Q1. List the four stages of Piaget's Theory of Cognitive Development.
A. This is the first level in Bloom's Taxonomy: Knowledge
I placed it at this level because the question was asking me to list what I had learned word for word without expecting me to expand on anything.
B. The four stages are:
Sensory motor (0-24months)
Preoperational (2-7 years)
Concrete Operators (7-12 years)
Formal Operational (12 & up)
Q2. Explain how having class discussions use Vygotsky's principle of the 'More Knowledgable Other' as means to involve students of all ZPD levels.
A. This is the level of Analysis
I placed this question at this level because I am expected to not only recall Vygotsky's theory but expand on it as to how it affects a classroom setting.
B. In Vygotsky's perspective each individual is a master at some level in something. True learning is done through language and dialog. Class discussions are highly effective because the students are likely to have their own language set and their personal thoughts and can more readily explain this to their peers. It is also allows expansion on previous knowledge through interpersonal conversation.
Q3. What is a negative result from the teaching atmosphere which only focuses on concrete representatives of concepts?
A. This is the level of Evaluation
I placed this question at this level because I am being asked to assess the effectiveness, or rather the ineffectiveness of a teaching strategy.
B. By only focusing on the concrete representatives the student does not develop the true, or rather full spectrum of a certain concept. The repercussions of this can result in the student never actually 'learning' the concept and he or she will not be able o apply it to a real world situation. The important abstract ideas would not be addressed and it is possible that the Formal Operational stage will never be met and problem solving skills may not be acquired.
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