ANSWER>>A philosophy based on the premise that people
construct their own understanding of the world they live in through reflection on
experiences.
Constructivist Theory in Practice - 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 invites each one to reflect upon and examine the current knowledge.
When the relevant concept happens to be stated by a student, she latches onto it and
shares with the class that this can be the beginning of fruitful exploration. Relevant
experiments are designed and executed. Then the students and teacher discuss what
was learned and how their observations and experiments helped or did not help in
deepening their understanding of the concept.
Cognitive-constructivist view of reading - 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.
Socio-cultural theory/Ex. - 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 the classroom, teachers may begin by checking assessments to gauge the current
skill level of students. The educator can then provide instruction that pushes the
boundaries of each child's capabilities.
At first, the student will require support from an adult or more knowledgeable peer. But
over time, their zone of proximal development will increase. Teachers can facilitate this
increase by:
Planning and organization of their teaching and lessons - For example, the teacher may
organize the class into groups where less skilled children are teamed up with students
,who have a higher skill level.
Using hints, prompts, and direct instruction in order for kids to build up their ability
levels.
Scaffolding, where the teacher gives the child particular prompts to move them
progressively forward toward a goal.
Reader Response Theory - 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.
Experiential Learning - ANSWER>>As would be deduced from the name, it is a form of
learning stemming from experience. The theory was posed by psychologist David Kolb.
He drew influences from other theorists such as John Dewey, Kurt Lewin, and Jean
Piaget.
Oral Language Development - 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? - 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 capital and lower case letters. Writing different purposes is important,
handwriting and spelling becomes easier.
What are stages of reading development - 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).
Early Fluent
Fluent
What are the stages of the alphabetic phase - 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 - ANSWER>>Teaching approach that involves
scaffolding (building on what the student already knows) such that the responsibility for
the content is gradually shifted from teacher to student.
Strategies for vocabulary/literacy development - ANSWER>>Integration: making
connections between new vocabulary and prior knowledge
Repetition: encountering/using the word concept many times
Meaningful use: multiple opportunities to use new words in reading, writing, and soon
discussion
Reading Workshop (Balanced Literacy Framework) - ANSWER>>Shared: (teacher
provides explicit comprehensive instruction, everyone in the class reads a projected
book, as teacher moves pointer along screen)
Guided: (teacher with small groups who read at similar levels, use benchmark books to
determine student's level of reading, includes of a variety of genres including fiction and
non-fiction)
