testbankgo.eu … · Web viewFocus Question 2.4: What are the similarities and differences between Piaget’s and Vygotsky’s ideas about cognitive development? Activity. Students

Online Instructor’s Resource Manualto accompany

Educational PsychologyEleventh Edition

Anita WoolfolkThe Ohio State University

Manual Prepared By:

Heather DawsonSarah Kozel Silverman

Mike Yough

Upper Saddle River, New Jersey Columbus, Ohio

From https://testbankgo.eu/p/Test-Bank-for-Educational-Psychology-11th-Edition-by-Woolfolk

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Copyright © 2010 by Pearson Education, Inc., Upper Saddle River, New Jersey 07458. All rights reserved. Printed in the United States of America. This publication is protected by Copyright and permission should be obtained from the publisher prior to any prohibited reproduction, storage in a retrieval system, or transmission in any form or by any means, electronic, mechanical, photocopying, recording, or likewise. For information regarding permission(s), write to: Rights and Permissions Department.

Pearson® is a registered trademark of Pearson plc.Merrill® is a registered trademark of Pearson Education, Inc.

Instructors of classes using Educational Psychology, Eleventh Edition, may reproduce material from the Instructor’s Manual for classroom use.

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ISBN-13: 978-0-13-701214-5

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ISBN-10: 0-13-701214-4

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Preface

Greetings and welcome to the 11th edition of the Instructor’s Resource Manual for Woolfolk’s Educational Psychology. We hope that this manual serves as a useful teaching tool and resource as you prepare for your classes. We recognize no two teachers are alike, nor are any two classrooms alike. It is our intent that you be inspired to modify these activities and slides to fit your teaching and your classroom. We encourage users to think of this manual as a starting point.

Online Instructor’s ManualFor those of you who are familiar with the previous Instructor’s Resource Manual, the most prominent change you will notice is layout. Activities, discussions, resources, and links to AnitaTalks podcasts are organized according to the focus questions at the beginning of each chapter of the textbook. The focus questions serve as the focal point for each chapter in the Instructor’s Resource Manual. We feel this organization aligns the text and its resources in a way that helps to synthesize all of the resources available for each chapter.

Each chapter in the Instructor’s Resource Manual begins with a list of focus questions from the text, as well as the relevant chapter objectives and study plan activities available in the MyEducationLab online course. Each focus question is accompanied by additional activities and resources included within this manual designed to help address that question. Focus Questions are individually hot-linked to the activities and resources that relate to them. Thus, the instructor desiring to focus on one particular focus question need not scan around the entire manual for the appropriate resources, but can just click on the focus question.

Each focus question is organized in the following order:

Activities. Activities were chosen that support the learning objectives and to promote active learning. All activities have proven to promote student engagement. We recognize that each classroom is unique. Thus, we encourage users to modify activities based on the characteristics of their students. Referenced in each chapter are handouts that accompany some of the activities described in the manual; the handouts themselves are located at the end of the manual. The handouts can be photocopied as needed for distribution in classes that use the Educational Psychology textbook.

Discussion Questions. Discussion questions were chosen to promote a deeper level of student engagement with the learning objectives. Some questions were chosen with the intent to help students process the material in order to understand a given topic. Other questions are intended to promote rich discussion that helps students to understand the complexity of a given topic and to consider alternative views.

Other Resources. Additional resources include links to websites or podcasts. Many of the podcasts are from Anita Woolfolk’s Anita Talks about Teaching series, and thus are especially pertinent to content from the text. Clicking on the link while pressing the ‘control’ key on your keypad will take you to the site. Once at the site

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(http://anitatalks.wordpress.com/) simply click on “Listen to the podcast” for the podcast you wish to access.

Online PowerPoint SlidesThese visual aids display, summarize, and help explain core information presented in each chapter. PowerPoint slides relevant for each chapter’s content and suitable for in-class presentation, are available to download at www.pearsonhighered.com. To access the PowerPoint slides, enter the author, title, or ISBN, locate Educational Psychology (11th ed.), and click on the “Resources” tab.

Like the Instructor’s Resource Manual, the slides are arranged to be closely aligned with the text. Each set of slides begins with the learning objectives from the text followed by an outline of the chapter. They also include the What would you do? scenario from the textbook in order to set the stage for some of the issues addressed in each chapter.

MyEducationLab MyEducationLab, new to the 11th edition of Educational Psychology, and located at www.myeducationlab.com, is an online course that situates you and your students within the context of real classrooms and artifacts, a context that research on teacher education tells us is so important. Through authentic in-class video footage, interactive skill-building exercises, and a variety of online media assets, MyEducationLab offers you and your students a uniquely valuable teacher education tool.

Instruct your students to look for the MyEducationLab logo and directives at the end of each chapter and in the text margins. Follow the directives and the simple navigation instructions to access the multimedia Individualized Study Plan, Activities and Applications, and Building Teaching Skills and Dispositions exercises. All exercises are assignable and include hints for students and feedback for instructors. Students may also link directly from each chapter of the Woolfolk MyEducationLab online course to relevant AnitaTalks Podcasts and CCSSO Teachers of the Year Video Clips (see the Teacher Talk section in MyEducationLab).

Individualized Study Plan: Students have the opportunity to take self-assessment quizzes after reading each chapter of the text. The quiz results automatically generate a personalized study plan for each student, identifying areas of the chapter that still need some additional study time. In their study plan, students are presented with Review, Practice, and Enrichment exercises to facilitate learning and deepen understanding of chapter concepts.

Activities and Applications: A variety of exercises and activities offer opportunities to extend understanding and learning of chapter content through classroom video footage, simulations, and teacher and student artifacts. All Activities and Applications are assignable, and when appropriate include hints for students and feedback for instructors.

Building Teaching Skills and Dispositions: Application assignments help students practice and strengthen skills that are essential to quality teaching. Students watch authentic classroom video footage or interact with thought-provoking simulations and

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http://www.myeducationlab.com/

http://www.pearsonhighered.com/

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critically analyze how they can learn these skills and strategies with a goal of incorporating them into their teaching repertoire or portfolio. All assignments are accompanied by hints for students and feedback for instructors only.

AnitaTalks Podcasts: Every chapter of the Woolfolk MyEducationLab course includes direct links to relevant selections from Anita Talks about Teaching, a selection of podcasts in which Dr. Woolfolk discusses how textbook content relates to the profession of teaching. Several of these podcasts are used in the activities included in this instructor’s resource manual.

Teacher Talk -- CCSSO Teachers of the Year Videos: The Council of Chief State School Officers Teachers of the Year is the oldest and most prestigious awards program for teachers. To help celebrate the amazing group of teachers from across the United States honored by this program, the Pearson Foundation hosted the 2007 Teachers of the Year in New York City. Each chapter of the MyEducationLab course includes a direct link to video clips of these remarkable teachers responding to the question “Why Do You Teach?”

AcknowledgmentsWe would like begin by extending our appreciation to Anita Woolfolk for the privilege of preparing an instructor’s resource manual for a truly seminal textbook in the field of educational psychology—one that has had a direct impact in preparing countless students for one of the most noble of professions: teaching. Anita has been most generous with feedback and has provided much encouragement and inspiration.

We would also like to thank Evan Straub, Ryan Poirier, Paige Shalter Bruening, and Eric Anderman for their direct inspiration and contributions to some of the activities included in the 11th edition of the Instructor’s Resource Manual for Woolfolk Educational Psychology. Alicia Reilly at Pearson was especially responsive and supportive. We recognize this work is largely an extension of those who have gone before us. Thus, we would like to extend a special thanks to the editor of the previous Instructor’s Resource Manual—Robin Rackley.

Lastly, we would like to thank our students—for they are the ones ultimately responsible for shaping the ideas and activities included in this manual. In some cases this took the form of trial and error as we modified activities to best promote learning. At other times, ideas may have been explicitly expressed by a student or two. The result is this manual—tested by our students for yours.

Mike Yough, Sarah Silverman, and Heather Dawson

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Learning, Teaching, and Educational Psychology

MyEducationLab Chapter Objectives and Text Focus QuestionsAfter studying this chapter, students should be able to achieve the following Chapter Objectives and respond to the Focus Questions. Go to MyEducationLab (www.myeducationlab.com) to access the Study Plan, Activities and Applications, Building Teaching Skills and Dispositions, and other resources in the Woolfolk MyEducationLab online course. Click on each Focus Question for activities, discussion questions, handouts, and additional resources available in this Instructor’s Resource Manual.

MyEducationLab Chapter Objective 1.1: Explain how national standards and good teaching influence contemporary educational practices in a diverse culture.

Focus Question 1.1: What is the No Child Left Behind Act?

Focus Question 1.2: Does teaching matter?

Focus Question 1.3: What is good teaching?

Focus Question 1.4: What do expert teachers know?

Focus Question 1.5: What are the greatest concerns of beginning teachers?

MyEducationLab Chapter Objective 1.2: Describe the history and methods used in the field of educational psychology.

MyEducationLabStudy Plan: Review, Practice, and Enrichment Activity 1: Reviewing the No Child Left Behind Act

MyEducationLabStudy Plan: Review, Practice, and EnrichmentActivity 1: Identifying Different Types of Research Studies

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Focus Question 1.6: Why should I study educational psychology?

MyEducationLab Chapter Objective 1.3: Recognize key theories of development and learning that influence educational practice.

Focus Question 1.7: What roles do theory and research play in this field?

Focus Question 1.1: What is the No Child Left Behind Act?

ActivityLearning about NCLBMany students have heard about the No Child Left Behind Act, but they have never examined the impact of NCLB on everyday education. This activity may be used to help illustrate both Objective I and Objective VII. Ask students to collect 2-3 scholarly articles related to NCLB and summarize their findings in 3 main points. During the next class period, invite students to break out into groups of 3-4 to discuss their findings. They should be able to identify whether their findings matched their beliefs about NCLB and how they might use educational research to be informed policy consumers.

Discussion QuestionsThe No Child Left Behind Act (NCLB) of 2001 has been the center of a great deal of controversy. What have you heard about this piece of legislation? Have you developed an opinion? If so, what is your opinion and how did you develop it? If not, what more do you think you should know about NCLB?

We hear a lot from educators and politicians today about accountability. Should teachers’ jobs and salaries depend on how much their students learn? What would happen to curricula and attention to students’ differences?

MyEducationLabActivities and Applications 1. What is NCLB?2. I Know a Great Teacher3. Becoming a Teacher

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Other ResourcesAnita Talks about NCLB: http://anitatalks.wordpress.com/2006/09/08/3-no-child-left-behind/

Focus Question 1.2: Does teaching matter?

ActivitySurvey of Teacher RolesHave students rate each of the “seven roles” of teaching according to the degree of importance and strength in each role (teacher as motivator, manager, instructional expert, counselor, model, leader, and reflective professional). Tabulate and summarize the findings for your sample. Have your students critique the interpretations that might be made of this summary. What could be misleading? Then have your students consider each of the seven roles of teaching in relation to their own perceptions of their teaching goals and abilities. Ask students who scored themselves high or low why they perceived themselves in such a way. Discussion QuestionSome students seem to perform well regardless of their teachers while some seem to perform poorly even with excellent teachers. Do you think teachers make a difference for all students? Why or why not? How can you be sure you meet the needs of all students, regardless of ability?

Other ResourcesAnita Talks about teachers: http://anitatalks.wordpress.com/2006/08/25/new-and-improved/

Focus Question 1.3: What is good teaching?

ActivityWhat Is Good Teaching?

Objectives Students will recall their own teaching and learning experiences Students will discuss what inspired them to become teachers Students will discuss what made their own teachers good or bad and why

Activity Participants Time MaterialsAsk students to divide into pairs and describe to each other what inspired them to become teachers (if relevant). If they are not planning to teach, ask them to discuss their intended profession.

Student pairs

5 minutes

Ask students to think about their own teachers and discuss what made them good or bad and why.

Student pairs

5 minutes

Ask students to consider what type of teacher they wish to be and how they intend

Student pairs

5 minutes

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to accomplish that kind of teacher. Return to the full group and ask students to describe characteristics of good and bad teachers. Look for commonalities and discuss them.

All students 15-20 minutes

Discussion QuestionStudents often identify teachers who were not very personable or approachable as among their most effective teachers. Is it possible to be personable, caring, and effective? When would it be a liability to be personable or approachable? When would it be an advantage?What is good teaching? How do you know what good teaching is? Do you have a plan for ensuring your teaching is good? How will you know if you are successful? What might you do to get better?

Focus Question 1.4: What do expert teachers know?

ActivityNational Board of Professional Teaching StandardsShulman’s characterization of expertise is described in the textbook. The National Board of Professional Teaching Standards has developed standards for what teachers should know and do. Have your students visit the CW, Chapter 1, eConnect and Extend, “National Board of Professional Teaching Standards,” http://www.nbpts.org/standards/stds.cfm#downloadpdfs. Select a subject area and age range and download the standards for that group. How does the characterization of expert teaching seen here compare to that of Shulman?

Discussion QuestionDespite the length of service or expertise, the job of teaching is often the same. Should this be the case? What changes in a teacher’s job might occur as a function of increased experience or expertise?

Other ResourcesThe National Center for Research on Teacher Learning: Disseminates research on teacher learning. http://ncrtl.msu.edu/

The National Board of Professional Teaching Standards: The goal of this organization is to raise teaching standards. http://www.nbpts.org/

National Center for Educational Statistics. Predicting the Need for Newly Hired Teachers in the United States to 2008-09: http://nces.ed.gov/programs/quarterly/vol_1/1_4/3-esq14-g.asp

Focus Question 1.5: What are the greatest concerns of beginning teachers?

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http://nces.ed.gov/programs/quarterly/vol_1/1_4/3-esq14-g.asp

http://www.nbpts.org/

http://ncrtl.msu.edu/

http://www.nbpts.org/standards/stds.cfm#downloadpdfs


Activity Beginning Teachers Have your students visit New-Teacher.com Web site (www.new-teacher.com). This is part of a commercial site from Peak Learning Systems. It offers a number of resources for education students, including new teacher articles, job search tips, and information on substitute teaching. Have your students look at the section on being a substitute teacher. Have them list five ways in which substitute teaching is different from the kind of teaching they might expect to do in their classes.

Other Resources What to Expect Your First Year of Teaching: Tips and suggestions for first-year teachers. http://www.ed.gov/pubs/FirstYear/index.html

33 Ways to Start the First Year Off Right: A Little Planning Pays Big Dividends: From the Virginia Education Association. http://www.nea.org/teachexperience/bk2sk020610.html

Focus Question 1.6: Why should I study educational psychology?

ActivitiesPsychology and EducationHave your students read the following article:

Thorndike. E. L. (1910). The contribution of psychology to education. Journal of Educational Psychology, 1, 5-12.

Students should be grouped in small groups of four to answer the following questions. What are the roles for education and psychology envisioned by E. L. Thorndike? [Two students should take responsibility for presenting the role of education, and the other two should present the role of psychology.] Have those roles changed? What kinds of methods did Thorndike recommend be used in research?

Professional Development PlanObjectives

Students will identify what constitutes scholarly research Students will identify ways to acquire and interpret scholarly research Students will identify ways to use educational research in their practice

Activity Participants Time MaterialsIf possible, plan a time with your students to visit your library and speak with a library specialist about ways to acquire your school’s professional journal holdings. If you cannot do so, be sure to compose a one-page summary to provide students.

30-60 minutes in the library; 15-20 minutes for handout

Library-produced directors or instructor-produced directions for finding scholarly research.

Students should select 2-3 pieces of All students, 20 minutes

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http://www.nea.org/teachexperience/bk2sk020610.html

http://www.ed.gov/pubs/FirstYear/index.html

http://www.new-teacher.com/


scholarly research and identify ways they may be put to use in a classroom or other educational setting. This activity can be completed immediately after the library orientation or individually if materials are accessible electronically.

independently

Ask students to develop a professional development plan, composed of 1-2 pages (or more), in which they identify how they will seek new educational research as practitioners, how they might evaluate such research, and how they will implement it.

All students, independently

30-60 minutes (can be outside of class)

As a class or in small groups, ask students to discuss what they learned from the activity. Ask them to answer the discussion questions related to professionalism and research.

All students 15 minutes

Discussion QuestionDefine and differentiate purposes of educational psychology. In your opinion, can the study of educational psychology be helpful to teacher candidates and to practicing teachers?

Focus Question 1.7: What roles do theory and research play in this field?

ActivitiesWhat Research Has to SayHave your students consider the statement, “Students should be grouped according to ability.” How could they find out if this is true or false? What would it take to convince you of the truth of this statement? Assign students the task of locating an article in the library that addresses this question. The directions should be deliberately ambiguous so that students return with a variety of types of articles (e.g., popular, research) that will provide the basis of a general discussion of what constitutes good evidence.

Research JeopardyObjectives

Students will understand various types of research Students will practice identifying applications of research methods Students will approach research methodology in terms of key benefits and limitations

Activity Participants Time MaterialsSelect various types of research from Chapter 1. Design answers based upon each research method.

10 minutes

List of research methods and applications

Create a “Jeopardy” grid where answers are divided 30 Posterboard or

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into categories and assigned a point value. The grid may be created in PowerPoint using a template or on a poster board using sticky notes to cover the answers. Write point values on the sticky notes and remove them when students have asked the correct questions.

minutes PowerPoint slideshow

Divide students into two groups. Have students compete to answer questions; the team that wins can earn extra credit, or take charge of designing the next activity.

All students, divided into two groups.

30 minutes

Discussion QuestionNew research on education is constantly conducted in an effort to better understand learning and improve teaching. How do you think teachers can use this research? How might teachers in classrooms and researchers collaborate? Do you think teachers can also be researchers? If so, how? If not, why not?

Indicate whether each of the studies described below is an experimental or correlational study and what could be learned from these.

Instructors give three groups of children different types of computer training to determine which type of computer training is most effective in teaching word-processing skills.

Psychologists give fine-motor tests to a group of boys and girls to determine if there is a relationship between sex and fine-motor dexterity.

Two groups of athletes begin a fitness program. To determine the impact of nutrition, sports psychologists give one group explicit instructions regarding nutrition while advising the other group to continue eating their regular diet.

Other ResourcesKinds of Research Primerhttp://linguistics.byu.edu/faculty/henrichsenl/ResearchMethods/RM_1_04.html

Zimmerman, B. J., & Schunck, D. H. (2003). Educational psychology: A century of contributions. Mahwah, NJ: Lawrence Erlbaum.

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http://linguistics.byu.edu/faculty/henrichsenl/ResearchMethods/RM_1_04.html


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Cognitive Development and Language

MyEducationLab Chapter Objectives and Text Focus QuestionsAfter studying this chapter, students should be able to achieve the following Chapter Objectives and respond to the Focus Questions. Go to MyEducationLab (www.myeducationlab.com) to access the Study Plan, Activities and Applications, Building Teaching Skills and Dispositions, and other resources in the Woolfolk MyEducationLab online course. Click on each Focus Question for activities, discussion questions, handouts, and additional resources available in this Instructor’s Resource Manual.

MyEducationLab Chapter Objective 2.1: Provide a definition of development that takes into account the three continuing debates and the three agreed-upon principles, as well as current research on the physical development of the brain.

Focus Question 2.1: What are three questions that cut across theories of development and three general principles of agreement?

MyEducationLab Chapter Objective 2.2: Explain how the underlying principles and stages presented in Piaget’s theory of cognitive development influence current educational research and practice.

MyEducationLabStudy Plan: Review, Practice, and EnrichmentActivity 1: Reviewing the No Child Left Behind Act

MyEducationLabStudy Plan: Review, Practice, and EnrichmentActivity 1: Observing Cognitive DevelopmentActivity 2: Identifying Developmentally Appropriate Practices

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Focus Question 2.2: How does children’s thinking differ at each of the four stages of development Piaget described?

MyEducationLab Chapter Objective 2.3: Explain how the underlying principles and stages presented in Vygotsky’s theory of development influence current educational research and practice.

Focus Question 2.3: How do cultural tools and social influences shape thinking in Vygotsky’s theory of cognitive development?

Focus Question 2.4: What are the similarities and differences between Piaget’s and Vygotsky’s ideas about cognitive development?

Focus Question 2.5: What are the implications of Piaget’s and Vygotsky’s theories for teaching students of different ages?

MyEducationLab Chapter Objective 2.4: Describe the processes underlying development of language, including emerging literacy skills.

Focus Question 2.6: How does language usually develop during the school years, and what happens if children are learning two languages at once?

Focus Question 2.1: What are three questions that cut across theories of development and three general principles of agreement?

ActivityDivide students into groups of three or four. Provide the following terms for students: Nature, Nurture, Continuity, Discontinuity, Critical Periods, Later Experiences. Have each group devise a definition for each term in the context of cognitive development. Next, assign each group one term and ask them to create three examples of each term being applied in the classroom. When each group is finished, pair them with the corresponding group (i.e. nature with nurture) and ask each group to pretend they must defend the position that their assigned approach to cognitive development is “correct.” Groups should debate as if they will receive an award for winning.

Discussion QuestionsDo you think it is possible for a teacher to accelerate cognitive development? Explain.

MyEducationLabStudy Plan: Review, Practice, and EnrichmentActivity 1: Recognizing a Child’s Zone of Proximal DevelopmentActivity 2: Applying Vygotsky’s Ideas in the Classroom

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Focus Question 2.2: How does children’s thinking differ at each of the four stages of development Piaget described?

ActivityGive the class HANDOUT 2.1 and discuss the tasks. As a field experience, ask your students topresent the tasks to three school-age children, two of whom are the same age but are functioning at different achievement levels. Students should determine the cognitive level of each child and write a summary paragraph explaining this conclusion.

Four Tasks That Assess Children’s ThinkingInterpretation of stories: Read one of Aesop’s fables. Ask the children, “What do you think this story means?”

Preoperational response: Response is often on an emotional, personal, level, and is based on the children’s affective reaction to the story. They are apt to mention something that happened in their own life. They may not be interested in explaining or justifying the answer.

Concrete operational response: Response is based on the literal content of the story.

Formal operational response: Response goes beyond the literal content of the story and indicates same understanding of the moral.

Classification: Give the children the following group or objects and ask them to make a group of things that go together. Objects: picture from a magazine or newspaper, pencil, magic marker, piece of chalk, notebook paper, drawing paper, thumb tack, straight pin, masking or scotch tape, paper sack.

Early preoperational: Grouping is based on a functional relationship. Example: pencil and paper, because you write on the paper with a pencil; thumb tack and picture, because you use the tack to put the picture on the wall.

Late operational: Grouping is based on perceptual feature. Example: pencil, pin, and tack, because they all have a sharp point; paper and picture, because they are the same shape (have four corners); paper and chalk, because they are both white.

Concrete operational: Grouping based on a common element that makes each object an example of the classification basis. Example: things made of paper, things you can write with, things you can put on a bulletin board.

Conservation: Line up two sets of wooden beads side by side. Ask the children if you both have the same amount. If they answer “yes,” then spread out one set and ask who has more beads. Return them to their original position and bunch up one set. Then ask who has more.

Get two equal balls of clay. Ask the children if you both have the same amount. Make

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adjustments until they answer “yes.” Make a “snake” or a “pancake” out of one ball and ask who has the most clay now.

Preoperational: Response will indicate that one person has more than the other when changes are made.

Concrete operations: Responds that you both still have the same amount and explains his answer by using identity, reversibility, or compensation as a rationale.

Combinatorial logic: Give the children five different one-digit numbers on separate small pieces of paper. Ask them to make as many different three-digit numbers as they can.

Concrete operational: Goes about the task in a random, haphazard manner.

Formal operational: Will approach the task in an orderly and systematic way.Discussion QuestionYou are on a textbook committee to select the social studies text for the eighth grade. What kinds of things would you expect to find in a good text for this age group?

Focus Question 2.3: How do cultural tools and social influences shape thinking in Vygotsky’s theory of cognitive development?

Discussion QuestionVygotsky’s theory that language usage promotes cognitive development has been used to justify extensive use of cooperative learning groups in elementary classrooms. Does working with other students at the same cognitive level supply the scaffolded learning that is necessary for children to grow within a zone of proximal development from assisted to unassisted performance?

Other Resourceshttp://anitatalks.wordpress.com/2006/09/05/the-importance-of-culture-2/

Focus Question 2.4: What are the similarities and differences between Piaget’s and Vygotsky’s ideas about cognitive development?

ActivityStudents can apply what they know about Piaget and Vygotsky by comparing and contrasting the two theorists on core issues. For example:

1. What age range of individuals did the theory address?2. Are theories continuous or discontinuous models?3. Where did the theorist stand on the nature/nurture issue?4. How did the theorist explain individual differences?5. According to the theorist, what stimulates cognitive development?

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6. Did the theorist think his model was universal to the rest of the world or was it culture specific?7. What kind of investigative methods did the theorist use?8. What kind of special terminology applies to each theorist?9. How did each theorist differ in their approach to data collection?

Have students develop a grid of important activities in the classroom that teachers do (e.g., working in groups, teaching, reading, giving and taking tests). Using the information from the text and additional library resources, have students develop a comparison of the implications of Piagetian and Vygotskian theory for these kinds of tasks. The students should be able to reference appropriate research (rather than commentary) in completing this grid.

Discussion QuestionWhat are the implications for teaching students inside the zone of proximal development on student motivation and efficacy?

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Documents

testbankgo.eu … · Web viewFocus Question 2.4: What are the similarities and differences between Piaget’s and Vygotsky’s ideas about cognitive development? Activity. Students