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Praxis 5623 PLT 5-9 Exam Questions and Answers
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Praxis 5623 PLT 5-9 Exam Questions and Answers
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Praxis 5623: PLT 5-9 Exam Questionsand Answers
Albert iiBandura ii- iiAnswers ii-Social iilearning iitheory ii- iiLearning iiis iia iicognitive iiprocess
iithat iitakes iiplace iiin iia iisocial iicontext iiand iican iioccur iipurely iithrough iiobservation iiand
iidirect iiinstruction.
Jerome iiBruner ii- iiAnswers ii-Discovery iiLearning ii- iiIt iiis iibest iifor iilearners iito iidiscover
iifacts iiand iirelationships iifor iithemselves.
Constructivism iitheory ii- iiAnswers ii-Bruner, iiVygotsky, iiPiaget, iiand iiDewey- iiPeople
iiconstruct iitheir iiown iiunderstanding iiand iiknowledge iiof iithe iiworld, iithrough
iiexperiencing iithings iiand iireflecting iion iithose iiexperiences.
John iiDewey ii- iiAnswers ii-The iifather iiof iiprogressive iieducation. ii
All iifor iiprogressive iieducation iiwhich iiemphasized iithe iineed iito iilearn iiby iidoing. iiHe
iibelieved iithat iihuman iibeings iilearn iithrough ii"hands iion" iiapproach. iiProject iibased
iilearning!
Pragmatists ii- iiAnswers ii-They iibelieve iithat iireality iimust iibe iiexperienced.
Erik iiErikson ii- iiAnswers ii-eight iistages iiof iipsychosocial iidevelopment iiin iiwhich iia
iihealthy iideveloping iiindividual iipasses iithrough iifrom iiinfancy iito iiadulthood.
Carol iiGilligan ii- iiAnswers ii-The iiethics iiof iicare iiis iia iitheory iiabout iiwhat iimakes iiactions
iimorally iiright iior iiwrong. iiShe iihas iifeminist iiroots iithat iitie iiinto iithis.
Lawrence iiKohlberg ii- iiAnswers ii-Theory iiof iimoral iidevelopment iiwhich iistates iithat
iimorality iistarts iifrom iichildhood iiyears iiand iican iibe iiaffected iiby iiseveral iifactors.
iiMorality iian iibe iideveloped iieither iinegatively iior iipositively, iidepending iion iihow iian
iiindividual iiaccomplishes iithe iitasks iibefore iihim iiduring iieach iistage iiof iimoral
iidevelopment iiacross iilifespan.
Abraham iiMaslow ii- iiAnswers ii-Hierarchy iiof iineeds. iiStudents iineed iito iihave iibasic
iineeds iimet iiand iifeel iisafe iibefore iilearning iican iioccur.
Maria iiMontessori ii- iiAnswers ii-A iichild iicentered iieducational iiapproach. ii"Follow iithe
iihid, iithey iiwill iishow iiyou iiwhat iithey iineed iito iido."
, Jean iiPiaget ii- iiAnswers ii-Four iistages iiof iicognitive iidevelopment. iiChildren iilearn
iithrough iiactively iiconstructing iiknowledge iithrough iihands-on iiexperience ii- iiis iia
iidescription iiof iicognitive iidevelopment ii(sensorimotor iipre-operational, iiconcrete, iiand
iiformal).
B.F. iiSkinner ii- iiAnswers ii-Developed iithe iitheory iiof iioperant iiconditioning ii- iiA
iibehaviorist iiidea iithat iibehavior iiis iidetermined iiby iiits iiconsequences, iibe iithey
iireinforcements iior iipunishments, iiwhich iimake iiit iimore iior iiless iilikely iithat iithe
iibehavior iioccur iiagain.
Lev iiVygotsky ii- iiAnswers ii-Created iithe iiZone iiof iiProximal iiDevelopment ii- iichildren
iilearn iithrough iihands-on iiexperience, iibut iiunlike iiPiaget, iihe iiclaimed iithat iitimely iiand
iisensitive iiintervention iiby iiadults iiwhen iia iichild iiis iion iithe iiedge iiof iilearning iia iinew
iitask iicould iihelp iichildren iilearn iinew iitasks. iiThis iitechnique iiis iicalled ii"scaffolding,"
iibecause iiit iibuilds iiupon iiknowledge iichildren iialready iihave iiwith iinew iiknowledge iithat
iiadults iican iihelp iithe iichild iilearn.
Cooperative iilearning ii- iiAnswers ii-students iiworking iiin iismall iigroups iiis iia iisuccessful
iiteaching iistrategy iiin iiwhich iismall iiteams, iieach iiwith iistudents iiof iidifferent iilevels iiof
iiability, iiuse iia iivariety iiof iilearning iiactivities iito iiimprove iitheir iiunderstanding iiof iia
iisubject. iiEach iimember iiof iia iiteam iiis iiresponsible iinot iionly iifor iilearning iiwhat iiis
iitaught iibut iialso iihelping. iiTeammates iilearn, iithus iicreating iian iiatmosphere iiof
iiachievement. iiStudents iiwork iithrough iiassignments iiuntil iiall iigroup iimembers
iisuccessfully iiunderstand iiand iicomplete iiit.
Direct iiInstruction ii- iiAnswers ii-Explicit iiteaching iiof iia iiskill-set iiusing iilectures iior
iidemonstrations iiof iithe iimaterial, iirather iithan iiexploratory iimodels iisuch iias iiinquiry-
based iilearning.
Discovery iiLearning ii- iiAnswers ii-Exploration iiof iidata iiand iiexperiences. iiIt's iia iimethod
iiof iiinquiry-based iiinstruction. iiBelieves iiit iiis iibest iifor iilearners iito iidiscover iifacts iiand
iirelationships iifor iithemselves. iiAs iia iiresult, iistudents iimay iibe iimore iilikely iito
iiremember iiconcepts iiand iiknowledge iidiscovered iion iitheir iiown.
Whole-group iidiscussion ii- iiAnswers ii-A iiform iiof iiclassroom iilecture iiwhere iithe iifocus iiis
iishared iibetween iithe iiinstructor iiand iithe iistudents iifor iiinformation iitransfer.
Independent iistudy ii- iiAnswers ii-students iisets iiown iimode iiof iistudy iiwith iigoals.
Interdisciplinary iiinstruction ii- iiAnswers ii-A iimethod iiused iito iiteach iia iiunit iiacross
iidifferent iicurricular iidisciplines. iiIntegrated iiinstruction iialso iiallows iifor iiauthentic
iiassessment.
Concept iiMapping ii- iiAnswers ii-A iitechnique iifor iirepresenting iiknowledge iiin iigraphs.
iiKnowledge iigraphs iiare iinetworks iiof iiconcepts.
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