10/5/24, 7:11 PM WGU C909 OBJECTIVE ASSESSMENT EXAM ACTUAL EXAM QUESTIONS AND CORRECT DETAILED ANSWERS |ALRE…
WGU C909 OBJECTIVE ASSESSMENT EXAM
ACTUAL EXAM QUESTIONS AND CORRECT
DETAILED ANSWERS |ALREADY GRADED A+||
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Terms in this set (104)
A philosophy based on the premise that people
Constructivist Theory construct their own understanding of the world they
live in through reflection on experiences.
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 prompts each student to reflect
on and examine his or her current knowledge. When
Constructivist Theory in one of the students comes up with the relevant
Practice concept, the teacher seizes upon it, and indicates to
the group that this might be a fruitful avenue for
them to explore. They design and perform relevant
experiments. Afterward, the students and teacher
talk about what they have learned, and how their
observations and experiments helped (or did not
help) them to better understand the concept.
,10/5/24, 7:11 PM WGU C909 OBJECTIVE ASSESSMENT EXAM ACTUAL EXAM QUESTIONS AND CORRECT DETAILED ANSWERS |ALRE…
Aim to assist students in assimilating new
information to existing knowledge, as well as
enabling them to make the appropriate
Cognitive-constructivist accommodations to their existing intellectual
view of reading 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.
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 classroom settings, teachers may first assess
students to determine their current skill level.
Educators can then offer instruction that stretches
the limits of each child's capabilities.
At first, the student may need assistance from an
Socio-cultural theory/Ex. adult or a more knowledgeable peer, but eventually,
their zone of proximal development will expand.
Teachers can help promote this expansion by:
Planning and organizing their instruction and
lessons: For example, the teacher might organize
the class into groups where less skilled children are
paired with students who have a higher skill level.
Using hints, prompts, and direct instruction to help
kids improve their ability levels.
Scaffolding, where the teacher provides specific
prompts to move the child progressively forward
toward a goal.
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
Reader Response Theory 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.
, 10/5/24, 7:11 PM WGU C909 OBJECTIVE ASSESSMENT EXAM ACTUAL EXAM QUESTIONS AND CORRECT DETAILED ANSWERS |ALRE…
As the name suggests, experiential learning involves
learning from experience. The theory was proposed
Experiential Learning by psychologist David Kolb who was influenced by
the work of other theorists including John Dewey,
Kurt Lewin, and Jean Piaget
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
Oral Language
rules that combine morphemes into sentences).
Development
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
Scribbling/drawing
Letter like forms and shapes
Letters
Letters and spaces
What are the stages of Conventional writing and spelling (children in this
writing development? 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.
Early Emergent
Emergent (understands alphabet, phonological
awareness and knows phonics, have command of
high frequency words, developing comprehension
What are stages of
and word attack skills, recognize types of texts, non-
reading development
fiction and fiction, and that reading has a variety of
purposes).
Early Fluent
Fluent
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