Describe one example of a teacher applying Piaget’s or Vygotsky’s cognitive development theories.

Make Sure that to complete this assignment that video observations
Note: Choose videos from the list in Supporting Documents.

A. Watch a video listed in the elementary list and do the following:

1. Describe one example of a teacher applying Piaget’s or Vygotsky’s cognitive development theories.

2. Explain why the example in A1 is an application of Piaget’s or Vygotsky’s cognitive development theories.

B. Watch a video listed in the middle school list and do the following:

1. Describe one learning barrier.

2. Describe one example of a teacher addressing this learning barrier.

C. Watch a video listed in the high school list and do the following:

1. Describe one example of a teacher applying Bloom’s Taxonomy.

2. Explain why the example in C1 is an application of Bloom’s Taxonomy.

D. Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized.

E. Demonstrate professional communication in the content and presentation of your submission.

Answer & Explanation
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One example of a teacher applying Piaget’s cognitive development theory is using concrete, hands-on activities to help students develop their understanding of abstract concepts. For example, a teacher may use manipulatives, such as blocks or counters, to help students understand mathematical concepts like addition and subtraction. This approach is based on Piaget’s theory of constructivism, which posits that children learn through active explora

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Step-by-step explanation
tion of their environment and by constructing their own understanding of concepts.

On the other hand, an example of a teacher applying Vygotsky’s cognitive development theory is using scaffolding techniques to help students learn new concepts. Scaffolding involves breaking down complex tasks into smaller, more manageable steps and providing support to students as they work through them. This approach is based on Vygotsky’s theory of the zone of proximal development, which suggests that children can accomplish more with the help of a knowledgeable and skilled partner. A teacher might use prompts, questions, or modeling to provide this support and gradually fade it as the student becomes more competent. For example, a teacher might guide a student through the process of solving a math problem, starting with a few prompts and gradually stepping back as the student becomes more confident.

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