Assignment 04 PYC480-7 Unique assignment number: 666361 Marcelle Labuschagne 3443-055-5 Group Tests of Intelligence 3 Different Theoretical Approaches to Intelligence 3 Theories Underlying Types of Testing 4 Measuring Learning Potential 5 Dynamic Assessment 6 Different Approaches to Dynamic Assessment and the Measurement of Learning Potential 7 Dynamic Assessment: The Psychometric Approach 7 Deciding on an Experimental Design 8 Bibliography 9 Group Tests of Intelligence
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Learning Theories • The Technological Revolution • The Spectrum of Learning Theories • Behaviorism • Constructivism • Fitting the Other Theories into the Spectrum • Theory of Multiple Intelligence • Learning Theories and the Brain • Brain Structures • Implications for Learning Theory • Implications for Multimedia • References By Darren Forrester & Noel Jantzie Kilde: http://www.acs.ucalgary.ca/%7Egnjantzi/learning_theories.htm This
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successful. Reading instruction must include the building of phonemic awareness‚ phonics instruction‚ sight word exposure‚ fluency‚ comprehension strategies‚ read aloud by a proficient reader‚ and text that is interesting to the student within in their ZPD. Instructors should also assess students to understand gains‚ holes in skills and find an appropriate starting place. When beginning reading instruction to a student just learning to read an emphasis on should be placed on reading aloud‚ phonemic
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2. Psychological Development a. Factors Governing Development Psychological development refers to reaching psychological‚ emotional‚ social and cognitive milestones as part of an individual’s personal growth. Although adults have their own psychological challenges as they move through life stages‚ psychological development in childhood is a series of particularly intense and rapidly encountered milestones. These processes are also closely related to physical growth and the appearance of physical
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Parent’s Guide to Accelerated Reader ™ QUESTIONS AND ANSWERS www.renlearn.co.uk Your child will be participating in the Accelerated Reader™ (AR™) program. This guide is designed to answer your questions about AR. If you have additional questions‚ please feel free to contact your child’s teacher or visit the Accelerated Reader Website at www.renlearn.co.uk. What is Accelerated Reader (AR)? AR is a computer program that helps teachers manage and monitor children’s independent
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INTRODUCTION What is theory? A theory is a way of thinking and a model of how things work‚ how principles are related‚ and what causes things to work together. Learning theories address key questions‚ for example‚ how does learning happen? How does motivation occur? What influences students’ development? A theory is not just an idea. It’s an idea that is a coherent explanation of a set of relationships that has been tested with lots of research. If the idea survives rigorous testing‚ that
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Piaget and Vygotsky on child development‚ demonstrate your understanding of their theories by writing notes in the chart below about how they each address different components of DAP. Write your answers in the columns to the right. The spaces expand as you write. Note: Piaget and Vygotsky may not address all components of DAP. When that is the case‚ your answer should be: "Doesn’t address this component of DAP." Piaget and Vygotsky and the components of DAP | Piaget and DAP | Vygotsky and DAP |
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INTRODUCTION There are many different documentation methodologies utilised in early childhood education services. Each method is linked to one or more theoretical perspective and according to personal and service philosophy‚ planning methods and the purpose of the documentation; educators can choose the best method for their desired outcome. This report aims to examine three different in order to examine how and when they can be implemented‚ which theories they relate to‚ and will determine their
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Vygotsky believed that we learned best in the zone of proximal development. The zone of proximal development is the gap between what the learner can accomplish independently and what they can accomplish with guidance of a more skilled partner. Vygotsky believed that knowledge depends on social experiences. He believed that cognitive development varied from society to society
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S. (1996). Vygotsky and schooling: creating a social contest for learning. Action in Teacher Education. (18) 1-10. Keating‚ D. (1979). Adolescent thinking. In J. Adelson (Ed.)‚ Handbook of adolescent psychology‚ p. 211-246. New York: Wiley. Piaget‚ J. (1936). Origins of intelligence in the child. London: Routledge & Kegan Paul. Piaget‚ J. (1957). Construction of reality in the child. London: Routledge & Kegan Paul. Schaffer‚ R (1996). Social Development. Oxford: Blackwell. Vygotsky‚ L.S. (1962)
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