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PRAXIS II PLT 5623 Exam Questions and Answers (Graded A)
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PRAXIS II PLT 5623 Exam Questions and Answers
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PRAXIS II: PLT 5623 Exam Questionsand Answers
Erikson
Social-emotion iidevelopment iior iipsychosocial iistages ii- iiAnswers ii-1. iiLearning iiBasic
iiTrust iivs. iiBasic iiMistrust ii
(love) ii(mistrust) ii0-1.5
2. iiLearning iiAutonomy iivs. iiShame
(new iisense iiof iicontrol iiand iitantrums) iiwill ii1.5-3
3. iiLearning iiInitiative iivs. iiGuilt
(leader iiand iifollower/fearful iiand iiguilt) iiPurpose ii3-5
4. iiIndustry iivs. iiInferiority
self iidiscipline iiCompetence ii5-12
5. iiLearning iiIdentity iivs. iiIdentity
finding iiout iiwho iihe/she iiis iiFidelity ii12-18
6. iiLearning iiIntimacy iivs. iiIsolation: iirelationships iiLove ii18-40
7. iiLearning iiGenerality iiVs. iiSelf-Absorption
working iiproductively iiimportant iiCare ii40-65
8. iiIntegrity iivs. iiDespair
proud iiof iihis iilife iichoices iiWisdom ii65+
Kolb's iilearning iiprocess ii- iiAnswers ii-concrete iiexperience, iiobservation iiand iireflection,
iiabstract iiconceptualization, iior iiactive iiexperimentation
Example: iiidea, iiproceed iito iiexperiment, iipresenting iithe iiinformation, iithen iicreate iithe
iifinal iiproduct, iiand iiwrite-up
Reg iiRevans' iitheory iiof iiAction iiLearning ii- iiAnswers ii-Small iicooperative iilearning
iigroups
real-life iiissues
learn iithrough iithe iiexperiences iithat iithey iishare
action iiand iilearning iimust iicoincide
Behaviorism ii- iiAnswers ii-new iibehavior iithat iiwe iiacquire iithough iiexperiences
observable iibehaviors: iisocial iiinteractions iior iiphysical iiexertions
not iimental iiactivities iior iithought iiprocesses
constructivism ii- iiAnswers ii-our iiexperiences iiwe iiconstruct iiour iiown iicomprehension iiof
iithe iiworld iiwe iilive iiin
learning iiis iihow iiwe iiadjust iiour ii"rules" iito iiinclude iinew iiexperiences
Piaget iilearning iitheory ii- iiAnswers ii-Model iiof iichild iidevel iiand iilearning ii
, children iibuild iicognitive iistructures iior iiconcepts iiin iiorder iito iirespond iito iiexperiences
iiin iitheir iienvironment.
Piaget's iidevelopmental iistages iifor iichildren ii- iiAnswers ii-1. iiSensorimotor ii(2yrs)
iichildren iibuild iiconcepts iithrough iiphysical iiinteraction iiwith iitheir iienvironment. iiNot
iihave iiobject iipermanence
2. iiPreoperational iistage ii(2-7) iiOperate iiin iiconcrete iisituations. iiunable iito iifully iigrasps
iiabstract iiconcepts
3. iiconcrete iioperations ii(7-11) iiphysical iiexp, iican iiconceptualize iiand iisolve iiabstract
iiproblems
4. iiFormal iiOperations ii(11-15): iicognitive iistructures iilike iiadult iiand iihave iiconceptual
iireasoning.
Vygotsky ii- iiAnswers ii-culture iiis iithe iimain iiinfluencing iifactor iion iihuman iidevelopment
iiand iithus iicreated iithe iisocial iicognition iilearning iimodel
Discovery iilearning iitheory iiof iiBruner iiand iiPiaget ii- iiAnswers ii-Learning iioccurs
iithrough iione's iiown iiefforts
Constructivism ii- iiAnswers ii-students iiconstruct iiand iiapply iitheir iiown iimeaning iito
iiknowledge iibased iion iitheir iiown iisubjective iiexperiences iiand iibackground iiknowledge
iiof iia iitopic
Ausubel's iiidea iiof iireception iilearning ii- iiAnswers ii-ability iito iireceive iiand iiprocess
iistructure iiinformation iias iireceived iiby iithe iiteacher; iiteacher iipresentations iishould iibe
iiorganized iifrom iigeneral iito iispecific iiand iishould iiuse iia iivariety iiof iiorganization iitools;
iiintroductory iiinfo iito iigive iistudents iian iiidea iiof iiwhat iiwill iibe iistudied
Maslow's iihierarchy iiof iihuman iineeds ii- iiAnswers ii-most iibasic iineeds iibefore iihigher
iilevels iiof iihuman iipotential
deficiency iimotives iithat iimust iibe iireached iibefore iithe iifinal, iififth iilevel
1. iiphysiological iineeds: iifood, iiwater iiand iishelter
2. iifreedom iifrom iidanger, iianxiety iiand iiis iistable
3. iirelationships iifive iisense iiof iilove iiand iibelonging
4. iifeelings iiof iiconfidence iiand iiself-respect iifuel iione's iiself-esteem
5. iiself-actualization, iione's iipotential iiis iirealized iiand iiself-direction iicomes iito iifollow
William iiGlasser's iicontrol iitheory ii- iiAnswers ii-our iimotivations, iibehaviors iiand iiactions
iito iisatisfy iineeds iisuch iias iilove, iisurvival, iipower iiand iifreedom; iiWhen iiteachers iiuse
iithis iiintrinsic iimotivation iiwith iitheir iistudents, iiStudents iisee iihow iithey iifeel iiwhen iiwork
iiis iicompleted, iiand iistrive iito iiimprove iithemselves; iicooperative iilearning iican iiend
iiinappropriate iibehaviors iithat iiare iiseeking iipower
Sensory iistimulation iitheory ii- iiAnswers ii-senses iiare iistimulated, iieffective iilearning iican
iitake iiplace;
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