The, Cognitive, Affective And Psycho Motor Domain

Confirm achievement with the learner and plan the next assessment by returning to stage one. Identify any implications for learning, assessment and progression.

Vygotsky defines the zone of proximal development as ‘the distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance or in collaboration with more capable peers’. (https://www.simplypsychology.org/Zone-of-Proximal-Development.html)

In Vygotsky’s concept, zone of proximal development he explains that it is the distance between a child’s developmental level, which is determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance (Vygotsky, 1978, p174). This concept is highly used in education and in classrooms. For example, I work with a student who is eighteen years of age and has intellectual disabilities. During our morning routine he enjoys working on puzzles. He has a difficult time putting the puzzle together so I help him with clues and or prompt him to the puzzle piece that fits. He moves onto a new puzzle once I no longer have to give him clues or prompts. As I have tracked his progress he has needed less prompt than he did three months ago. The goal of this concept is that, as an adult collaborates with a child to help them move from where they are to where they should be with help by accomplishing the exercise through prompts, clues, modeling, and etc.

There are three levels that teachers place their students at which are the Independent, Instructional, and Frustration levels. The Independent Level is the level where students are able to read at a proficient rate and understand what they have read. The Instructional Level is the level where the student is capable of reading with proficiency,

He states that there are five levels, starting with the most basic and finishing with the most intricate ways of learning and behaving. The levels are as follows: perceiving (level one), remembering (level two), creating (level three), organizing (level four), and thinking on a higher plane (level five). At the basic level, Levine states that the child must first be able to understand the relationships and the important characteristics of a spatial or sequential pattern. Once this is accomplished they can store this information for later use (remembering), which will help the child create output that is arranged spatially or sequentially (level three). Level four is where the child is expected to be good at “time management (sequential) and materials management (spatial)” (Levine, p.152). Finally the child is able to reason, solve problems, and form concepts using their spatial and sequential ordering systems.

information be enough for students to graduate to the next grade level but a higher level of

The difference in the lower-level questions from the higher-level questions is that the lower level questions are one words answers whereas the higher-level question require some thinking and reflection. The lower-level questions are basic and the higher-level question are not, they are harder and require the students to maybe do some research or ask questions themselves. The higher-level question could also be personalized, while the lower-level questions

Cognitive development, as defined in the Webster dictionary, states that cognitive development is a time when the development of the ability to think and reason is

The last stage is “Advanced” and students in this stage have near native speech fluency. The student has a good comprehension of information in English as well as a n expanded vocabulary. At this stage students are able to lead group discussions so a great activity for them to participate in

It can be argued that the more modalities employed and presented to students, the greater their chance for successful learning becomes. As educators, if we appeal to all strategies of learning, we are more likely to enhance the learning of everyone in our target audience. This may be challenging as we ourselves tend to flock to a particular learning style, and in turn, tend to teach the same way. It also may be a challenge to address each individuals learning style, as it may be difficult, or even impossible to know each and every one of their learning preferences. However, the first step in overcoming that challenge is to be well versed in our own learning preferences. If we are well versed in our own

Year 7 marks the beginning of Key Stage 3 as well as the start of Secondary school. Key Stage 3 ends in Year 9 where teacher assessment of National Curriculum subjects are taken ( this involves more than just English and maths, all studied subjects are examined).

Domain III: Instruction Indicator 8: actively engages students in the learning process. Teachers use different instructional strategies based on appropriate skill level. Indicator 10: Brings multiple perspectives to the delivery of content. Teachers acknowledges diversity and differentiate instruction. The teacher demonstrated deep knowledge of content by connecting ideas from across the curriculum to everyday life. The demonstration of deep knowledge of content during instruction was also measured on how the teacher engaged the students, based on the activity the students were doing. The transformation of content knowledge was a challenge for the teacher. As time progressed, the teacher was able to transform the content. The transformation, then became adaptable to all the students. Thought maddening questions were observed in measuring questioning techniques in

Students that are on level are often able to answer the question with very minimal support and do not require much help from the teacher. Students that are working below level may receive the same problem with a different set of numbers to challenge them at their level and will need teacher support to answer the question. The task is challenging to both groups of students but is varied based on ability.

Society expects for students to be able to learn and comprehend any information that is being thrown out. Some students seem naturally enthusiastic about learning, but many need-or expect-their instructors to inspire, challenge, and

Teachers can use this theory in the classroom each and every day. These different levels or categories of learning can help the teachers to assess students in different areas. Bloom’s Taxonomy gives more options instead of just test students by written