ELED 305 FINAL EXAM|| 85 QUESTIONS
AND ANSWERS 100% VERIFIED
Constructivism (Vygotsky, Piaget, Bruner) - ANSWER-People construct knowledge
socially and internally. People need to grapple with information, and their constructivism
can be wrong.
Vygotsky - ANSWER-scaffolding and zone of proximal development
Sociocultural Theory:
knowledge is passed and constructed socially, using cultural tools, and interactions.
More knowledgeable others, culture, and history affects how we construct knowledge.
Bruner - ANSWER-Theory of "Discovery Learning" Constructivist. Children solve
problems using prior examples, reflection activities.
Spiral curriculum: all learning should be tied to things students already know and that
you should keep revisiting concepts you taught, but increase its complexity each time
students see it.
zone of proximal development - ANSWER-the difference between your current level of
skills or knowledge, and what you can do with help. each student has their own ZPD
and your job is to figure out how to give them assignments, assistance, and resources
to push their knowledge or skills to the next level.
scaffolding - ANSWER-any sets of instructional assistance that you give your students
to help them push the limits of their ZPD.
standards - ANSWER-tell us what children need to know, understand, or do by the end
of the age or grade. Our job is to use them to plan and assess.
national, state, & district
selecting and aligning assessments - ANSWER-alignment: occurs when learning
activities that we ask students to engage in help them to develop the knowledge, skills
and understandings intended for the unit and measured by our assessment.
selection: an attempt to get a better understanding of how the candidate would perform
in the position applied for.
Understanding by Design - ANSWER-backwards design based on planning instruction
through assessment needs.
, 1. Standards
2. Identify the end results for students to achieve
3. Identify evidence to demonstrate learning
Assessment types
4. Design instruction
Piaget's Developmental stages - ANSWER-sensorimotor, preoperational, concrete
operational, formal operational
Schema - ANSWER-a concept or framework that organizes and interprets information
Assimilation - ANSWER-modify the new information to fit what they already believe
Metacognition - ANSWER-students thinking about thinking
UDL - ANSWER-Universal Design for Learning
Multiple means of representation, action and expression, and engagement
Teacher delivers content in multiple ways, active learners, explore content, demonstrate
skills and knowledge in several ways
Engagement: very challenging levels, give choices and autonomy (enhances interest
and motivation)
Representation: present content and information in different ways
Action and Expression: differ ways students can show what they know (offer choices or
let students decide tasks)
differentiation - ANSWER-we modify our instruction and the activities that students do
and the assessments they do based off of the individuals in our class.
Psychosocial Development - ANSWER-relation of the individual's emotional needs to
the social environment
Brofenbrenner - ANSWER-bioecological model: your social development is based on
nesting. you're nested inside many layers of other things affecting you.
Kohlberg (Moral Development Theory) - ANSWER-6 stages:
1. avoiding punishment
2. getting rewards
3. being seen as good & not being disliked
4. conscience developing; need for law & order
5. recognize competing values with need for impartial judgments
AND ANSWERS 100% VERIFIED
Constructivism (Vygotsky, Piaget, Bruner) - ANSWER-People construct knowledge
socially and internally. People need to grapple with information, and their constructivism
can be wrong.
Vygotsky - ANSWER-scaffolding and zone of proximal development
Sociocultural Theory:
knowledge is passed and constructed socially, using cultural tools, and interactions.
More knowledgeable others, culture, and history affects how we construct knowledge.
Bruner - ANSWER-Theory of "Discovery Learning" Constructivist. Children solve
problems using prior examples, reflection activities.
Spiral curriculum: all learning should be tied to things students already know and that
you should keep revisiting concepts you taught, but increase its complexity each time
students see it.
zone of proximal development - ANSWER-the difference between your current level of
skills or knowledge, and what you can do with help. each student has their own ZPD
and your job is to figure out how to give them assignments, assistance, and resources
to push their knowledge or skills to the next level.
scaffolding - ANSWER-any sets of instructional assistance that you give your students
to help them push the limits of their ZPD.
standards - ANSWER-tell us what children need to know, understand, or do by the end
of the age or grade. Our job is to use them to plan and assess.
national, state, & district
selecting and aligning assessments - ANSWER-alignment: occurs when learning
activities that we ask students to engage in help them to develop the knowledge, skills
and understandings intended for the unit and measured by our assessment.
selection: an attempt to get a better understanding of how the candidate would perform
in the position applied for.
Understanding by Design - ANSWER-backwards design based on planning instruction
through assessment needs.
, 1. Standards
2. Identify the end results for students to achieve
3. Identify evidence to demonstrate learning
Assessment types
4. Design instruction
Piaget's Developmental stages - ANSWER-sensorimotor, preoperational, concrete
operational, formal operational
Schema - ANSWER-a concept or framework that organizes and interprets information
Assimilation - ANSWER-modify the new information to fit what they already believe
Metacognition - ANSWER-students thinking about thinking
UDL - ANSWER-Universal Design for Learning
Multiple means of representation, action and expression, and engagement
Teacher delivers content in multiple ways, active learners, explore content, demonstrate
skills and knowledge in several ways
Engagement: very challenging levels, give choices and autonomy (enhances interest
and motivation)
Representation: present content and information in different ways
Action and Expression: differ ways students can show what they know (offer choices or
let students decide tasks)
differentiation - ANSWER-we modify our instruction and the activities that students do
and the assessments they do based off of the individuals in our class.
Psychosocial Development - ANSWER-relation of the individual's emotional needs to
the social environment
Brofenbrenner - ANSWER-bioecological model: your social development is based on
nesting. you're nested inside many layers of other things affecting you.
Kohlberg (Moral Development Theory) - ANSWER-6 stages:
1. avoiding punishment
2. getting rewards
3. being seen as good & not being disliked
4. conscience developing; need for law & order
5. recognize competing values with need for impartial judgments
