Please do and understand: Encode your activities and will submit at the secretariat after you
accomplished them.
1. Knowing each theorist‟s major ideas and being able to compare and contrast one theory with another
comprises basic professional knowledge for teachers.
2. What are the major differences between Jerome Bruner‟s and Jean Piaget‟s theories of cognitive
development in young children?
3. How might a teacher apply some of Lev Vygotsky‟s ideas about scaffolding and direct instruction in
the classroom? What does Gardner‟s work on multiple intelligences suggest about planning instruction?
4. What does Abraham Maslow‟s hierarchy of needs suggest about motivation for learning in the
classroom?
Please do and understand: Encode your activities and will submit at the secretariat after you
accomplished the activities below.
1. What is scaffolding and why is it important for both teachers and students?
2. What is an example of schema and what good is it?
3. Make sure you can recognize the differences between lower-order and higher-order thinking in
classroom activities, using Bloom‟s taxonomy as a guide
4. What are some specific classroom-based examples of extrinsic and intrinsic motivators for students?
5. Go beyond memorization of definitions; try to apply the terms to the theories behind them and think
of applications in the classroom
Please do and understand: Encode your activities and will submit at the secretariat after you
accomplished the activities below.
When responding to case studies, you will be asked to perform the following kinds of tasks related to
the area of human development and the learning process:
(A) identify strengths and weaknesses in the instruction and appropriateness for age of students and
(B) propose an instructional strategy
Please do and understand: Encode your activities and will submit at the secretariat after you
accomplished the activities below.
• What is an example of the way cultural expectations from a particular geographical region or ethnic
group might affect how students learn or express what they know?
• What does the research reveal about gender differences and how they might affect learning?
Please do and understand: Encode your activities and will submit at the secretariat after you
accomplished the activities below.
1. Why is each of the above a good practice for teachers to cultivate and maintain in terms of its effect
on student learning? How can each help you to be a more effective teacher? What are the
characteristics of effective implementation of each of these practices? How can you structure your
instructional planning to include these?
2. What are the choices a teacher has in each of the last three listed above? What are the most
important considerations when making decisions about each one?
3. Pacing and structure of a lesson is a particularly challenging aspect of instruction. What factors can
change the pace and structure of a lesson as it unfolds? How can you prepare IN ADVANCE for adjusting
the pace and the structure of a lesson for each of these factors?
Please do and understand: Encode your activities and will submit at the secretariat after you
accomplished the activities below.
• What are some specific instructional goals in a particular content area that would be associated with
each of these cognitive processes?
• How are these cognitive processes connected with the developmental level of students?
• How are these processes different from each other?
• What are some ways that teachers can stimulate each of these cognitive processes in a lesson?
• What are the primary advantages of each of these strategies? In general terms, describe the kinds of
situations or the kinds of goals and objectives for which each of these strategies is appropriate. What
kinds of information about students‟ learning styles and achievement levels does each of these offers?
When would you NOT use a particular instructional strategy?
Please do and understand: Encode your activities and will submit at the secretariat after you
accomplished the activities below.
• What are the characteristics, uses, advantages, and limitations of each of the above formal and
informal types of assessments?
• When might you use “holistic scoring?”
• Under what circumstances would “anecdotal notes” give a teacher important assessment
information?
• How might a teacher effectively use student self-evaluation?
• What are some examples of informal assessments of prior knowledge that a teacher can easily use
when a new topic is introduced?
• What kind of assessment information can a teacher gather from student journals?
• What is a structured observation in a classroom setting?
