Test your knowledge:
Use this 6-item practice test to see how much you
know about cognitive and language development.
Once you pick an answer, the next click of the mouse
will give you the correct answer, so make your
selection for each item before clicking on the next
item.
Ali (short for Alice) and Josh are in Second grade. One day their teacher, Mrs. Shesow
asks the students to use the word “cat” in a story using at least 3 complete sentences.
Ali writes the word “cat” 3 times, but not in a sentence. Even with verbal prompts
from Mrs. Shesow, Ali cannot write a sentence. Josh has no trouble with the
assignment, and in fact, can write lengthy, complicated sentences with 10 or more
words and multiple clauses—and all without Mrs. Shesow’s help.
1.
Using Vygotsky’s Zone of Proximal Development (ZPD) idea, what is likely the
accurate way to analyze the performance of these 2 students?
1.
2.
3.
4.
2.
The prompts Mrs. Shesow uses with Ali are:
1.
2.
3.
4.
3.
The task is within the ZPD of both students.
The task is in Ali’s ZPD, but not Josh’s.
The task is in Josh’s but not Ali’s ZPD.
The task is in neither Ali’s or Josh’s ZPD.
Examples of formative assessment
Metacognitive schemes
Scaffolds
Funds of knowledge
The skill of writing sentences is an example of:
1.
2.
3.
4.
Self-regulation
Expressive language
Receptive language
Goal-setting
When Ali and Josh are in middle school, their PE class includes a unit on life sports. Ms.
Thomas, their PE teacher, wants the students to know the rules of some of the kinds of sports
they are likely to choose for later in life recreation. One sport she wants them to understand is
bowling. Ms. Thomas wants to spend the first part of class explaining how to score a game, and
plans to show them examples of a scoring sheet. Then, she wants to have the students bowl a
game while keeping score. She hopes that by the end of the class, students will be able to score
their own games in future classes.
4. Using ideas from the information processing model, what is the first thing Ms. Thomas should
do when she begins to explain the rules of scoring?
1.
2.
3.
4.
Divide the students into teams
Give the students real-life examples to work with
Use formative assessment
Make sure she gets and keeps student attention
5. Josh has learned how to keep score while bowling outside of class, and just increases his
knowledge of the skill. Until this class, Ali, thought that score-keeping in bowling worked
like score-keeping in other sports—just add up the total number of pins knocked down. In
this situation, Josh’s learning is an example of ______, and Ali’s learning is and example of
_____.
1.
2.
3.
4.
assimilation, accommodation
accommodation, assimilation
multiple intelligence, funds of knowledge
funds of knowledge, multiple intelligence
6. During the unit on life sports, both Ali and Josh learn many new vocabulary words related to
life sports. This kind of learning increases or improves their _________.
1.
2.
3.
4.
MLU’s
Semantics
Grammar
Melalinguistics