Chapter 1- Instructional design and planning

Question 1

Planning

Answer 1

The decision making process in which a teacher decides what, why, when, and how to teach.

Curriculums, instruction, assessment

Write out what they are planning to do, how they’re going to do it, and how they will determine that it worked

Question 2

Preplan

Answer 2

This is when teachers review lesson from the students point of you anticipating explanations, directions, additional instruction etc.

Question 3

Next generation sunshine state standards (NGSSS)

Answer 3

They specify the core content knowledge and skills that K – 12 public school students are expected to acquire for language arts, mathematics, science, social studies, visual and performing arts, physical education, health, and foreign languages.

Must be relevant, rigorous, and logically sequential

Question 4

Common Core state standards (CCSS)

Answer 4

Currently denoted as mathematics Florida standards (MAFS) and language arts Florida standards (LAFS)

Question 5

Benchmarks

Answer 5

Divided smaller units of the standards. Which outlined a specific context, knowledge, and skills that students are expected to learn in school.

Question 6

CPALMS

Answer 6

An online source of information, expert reviewed resources, and interactive tools, is the state of Florida official website for standard information and course descriptions.

Question 7

Good instructional objectives

Answer 7

Action: what the student will do
Analyze, assess, classify, compare

Conditions: The circumstances in which the action will take place

Level of mastery: The level of proficiency expected for the action.

Question 8

Task analysis

Answer 8

The process of identifying the pre-requisite skills and prior knowledge that students must have in order to achieve instructional objective with a high degree of success.

Question 9

Bloom’s Taxonomy

Answer 9

A guide in identifying and writing instructional objectives. Consists of three general categories called domains that encompass the possibilities of learning outcomes

Cognitive
Affective
Psychomotor

Question 10

Cognitive domain

Answer 10

The category for learning that involves thinking capabilities, from recalling simple facts to judging the quality of an argument.

Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation

Ex. Given a list of 10 animals, the student will classify the animals as herbivores, carnivores, or omnivores with 90% accuracy.

Question 11

Affective domain

Answer 11

The category for learning that involves feeling, values, and dispositions.

Receiving
Responding
Valuing
Organizing
Internalizing 

Ex. While participating in a whole class discussion, the student will show respect for others by not interrupting when others are talking for 100% of the discussion time.

Question 12

Psychomotor domain

Answer 12

The category for learning that involves manual, athletic, and other physical skills.

Generic movement
Ordinate movement
Creative movement

Ex. Given a set of 10 functions, the student will graph the functions on a graphing calculator with 90% accuracy.

Question 13

Content complexity

Answer 13

Refers to the level of cognitive demand that standards and curriculums place on learners.

Depth of knowledge model (DOK)

Question 14

Depth of knowledge

Answer 14

Level 1: Recall
Identify, locate, recognize, demonstrate skill

Level 2: Basic application of concepts and skills
Demonstrate comprehension, process info

Level 3: Strategic thinking and complex reasoning
Demonstrate higher thinking

Level 4: Extended thinking and complex reasoning
Demonstrate higher thinking overtime (research)

Question 15

Lesson cycle model

Answer 15

Anticipatory set

Explanation

Check for understanding

Guided practice

Closure

Independent practice

Reteach and extend

Question 16

5E model or learning cycle model

Answer 16

The principle that students learn best when they are provided opportunities to construct their own understandings of concepts by building on prior knowledge and by actively engaging in the learning experience.

Question 17

The 5Es

Answer 17

Engage

Explore

Explain

Extend/elaborate

Evaluate

Question 18

Cooperative Learning

Answer 18

Instruction that allows students to assume responsibility for their own learning as they work together to complete a project or activity

Positive interdependence

Individual accountability

Group providing of a social skills

Face to face promotive interaction

Effective interpersonal interaction

Question 19

Types of cooperative Learning

Answer 19

Jigsaw

Corners

Think, pair, share

Debate

Question 20

Developmentally appropriate practice (DAP)

Answer 20

A framework that takes into account the typical patterns of physical, social, and cognitive development of students in order to optimize student learning and to promote social growth.

Question 21

Play

Answer 21

Pleasurable, spontaneous, self motivated, and freely chosen activity.

During early childhood play supports children’s cognitive, physical, emotional, and social development

Functional Play

Symbolic Play

Games with rules play

Question 22

5 progressive stages of play

Answer 22

Onlooker play: one child only watches others play

Solitary play: A child plays alone

Parallel play: children play side by side but not together

Associative play: children place similar activities side-by-side, (talking or sharing)

Cooperative play: Children place group of two or more (turn talking, common focus)

Question 23

Piaget’s Learning process (3)

Answer 23

Assimilation

Accommodation

Equilibration

Question 24

Piaget’s 3 types of knowledge

Answer 24

Physical knowledge

Logical mathematical knowledge

Social knowledge

Question 25

Bruner’s developmental modes

Answer 25

Enactive mode- interaction with objects in their environment (age: 6)

Iconic mode: involves the use of images or graphic illustrations to convey concepts (age:6-11)

Symbolic mode: Involves using symbols in words to represent concepts (age: 11+)

Question 26

Vygotsky’s theory of cognitive development

Answer 26

Self regulation: ability to learn and solve one’s own problems

Private speech: self talk learners use monitor and guide themselves through a problem

Zone of proximal development: The gap between students independent level of problem-solving ability and the students potential level that can be achieved with assistance

Scaffolding:
Support and assistance provided for learning and problem-solving

Question 27

Witkin & Goodenough

Answer 27

Field independence: having the ability to perceive objects without being influenced by the background

Field dependent: Having the ability to perceive objects as a whole rather than individual parts

Question 28

Gregorc’s mind styles

Answer 28

Concrete learners: Rely on physical experience

Abstract learners: process symbolically

Random organizers: Chunk information in no particular order

Sequential organizers: Linear, step-by-step organizational approach

Question 29

Howard Gardner

Multiple intelligences (8)

Answer 29

Verbal linguistic intelligence

Logical mathematical Intelligence

Visual-Spatial intelligence

Body-Kinesthetic intelligence

Musical-rhythmic intelligence

Intrapersonal intelligence

Interpersonal intelligence

Naturalistic intelligence

Question 30

Extinction

Answer 30

The process of weakening and eventually illuminating the occurrence of a behavior usually through the removal or withholding of reinforcement

Question 31

Schedule of reinforcement

Answer 31

The frequency with which reinforcement is given, influences the response rate of a behavior and, furthermore, it’s resistance to extinction.

Question 32

Unpredictable schedule

Answer 32

Tend to have a steady, high response rates and be resistant to extinction

Question 33

Predictable schedule (fixed)

Answer 33

Uneven response rates and drop off quickly after reinforcement is removed.

Question 34

Shaping

Answer 34

Uses positive reinforcement upon successful completion of incremental steps along the way toward a desired learning or behavior to change a student’s behavior

Question 35

Constructivism

Answer 35

A learner centered approach to teaching that emphasizes teaching for understanding, predicated on the concept that students construct knowledge by making connections between present learning experiences in the existing knowledge they already possess

Question 36

Multi tiered system of supports (MTSS)

3

Answer 36

RtI- The change in performance or behavior that results from an intervention

PS/RtI- A database decision making model that enables educators to match instruction and or intervention to learners areas of specific need as soon as those need to become apparent

Question 37

Tier 1

MTSS

Answer 37

Universal

This type of instruction provided general core academic instruction to all students in whole group or small group settings in the general education classroom

Question 38

Tier 2

Answer 38

Targeted

This instruction is supplemental skills focused on instruction that uses evidence based interventions

Question 39

Tier 3

Intensive

Answer 39

This type of instruction uses the most intensive, evidence based interventions and support.