Content Quiz 1

Question 1

Schema

Answer 1

Mental structure formed to house categories of information knowledge, perception, or ideas that aid us in interpreting our experiences.
Know Your Students’ Cognitive Level
Make the Most of What Students Already Know
Infuse Opportunities for Disequilibrium into Classroom Learning

Question 2

Reflex

Answer 2

is consolidated and strengthened by virtue of its own functioning. Such a fact is
the most direct expression of the mechanism of assimilation.

Question 3

Assimilation

Answer 3

the process of taking in and fully understanding information or ideas.

Question 4

Accommodation

Answer 4

refers to the practice of changing mental
structures to fit the new reality or occurrence by either adjusting the
existing schemas to include the new experience or completely
creating a new schema.

Question 5

Equilibrium

Answer 5

the state at which a child can explain his or her world

Question 6

Disequilibrium

Answer 6

When children encounter new information that
does not fit with what they already know

Question 7

Equilibration

Answer 7

the process that explains how children are capable of progressing from one period of thought into the one that follows

Question 8

Sensorimotor phase

Answer 8

the first stage of cognitive development that begins with the newborn infant and ends at the age of two

Question 9

Object permanence

Answer 9

is the ability to symbolically represent objects that are
not in direct view

Question 10

Egocentric speech

Answer 10

the concept where young children experience difficulty taking into account another person’s perspective, they do not tailor their speech to their listeners

Question 11

Socialized speech

Answer 11

Speech in which the child actually exchanges thoughts with others. She requests, orders, threatens, communicates, criticizes, questions

Question 12

Animistic thinking

Answer 12

the propensity to attribute lifelike qualities to inert objects

Question 13

Classification

Answer 13

involves understanding that different objects can belong to different categories simultaneously (simultaneous is for multiple classification)

Question 14

Conservation

Answer 14

prevention of wasteful use of a resource.
Because preoperational children lack the ability to conserve, they will be ruled by appearances when making decisions rather than logically deducing the answer. It is useful to lay the foundation of conservation ability as you allow preoperational children to try out different quantities and sizes of blocks, dough, sand, liquid, etc., in order for them to begin to make connections between the various items, allowing them to work with similarities and differences between quantities.

Question 15

Seriate

Answer 15

(Children in concrete operations stage) Seriate is the ability to order objects, people, animals, etc. it is helpful for students in concrete operations stage to know how to do this and to do it in reverse order

Question 16

Transitivity

Answer 16

understanding the connections between objects .i.e. This means that if one understands that a dog is a mammal and that a labrador is a dog, then a labrador must be a mammal.

Question 17

Adolescent egocentrism

Answer 17

Adolescent egocentrism dictates the way in which young adults perceive social issues and contributes to their increased self-consciousness, their sense of individuality and their belief that they are indestructible. Two parts of this are the imaginary audience and the personal fable, where teens believe they always have an audience, that everyone is watching them and the personal fable that their experiences are unique.

Question 18

Cognitive constructivism

Answer 18

Constructivism refers to the belief that learners construct knowledge by being active participants in the learning process… In other words, students learn through discovering and exploring their world while incorporating these new experiences to their
knowledge base

Question 19

The Montessori method of education

Answer 19

The Montessori Method of education encourages self-discovery and prompts children, even very young ones, to select their own
materials and to set their own pace. It focuses on student-led learning with materials and environment controlled by the teacher.

Question 20

Spiral curriculum

Answer 20

In the spiral curriculum, a topic is taught repeatedly at different ages by building upon it and elaborating it to the level of mastery. In the beginning, the material would be taught in simpler ways to match a younger child’s cognitive capacities, and it would increasingly become more challenging in order to match that child’s developing abilities

Question 21

Discovery learning

Answer 21

Bruner is credited as the author of this…Discovery learning “involves constructing and testing hypotheses rather than simply reading or listening to teacher presentations”. Discovery learning encourages the student to draw on their own knowledge as they manipulate and interact with the problem at hand in order to reach a conclusion or an answer

Question 22

Sociocultural perspective

Answer 22

The major theme of Vygotsky’s theoretical framework is that social interaction plays a fundamental role in the development of cognition. His theory is often referred to as a sociocultural perspective, an approach that draws attention to the role of social and cultural experience in guiding cognitive development

Question 23

Physical tools

Answer 23

Physical tools are material objects that facilitate
the action between a person’s hand and the object upon which the
tool acts, hence causing a change in the object

Question 24

Psychological tools

Answer 24

Psychological tools on
the other hand, are internal mediators between a person’s thoughts
and the social world that change an individual’s mental functioning;
some examples of these tools are language, mnemonics, and
gestures

Question 25

Higher mental functions

Answer 25

Higher mental functions represent a qualitatively new level
of psychological functioning, reflect an emerging realization of one’s mental processes, indicate a shift to more autonomous decisionmaking, and yet are social in origin and evolve out of the sociocultural milieu in which people live

Question 26

Cultural mediation

Answer 26

cultural mediation, whereby the child internalizes the habits of mind of his/her social group

Question 27

Internalization

Answer 27

Thus, for Vygotsky, internalization meant the practice of taking external events and converting them into inner psychological functions…it involves the adaptation of external social activities into internal mental functions.

Question 28

Egocentric speech

Answer 28

egocentric speech, which reflects “the emergence of a new self regulative function similar to that of inner speech. Its external form reflects the fact that the child has not fully differentiated this new speech function from the function of social contact and social interaction”

Question 29

Self-instructional training

Answer 29

Facilitate students’ learning of cognitive skills as they learn to verbalize
rules, procedures, and relevant strategies.
Self-Instructional Training -
1. Cognitive Modeling
2. Overt, External Guidance
3. Overt Self-guidance
4. Faded, Overt Self-guidance
5. Covert Self-instruction

Question 30

Zone of proximal development

Answer 30

Consists of the range of tasks and abilities that a child cannot yet perform independently but can complete with assistance; it refers to the cognitive abilities that are newly developing and need time to mature.

Question 31

Guided participation

Answer 31

Takes place when someone engages in a learning activity alongside an expert in that activity and that expert provides support and scaffolding in acquiring the new skill.

Question 32

Scaffolding

Answer 32

The guidance that a student first beginning a novel task may require from an adult or a more skilled peer.

Question 33

Peer tutoring

Answer 33

When a peer provides scaffolding and instruction to another peer, thus serving to aid in the advancement of the learner’s knowledge.

Question 34

Reciprocal teaching

Answer 34

A metacognitive strategy designed to encourage active participation in lessons and improve student text comprehension.

Question 35

Social constructivism

Answer 35

Emphasizes the belief that knowledge is constructed when individuals interact socially and talk about shared tasks and dilemmas.

Question 36

Learner-centered instruction

Answer 36

The perspective that couples a focus on individual learners
with a focus on learning.

Question 37

Situated cognition

Answer 37

The situation in which a person learns becomes a fundamental part of what is learned. Expertise within a specific domain of knowledge is revealed by immersing oneself in a particular social situation over time.

Question 38

Community of practice

Answer 38

A set of relations among persons and activities over time and in relationship with other peripheral and related communities of practice.

Question 39

Community of learners

Answer 39

Collaboration within a community of learners is an opportunity to reflect and share one’s perspective with others and to negotiate meaning and develop better solutions.

Question 40

Authentic instruction

Answer 40

Authentic activities are designed to
reflect real-world learning. Through the use of authentic tasks or
assessments, teachers can bring simulated contexts into the
classroom and help link the real-life context to classroom learning.

Question 41

Cognitive apprenticeships

Answer 41

Learning is a process that takes place through guided participation in social activity with companions who support and stretch children’s understanding of and skill in using the
tools of culture.

Question 42

Cooperative learning

Answer 42

An instructional method where students work in small groups to help each other learn and accomplish shared learning goals.