Learning Assessment System Assignments (LASAs)

In a formal prepared research ANALYSIS PAPER, compare and contrast Vygotsky’s Zone of Proximal Development Theory to Gardner’s Theory of Multiple Intelligences. After identifying the similarities and differences of these two theories, provide an argument to support the adoption of each theory to the PK-12 classroom when planning learning opportunities for students. Support your argument by identifying school programs, minimally one for each theory, that primarily use these theories. From these settings, provide documentation and/or artifacts demonstrating the theories’ use. Include a description of the artifact, its use, and an explanation of how it demonstrates the theory that it was selected to support.

Compare and contrast Vygotsky’s theory of “zone of proximal development” to Gardner’s theory of multiple intelligences. Should be in chart format supported by a rationale.
– Concisely and clearly describes the components of the two theories. Each element compared and contrasted is supported by a rationale. Provides substantial references from Gardner and Vygotsky’s works.

Provides an argument to support the adoption of Vygotsky’s multiple intelligences theory in the PK-12 classroom

– Provides a well structured and insightful argument for the use of Vygotsky’s theory in the classroom. A discussion of the possible benefits and problems related to the application of the theory are included.

Documentation and artifacts from AT LEAST 2 identified educational sites (SCHOOLS, PROGRAMS, ETC) demonstrating the use of Vygotsky’s theory.

– Identifies current use of the Vygotsky’s theory in curriculum/texts/resources from multiple sites and/or multiple grade levels. Provides documentation and artifacts demonstrating the application of Gardner’s theory. Each artifact is accompanied by a complete description of the artifact, its use, and how it demonstrates Vygotsky’s theory.

Provides an argument to support the adoption of Gardner’s multiple intelligences theory in the PK-12 classroom

– Provides a well structured and insightful argument for the use of Gardner’s theory in the classroom. A discussion of the possible benefits and problems related to the application of the theory are included.

Documentation and artifacts from AT LEAST 2 identified educational sites (SCHOOLS, PROGRAMS, ETC) demonstrating the use of Gardner’s theory.

– Identifies current use of the Gardner’s theory in curriculum/texts/resources from multiple sites and/or multiple grade levels. Provides documentation and artifacts demonstrating the application of Gardner’s theory. Each artifact is accompanied by a complete description of the artifact, its use, and how it demonstrates Gardner’s theory.

Summary of research on learning outcomes and how they relate to the use of Vygotsky’s and Gardner’s theories.