Chapter 8: Managing Learner-Centered Instruction

Question 1

Active Observation

Answer 1

Part of Learner Task Analysis: Observer is actively involved in the task.

Question 2

Adaptation

Answer 2

Component of psychomotor domain of Bloom’s Taxonomy. When a learner can adapt their existing knowledge and apply it to new conditions and circumstances.

Question 3

Affective Domain

Answer 3

Emotional values and feelings that people attach to learning.

Question 4

Analysis

Answer 4

Component of Bloom’s Taxonomy: examining a problem/scenario and thinking through its root causes and causal factors.

Question 5

Application

Answer 5

Component of Cognitive domain of Bloom’s Taxonomy. When taking an existing comprehension and applying it to new scenarios and problems.

Question 6

Characterizing

Answer 6

Part of Bloom’s Taxonomy: Refining and experimenting with knowledge based on new value and organized belief of knowledge.

Question 7

Cognitive Domain

Answer 7

Defines the actual knowledge gained and ability to act on understanding as a result of learning.

Question 8

Complex Overt Response

Answer 8

Component of psychomotor domain of Bloom’s Taxonomy. When a learner can complete a complex task based on their understanding and control of their motor skills.

Question 9

Comprehension

Answer 9

Component of cognitive domain of Bloom’s Taxonomy. An understanding of the technical information and the ability of the learner to explain this understanding.

Question 10

Evaluation

Answer 10

Component of the cognitive domain of Bloom’s Taxonomy. When a person can explain their logic and reasoning behind how they use the technology to solve a problem.

Question 11

Guided Response

Answer 11

Component of psychomotor domain of Bloom’s Taxonomy. Where the learner can follow the instructor’s directions to perform a motor skills task.

Question 12

Knowledge

Answer 12

Component of the cognitive domain of Bloom’s Taxonomy. When a person can recall specific information, technical terms and concepts and answer questions about the technology.

Question 13

Mechanism

Answer 13

Component of the psychomotor domain of Bloom’s Taxonomy. Where the learner can perceive the problem, operate with proficiency and understand the correct responses to create the expected, predictable end result.

Question 14

Organizing

Answer 14

Part of the affective domain in Bloom’s Taxonomy. As a person becomes more confident and experienced in a technology in your class, they’ll begin to organize their thoughts, beliefs, and understanding to formulate their own ideas and expectations on outcomes.

Question 15

Origination

Answer 15

Component of the psychomotor domain of Bloom’s Taxonomy. Happens when the learner takes their experience and expertise with existing knowledge and creates a new method, new skill, and expected outcome.

Question 16

Perception

Answer 16

Component of psychomotor domain of Bloom’s Taxonomy. Relies on the individual using the senses to determine what physical activity should happen.

Question 17

Performanced-Based Training

Answer 17

Priority is to teach exactly what they need to know to perform more efficiently.

Question 18

Psychomotor Domain

Answer 18

Part of Bloom’s Taxonomy. Describes the learning and application of physical tools and abilities, motor skills, and individual activities to complete a task.

Question 19

Receiving

Answer 19

Part of the affective domain of Bloom’s Taxonomy. The first stage of learning which requires the learner at least be passively involved in the learning process by being open to learning.

Question 20

Responding

Answer 20

Part of the affective domain of Bloom’s Taxonomy. The individual participates in the learning process by asking questions, participating in discussions, completing exercises and contributing.

Question 21

Set

Answer 21

Component of the psychomotor domain of Bloom’s Taxonomy. Describes the readiness to respond to predictable situations.

Question 22

Synthesis

Answer 22

Component of the cognitive domain of Bloom’s Taxonomy. The learning is creating a new solution based on what the participant has learned.

Question 23

Valuing

Answer 23

Part of the affective domain of Bloom’s Taxonomy. When a person becomes really interested in what you’re teaching or they’re excited or anxious about a topic.

Question 24

Hierarchical Approach to Task Analysis

Answer 24

Requires you to first identify the components that are evident in a task to get to the end result while acknowledging the multiple processes that may be available to create the same outcome.