Chapter 3- Instructional Delivery

Question 1

Direct instruction

Answer 1

A teacher lead instructional strategy in which the teacher as a subject matter expert provide systematic and explicit instruction, followed by monitored and guided student practice, to ensure that students are making progress toward mastery of specific skills and content.

Question 2

Constructivist instruction

Answer 2

Collaboration and the teachers guidance and support, often in the form of scaffolding

“Learning is an active process that has social aspects, and that is context specific”

Question 3

Discovery learning

Answer 3

Designed to encourage students to be active learners bag sporting new concepts, developing new skills, and figuring things out for themselves.

Question 4

Inquiry-based Learning

Answer 4

A process in which students engage when they have identified a problem to be solved. This requires students to use critical thinking skills.

Question 5

Project based learning

Answer 5

Students investigate real-world problems and then share their findings.

Question 6

Thematic Learning

Answer 6

Intradisciplinary (within a discipline) or interdisciplinary (involving two or more disciplines)

Question 7

Reciprocal teaching

Answer 7

Developed by Palincsar and Brown

Designed to increase students reading comprehension, consisting of interactive dialogue between teacher and students

Summarizing, clarifying, and predicting

Question 8

Simulations, role-playing, and games

Answer 8

Designed to allow students to learn through their experiences in a learning activity.

Simulation reflects reality

Role-playing is a necessary part of simulations where students act out

Games are learning experiences that have rules and involve students in competitive situations

Question 9

Differentiate instruction

Answer 9

The practice of matching instruction to student needs (MTSSS)

Question 10

Individualized instruction

Answer 10

A shift in responsibility for learning from the teacher to the student.

Computer assisted instruction (CAI): Drill and practice, tutorial, simulation, problem-solving, and utility programs.

Question 11

Independent student centers

Answer 11

Carefully designed, designated places in the classroom where students can go to explore and learn, either individually or with others, using a variety of materials and resources.

Question 12

Peer tutoring

Answer 12

He train student tutor teaches a seam each classmate or a younger student

Question 13

Interdisciplinary instruction

Answer 13

The result when teachers combine several disciplines into one or more lessons.

The idea is teacher she designed instruction that reflects the complexity of real world in order to prepare students for life.

Question 14

Marzano’s high-yield instructional strategies (9)

Answer 14

Identifying similarities and differences

Summarizing and notetaking

Reinforcing effort and providing recognition

Homework and practice

Nonlinguistic representation

Cooperative learning

Setting goals and providing feedback

Generating and testing hypotheses

Cues, questions, advance organizers

Question 15

Attributions

Answer 15

The causes students assigned to their successes or failures

Ability

Effort

Task difficulty

Luck

Question 16

Locus of control

Answer 16

Reflects degree to which students feel they have power over forces in their lives

Internal locus of control: students believe the experiences are under their own control

External locus of control students believe yeah they are under the control of other people or forces outside of themselves

Question 17

Self efficacy

Answer 17

Students that believe in their own ability to be successful

Question 18

Probing

Answer 18

The technique of eliciting more information from students, often for the purpose of clarifying students contributions or obtaining justification for the answers.

Question 19

Prompting

Answer 19

Asking leading questions in the technique of providing hints or suggestions to encourage students to keep trying and not give up.

Question 20

Redirecting

Answer 20

The technique of posing a question or prompt to students for a response or to add new insights.

Question 21

Drawing inferences

Answer 21

The process of reaching conclusions based on implications from students input.

Question 22

Bloom’s taxonomy of higher order thinking skills

Answer 22

Knowledge level thinking: recalling or remembering information

Comprehension level thinking: interpreting previously learned material

Application level thinking: applying knowledge to produce a result

Synthesis level thinking: putting together ideas or elements to form a whole

Evaluation level thinking: judging the quality of an idea or solution

Question 23

Creative Thinking

Answer 23

The mental process of generating new ideas, recognizing and finding solutions to problems, and making informed decisions.

Question 24

Metacognition

Answer 24

The process of thinking about and monitoring one’s own thinking.

Reflection
Understanding
Control

Question 25

Direct explanation

Answer 25

The teacher explains a metacognitive strategy, why the strategy is helpful, and when to use it.

Question 26

Modeling

Answer 26

The teacher models the strategy and how to apply it by doing a “think-aloud”

Question 27

Guided practice

Answer 27

The students practice the strategy under the direct guidance and feedback of the teacher.

Question 28

Application

Answer 28

While the teacher monitors, the students are given multiple opportunities in individual and group situations to apply and practice the strategy on their own, with automaticity being the ultimate goal.

Question 29

Logical Reasoning

Answer 29

Higher-Level thinking processes

Inductive Reasoning: Specific to General

Deductive Reasoning: General to Specific

Question 30

Inductive Arguments

Answer 30

Hasty Generalization: generalizing from a few atypical examples

Faulty analogy: assuming that two things alike in some aspects are alike in all aspects

False cause: assuming that a first thing caused a second thing because the first thing preceded the second thing in time

Question 31

Deductive arguments

Answer 31

Affirming the consequent: assuming the first part of a conditional statement must be true when the second part of true.

Denying the antecedent: assuming that when the first part of a conditional statement is not true, then the second part must also be false

Question 32

Scientific Inquiry

Answer 32

1. Define the problem
2. Research the topic
3. Formulate a hypothesis
4. Gather Evidence
5. Draw Conclusions

Question 33

Problem Solving

Answer 33

1. Identifying and clarifying the problem
2. Brainstorm possible ways to solve the problem and devise a plan
3. Carry out the plan
4. Look back to see whether the problem has been solved

Question 34

National Education Technology standards (NETS)

Answer 34

Teachers must stay up to date on technology literacy