WGU C909 PRE-ASSESSMENT
COMPREHENSIVE EXAM 2026 COMPLETE
QUESTIONS AND SOLUTIONS ALREADY
PASSED
⩥ Constructivist Theory in Practice. Answer: Though the teacher knows
the "answer" to the problem, she focuses on helping students restate
their questions in useful ways. She prompts each student to reflect on
and examine his or her current knowledge. When one of the students
comes up with the relevant concept, the teacher seizes upon it, and
indicates to the group that this might be a fruitful avenue for them to
explore. They design and perform relevant experiments. Afterward, the
students and teacher talk about what they have learned, and how their
observations and experiments helped (or did not help) them to better
understand the concept.
⩥ Cognitive-constructivist view of reading. Answer: Aim to assist
students in assimilating new information to existing knowledge, as well
as enabling them to make the appropriate accommodations to their
existing intellectual framework to accommodate that information. Ex.
Because of Winn-Dixie; from her inference, and active knowledge of the
text says that people who have things in common often become friends.
⩥ Socio-cultural theory. Answer: Extends the influence on the cognitive-
constructivist view out from the reader and the text into the larger social
, realm. Learning is viewed as social rather than individual. -Lev
Vygotsky
⩥ Socio-cultural theory example. Answer: Ex. Understanding the zone
of proximal development can be helpful for teachers. In classroom
settings, teachers may first assess students to determine their current
skill level.
Educators can then offer instruction that stretches the limits of each
child's capabilities. At first, the student may need assistance from an
adult or a more knowledgeable peer, but eventually, their zone of
proximal development will expand.
Teachers can help promote this expansion by:
Planning and organizing their instruction and lessons. For example, the
teacher might organize the class into groups where less skilled children
are paired with students who have a higher skill level.
Using hints, prompts, and direct instruction to help kids improve their
ability levels.
Scaffolding, where the teacher provides specific prompts to move the
child progressively forward toward a goal.
COMPREHENSIVE EXAM 2026 COMPLETE
QUESTIONS AND SOLUTIONS ALREADY
PASSED
⩥ Constructivist Theory in Practice. Answer: Though the teacher knows
the "answer" to the problem, she focuses on helping students restate
their questions in useful ways. She prompts each student to reflect on
and examine his or her current knowledge. When one of the students
comes up with the relevant concept, the teacher seizes upon it, and
indicates to the group that this might be a fruitful avenue for them to
explore. They design and perform relevant experiments. Afterward, the
students and teacher talk about what they have learned, and how their
observations and experiments helped (or did not help) them to better
understand the concept.
⩥ Cognitive-constructivist view of reading. Answer: Aim to assist
students in assimilating new information to existing knowledge, as well
as enabling them to make the appropriate accommodations to their
existing intellectual framework to accommodate that information. Ex.
Because of Winn-Dixie; from her inference, and active knowledge of the
text says that people who have things in common often become friends.
⩥ Socio-cultural theory. Answer: Extends the influence on the cognitive-
constructivist view out from the reader and the text into the larger social
, realm. Learning is viewed as social rather than individual. -Lev
Vygotsky
⩥ Socio-cultural theory example. Answer: Ex. Understanding the zone
of proximal development can be helpful for teachers. In classroom
settings, teachers may first assess students to determine their current
skill level.
Educators can then offer instruction that stretches the limits of each
child's capabilities. At first, the student may need assistance from an
adult or a more knowledgeable peer, but eventually, their zone of
proximal development will expand.
Teachers can help promote this expansion by:
Planning and organizing their instruction and lessons. For example, the
teacher might organize the class into groups where less skilled children
are paired with students who have a higher skill level.
Using hints, prompts, and direct instruction to help kids improve their
ability levels.
Scaffolding, where the teacher provides specific prompts to move the
child progressively forward toward a goal.
