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EDUC 501
September 8, 2016
adult guidance or in collaboration with more capable peers. This means that
their own with their prior knowledge and what they can accomplish with the
aware of the developmental stage in which the students are currently at, and
what they can tangibly achieve. This reflects the concept of TPE 4.2 which
shares that teachers should understand and apply knowledge on the range
of typical and atypical child development. After being aware of the students
whole, which goes into detail about designing and planning instruction. An
The student, who is having trouble with the problem, is on one end on the
ZPD. With the help of teachers, tutors, or even his/her peers, this student can
reach his potential the other end of the ZPD. This is why it is impartant for
college-level math problem, the student will not be able to grasp it, because
students will have adjustments made for them so that they can learn with
the what, how and why? in designing education. It provides answers to the
questions like what resources?, How will the students show what they
learned? and Why do they have to learn about this? This relates to TPE
strategies that meet their individual learning needs... This shows that it is
students. So for instance, the teacher could use real life, day to day
examples of how they could use addition. The teacher could also tailor the
instruction for students who may need tangible manipulatives to truly grasp