Active, motor development, need frequent bathroom breaks, developing large muscles, developing eye-hand coordination, may experience difficulty in focus eyes.
Tend to be more active, need to move about often, need frequent breaks, need rest periods, better large muscle control, may be farsighted, may be prone to accidents.
The beginning of noticeable differences in height between sexes, able to maintain focus for longer periods of time, less restless, more control of both fine and large muscles, the beginning signs of sexual masturbation.
Preoperational, short attention span, self-regulating patterns of language.
Move from preoperational to Concrete need a variety of activities, ready to learn.
Beginning to move to abstract thinking, still rely on hands-on learning to understand concept optimally.
Initiative versus guilt, frequent changes in friends, parallel play, enjoy sharing time, need explorations and investigations, developing skills of choice and independence.
Industry versus inferiority, more selective in choosing friends, prefers organized games, focus on rules, may argue frequently, enjoy talking, may tattletale.
Interested in peer groups, still in industry versus inferiority stages.
Preconventional, frequent but brief disagreements, awareness of sex roles, emotions readily shown, tends to be teacher pleasers, need firm limits with consistency.
Sensitive to criticism and rejection, eager to please, sensitive to others.
More sensitive to opinion of peer group, the beginning stage of infatuation, less reliance on parents.
At this level, teachers ask students to take information they already know and apply it to a new situation. In other words, they must use their knowledge to determine a correct response. Some examples of application questions include ...
"How would you use your knowledge of latitude and longitude to locate Greenland?"
"What happens when you multiply each of these numbers by nine?"
"If you had eight inches of water in your basement and a hose, how would you use the hose to get the water out?"
Words often used in application questions include apply, manipulate, put to use, employ, dramatize, demonstrate, interpret, and choose.
Evaluation requires an individual to make a judgment about something. We are asked to judge the value of an idea, a candidate, a work of art, or a solution to a problem. When students are engaged in decision-making and problem-solving, they should be thinking at this level. Evaluation questions do not have single right answers. Some examples of evaluation questions include ...
"What do you think about your work so far?"
"What story did you like the best?"
"Do you think that the pioneers did the right thing?"
"Why do you think Benjamin Franklin is so famous?"
Words often used in evaluation questions include judge, rate, assess, evaluate, What is the best ..., value, criticize, and compare.