WGU D094 Quiz Questions with correct
|\ |\ |\ |\ |\ |\
answers
Which of the following best describes Piaget's concept of a
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\
scheme?
a plan of action
|\ |\ |\
failure to reflect on the perspective of others
|\ |\ |\ |\ |\ |\ |\
an organized pattern of behavior or thought
|\ |\ |\ |\ |\ |\
the tendency to adjust to one's environment
|\ |\ |\ |\ |\ |\
an organized pattern of behavior or thought
|\ |\ |\ |\ |\ |\
Tyler's mom shows him a truck and then hides the truck behind
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\
her back. Tyler does not look for the truck when it is hidden and
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\
is surprised each time she pulls the truck out from behind her
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\
back. According to Piaget, this game is exciting for Tyler because
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\
he has not yet developed the concept of
|\ |\ |\ |\ |\ |\ |\
assimilation.
maturity.
object permanence. |\
accommodation.
object permanence. |\
,We have an expert-written solution to this problem!
|\ |\ |\ |\ |\ |\ |\
Miss Amburn teaches kindergarten. She is doing a unit on
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\
working in a pizza parlor. The students develop their own menu
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\
and pricing. In a section of the classroom, they have a kitchen
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\
and the students enjoy running the pizza parlor. They even
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\
enjoyed it when Mr. Ron came in and talked about his fire oven
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\
pizza. What stage of Piaget's cognitive development are the
|\ |\ |\ |\ |\ |\ |\ |\ |\
students in? |\
sensorimotor
concrete operational |\
formal operational |\
preoperational
preoperational
A high-school social science teacher notices that his students are
|\ |\ |\ |\ |\ |\ |\ |\ |\
not able to identify the impact that World War II had on the
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\
United States' economy, although they do seem to have a good
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\
understanding of the basic facts, dates, and events of the war. |\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\
What strategy might the teacher use to help his students to look
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\
deeper into the topic, based on Vygotsky's theory of cognitive
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\
development?(0/1 Point) |\
Ask leading questions to foster discussion.
|\ |\ |\ |\ |\
Praise students for giving correct answers.
|\ |\ |\ |\ |\
Help students connect new concepts to existing schemes.
|\ |\ |\ |\ |\ |\ |\
Create a warm, welcoming classroom environment.
|\ |\ |\ |\ |\
Ask leading questions to foster discussion.
|\ |\ |\ |\ |\
An example of assimilation is a child who has only experienced
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\
dogs as family pets. On first seeing a cat,(0/1 Point)
|\ |\ |\ |\ |\ |\ |\ |\ |\
the child asks, "What is that, Mommy?"
|\ |\ |\ |\ |\ |\
,the child asks, "Is that a doggie?"
|\ |\ |\ |\ |\ |\
the child exclaims, "Look at the little doggie, Mommy!"
|\ |\ |\ |\ |\ |\ |\ |\
the child exclaims, "That's a kitty!"
|\ |\ |\ |\ |\
the child exclaims, "Look at the little doggie, Mommy!"
|\ |\ |\ |\ |\ |\ |\ |\
Which of the following teaching strategies would be most helpful
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\
for a third grade class that is starting a new unit on science
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\
concepts, according to Piaget?(0/1 Point) |\ |\ |\ |\
Reward students who provide correct answers as you complete
|\ |\ |\ |\ |\ |\ |\ |\ |\
each lesson. |\
Review prior learning to help students connect new concepts to
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\
existing schemes. |\
Support struggling student with personalized support to help
|\ |\ |\ |\ |\ |\ |\ |\
them cope with frustration.
|\ |\ |\
Include memory strategies such as mnemonics to help them
|\ |\ |\ |\ |\ |\ |\ |\ |\
remember new information. |\ |\
Review prior learning to help students connect new concepts to
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\
existing schemes. |\
You walk into a classroom and observe the teacher moving
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\
children into heterogeneous groups of 4 or 5 to learn about
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\
different types of clouds. Whose theory is the teacher following?
|\ |\ |\ |\ |\ |\ |\ |\ |\
(0/1 Point) |\
Piaget
Vygotsky
Piaget and Vygotsky |\ |\
neither Piaget nor Vygotsky |\ |\ |\
Vygotsky
, Which of the following strategies would exemplify scaffolding,
|\ |\ |\ |\ |\ |\ |\ |\
based on Vygotsky's theory of cognitive development?(1/1 Point)
|\ |\ |\ |\ |\ |\ |\
giving students drills to help them memorize the steps to solving
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\
problems
giving students hints or asking leading questions to help them
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\
solve problems |\
giving students time to work in small groups to solve problems
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\
giving students the opportunity to connect new concepts to
|\ |\ |\ |\ |\ |\ |\ |\ |\
existing schemes to solve problems |\ |\ |\ |\
giving students hints or asking leading questions to help them
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\
solve problems |\
George is familiar with dogs, and has seen many dogs when he is
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\
out walking with his Mom. When George sees a horse for the
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\
first time, he calls it a dog. His mom teaches him that not all
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\
four-legged creatures are called dogs. She explains that this big
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\
animal with long legs and a long face is called a horse. The next
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\
time George sees a horse, he calls it a horse. According to Piaget,
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\
this process of differentiating is called(0/1 Point)
|\ |\ |\ |\ |\ |\ |\
accommodation.
assimilation.
maturity.
scheme.
accommodation.
MacKenzie is taking her state reading test. As she reads each
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\
question, she whispers each word under her breath. The other
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\
|\ |\ |\ |\ |\ |\
answers
Which of the following best describes Piaget's concept of a
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\
scheme?
a plan of action
|\ |\ |\
failure to reflect on the perspective of others
|\ |\ |\ |\ |\ |\ |\
an organized pattern of behavior or thought
|\ |\ |\ |\ |\ |\
the tendency to adjust to one's environment
|\ |\ |\ |\ |\ |\
an organized pattern of behavior or thought
|\ |\ |\ |\ |\ |\
Tyler's mom shows him a truck and then hides the truck behind
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\
her back. Tyler does not look for the truck when it is hidden and
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\
is surprised each time she pulls the truck out from behind her
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\
back. According to Piaget, this game is exciting for Tyler because
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\
he has not yet developed the concept of
|\ |\ |\ |\ |\ |\ |\
assimilation.
maturity.
object permanence. |\
accommodation.
object permanence. |\
,We have an expert-written solution to this problem!
|\ |\ |\ |\ |\ |\ |\
Miss Amburn teaches kindergarten. She is doing a unit on
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\
working in a pizza parlor. The students develop their own menu
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\
and pricing. In a section of the classroom, they have a kitchen
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\
and the students enjoy running the pizza parlor. They even
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\
enjoyed it when Mr. Ron came in and talked about his fire oven
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\
pizza. What stage of Piaget's cognitive development are the
|\ |\ |\ |\ |\ |\ |\ |\ |\
students in? |\
sensorimotor
concrete operational |\
formal operational |\
preoperational
preoperational
A high-school social science teacher notices that his students are
|\ |\ |\ |\ |\ |\ |\ |\ |\
not able to identify the impact that World War II had on the
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\
United States' economy, although they do seem to have a good
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\
understanding of the basic facts, dates, and events of the war. |\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\
What strategy might the teacher use to help his students to look
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\
deeper into the topic, based on Vygotsky's theory of cognitive
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\
development?(0/1 Point) |\
Ask leading questions to foster discussion.
|\ |\ |\ |\ |\
Praise students for giving correct answers.
|\ |\ |\ |\ |\
Help students connect new concepts to existing schemes.
|\ |\ |\ |\ |\ |\ |\
Create a warm, welcoming classroom environment.
|\ |\ |\ |\ |\
Ask leading questions to foster discussion.
|\ |\ |\ |\ |\
An example of assimilation is a child who has only experienced
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\
dogs as family pets. On first seeing a cat,(0/1 Point)
|\ |\ |\ |\ |\ |\ |\ |\ |\
the child asks, "What is that, Mommy?"
|\ |\ |\ |\ |\ |\
,the child asks, "Is that a doggie?"
|\ |\ |\ |\ |\ |\
the child exclaims, "Look at the little doggie, Mommy!"
|\ |\ |\ |\ |\ |\ |\ |\
the child exclaims, "That's a kitty!"
|\ |\ |\ |\ |\
the child exclaims, "Look at the little doggie, Mommy!"
|\ |\ |\ |\ |\ |\ |\ |\
Which of the following teaching strategies would be most helpful
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\
for a third grade class that is starting a new unit on science
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\
concepts, according to Piaget?(0/1 Point) |\ |\ |\ |\
Reward students who provide correct answers as you complete
|\ |\ |\ |\ |\ |\ |\ |\ |\
each lesson. |\
Review prior learning to help students connect new concepts to
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\
existing schemes. |\
Support struggling student with personalized support to help
|\ |\ |\ |\ |\ |\ |\ |\
them cope with frustration.
|\ |\ |\
Include memory strategies such as mnemonics to help them
|\ |\ |\ |\ |\ |\ |\ |\ |\
remember new information. |\ |\
Review prior learning to help students connect new concepts to
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\
existing schemes. |\
You walk into a classroom and observe the teacher moving
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\
children into heterogeneous groups of 4 or 5 to learn about
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\
different types of clouds. Whose theory is the teacher following?
|\ |\ |\ |\ |\ |\ |\ |\ |\
(0/1 Point) |\
Piaget
Vygotsky
Piaget and Vygotsky |\ |\
neither Piaget nor Vygotsky |\ |\ |\
Vygotsky
, Which of the following strategies would exemplify scaffolding,
|\ |\ |\ |\ |\ |\ |\ |\
based on Vygotsky's theory of cognitive development?(1/1 Point)
|\ |\ |\ |\ |\ |\ |\
giving students drills to help them memorize the steps to solving
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\
problems
giving students hints or asking leading questions to help them
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\
solve problems |\
giving students time to work in small groups to solve problems
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\
giving students the opportunity to connect new concepts to
|\ |\ |\ |\ |\ |\ |\ |\ |\
existing schemes to solve problems |\ |\ |\ |\
giving students hints or asking leading questions to help them
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\
solve problems |\
George is familiar with dogs, and has seen many dogs when he is
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\
out walking with his Mom. When George sees a horse for the
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\
first time, he calls it a dog. His mom teaches him that not all
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\
four-legged creatures are called dogs. She explains that this big
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\
animal with long legs and a long face is called a horse. The next
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\
time George sees a horse, he calls it a horse. According to Piaget,
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\
this process of differentiating is called(0/1 Point)
|\ |\ |\ |\ |\ |\ |\
accommodation.
assimilation.
maturity.
scheme.
accommodation.
MacKenzie is taking her state reading test. As she reads each
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\
question, she whispers each word under her breath. The other
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\
