EP test 3

Question 1

what is the constuctivist view of learning?

Answer 1

• constructivist theories of learning are theories that state learners must individually discover and transform complex information to make it their own
• learners are constantly checking new information against old rules and revising rules when they no longer work

Question 2

teaching students to learn

Answer 2

• teachers cannot simply give students knowledge, students must construct knowledge in their own minds.
• you can facilitate this process by teaching in ways that make information meaningful by giving students opportunities to discover or apply ideas themselves.
• you can give students all the tools they need to learn, but they ultimately have to use these tools.

Question 3

student centered instruction

Answer 3

• constructivist strategies are often called student centered instruction
• the student is an active learner
• the teacher becomes a “guide on the side” allowing students to figure it out for themselves instead of lectureing or constantly controlling the classroom.

Question 4

Historical roots of constructivism

Answer 4

• draws heavily on the work of Piaget and Vygotsky.
• modern constructivist rely on four key principals from vygotsky’s ideas:
  1. social learning
  2. zone of aproximal develpement
  3. cognitive apprenticeship
  4. mediated learning

Question 5

Social learning

Answer 5

• children learn through joint interactions with adults and more capable peers
• during cooperative projects, students talk aloud, exposing each other to their thinking processes.
• children can hear this inner-speech out loud and learn how successful problem solvers are thinking through the problem

Question 6

Zone of proximal development

Answer 6

• children learn best the concepts that are in their zone of proximal development.
• A childs zone of proximal development marks the range of tasks the child might not be able to do alone, but can withe assistance from peers or the teacher

Question 7

Cognitive Apprenticeship

Answer 7

• cognitive apprenticeship- the process by which a learner gradually acuires expertise through interaction with an expert, an adult, or an older or more advanced peer.
• example: A new worker learning their job
• constructivists suggest that teachers do this by engageing students in complex tasks and helping them through these tasks.

Question 8

Mediated learning

Answer 8

• another term for scaffolding
• students are to be given complex tasks, and then given enough help that they can solve tasks.
• this principle supports use of classroom projects and authentic tasks

Question 9

Top Down Processing

Answer 9

• Top-down processing-students begin with complex problems to solve and then work out (or discover) the basic skills required
• Constructivists emphasize top-down instruction rather than bottom-up instruction.
• the process works by beginning with a difficult problem and then

Question 10

Discovery Learning

Answer 10

• Discovery learning- a constructivist approach to teaching in which students are encouraged to discover principals for themselves
• teachers encourage students to have experiences and conducct experiments that permit them to discover things
• most of the time guided discovery learning is used, not pure discovery learning to prevent error and wasted time.

Question 11

self regulated learning

Answer 11

• self-regulated learners- students who have knowledge of effective learning strategies and how and when to use them.
• Constructivist view a self regulated learner as an “ideal student”.
• learning itself motivates self regulated learners.
• self regulated learning strategies have been found to increase student’s achievement.

Question 12

Cooperative Learning

Answer 12

• Students will more easily discover and comprehend difficult concepts if they can talk with each other about the problems
• Along with top down processing, it encourages social learning.
• Cooperative learning is a key element of Piaget and Vygotsky’s concepts of cognitive change.

Question 13

How is cooperative learning used in instruction?

Answer 13

• Cooperative Learning: instructional approaches in which students work in small mixed-ability groups.
• cooperative goups
• play many roles within one lesson

Question 14

Learner-centered psychological principals.

Answer 14

• paint a picture of the learner as actively seeking knowledge by:
• reinterpreting information and experience for himself or herself
• feeling self-motivated by the quest for knowledge
• working with others to socially construct meaning
• becoming aware of his own learning strategies and capable of applying them to new problems or circumstances

Question 15

Learner- centered psychological principals: cognitive and metacognitive factors

Answer 15

• Principal 1 : Nature of the Learning Process
• Principal 2 : Goals of the Learning Process
• Principal 3 : Construction of Knowledge
• Principal 4 : Strategic Thinking
• Principal 5 : Thinking about Thinking
• Principal 6 : Context of Learning
• Principal 7 : Motivational and Emotional Influences on Learning
• Principal 8 : Intrinsic Motivation to Learn
• Principal 9 : Effects of Motivation on Effort
• Principal 10 : Developmental Influences on Learning
• Principal 11 : Social Influences on Learning
• Principal 12 : Individual Differences in learning
• Principal 13 : Learning and Diversity
• Principal 14 : Sandards and Assessment

Question 16

Constructivist Methods in the Content Areas

Answer 16

• Reciprocal Teaching in Reading
• Questioning the Author
• Writing Process Models

Question 17

Constructivist Approaches in Sciences

Answer 17

• Emphasis on Hands on
• Investigate laboratory activities
• Identify Misconceptions
• Cooperative Learning
• Teaching of Metacognitive Skills

Question 18

Research on Constructivist Methods

Answer 18

• Comparing Constructivist and traditional approaches to instruction
• Correlation between use of more constructivist approaches and achievvement gains

Question 19

Coopertive Learning

Answer 19

peer-assisted learning in which students work together in small groups to help eachother learn.

Question 20

Productive Cooperative Learners Learn to work well together by:

Answer 20

listening actively, giving good explainations, avoiding put downs, and including other people.

Question 21

Methods of Cooperative Learning include:

Answer 21

1. Student Teams-Achievement Divisions
2. Cooperative Integrated Reading and Composition
3. Jigsaw
4. Learning Together
5. Group Investigation
6. Peer Assisted Learning Strategies
7. Cooperative Scripting

Question 22

Student Teams-Achievement Divisions (STAD) Method

Answer 22

method consists of a regular cycle of teaching, cooperative study in mixed-ability teams, and quizzes, with recognition or other rewards provided to teams whose members excel.

Question 23

The Jigsaw Method

Answer 23

has students work in teams of six. Each individual is assigined a topic. Then they break into expert groups. Then return to original group to teach each other the lessons they just learned.

Question 24

the Learning Together Method

Answer 24

students work on assignments together in groups

Question 25

Group Investigation

Answer 25

where students work in groups discussing a sub-topic from the big topic in class. Similar to jigsaw, they present to the class and all learn from each other.

Question 26

Peer Assistted Learning Strategies (PALS)

Answer 26

Students work in pairs and take turns being the teacher and the learner.

Question 27

The Cooperative scripting method

Answer 27

involves students getting together with classmates and disscussing material that they read or heard in class

Question 28

The two wide categories that cooperative learning methods fall into are:

Answer 28

1. group study methods

2. active learning

Question 29

the steps of the process of problem solving are:

Answer 29

I - Identifying problems and opportunities
D - Define goals and represent the problem
E - Explore possible strategies
A - Anticipate outcomes and act
L - look back and learn

Question 30

What is direct instruction?

Answer 30

Approach to teaching in which the teacher transmits information directly to the students lessons are goal oriented and structured by the teacher

Question 31

Name and discuss the seven parts of a direct instruction lesson

Answer 31

a. state learning objectives and orients students to the lesson
b. review prerequisites
c. present new material
d. conduct learning probes
e. provide independent practice
f. assess performance and proide feedback
g. provide distributed practice and review

Question 32

Why is “state your learning objectives” important?

Answer 32

it is an essential step in providing framework into which information, instructional materials, and learning activities will fit.

Question 33

How can a positive mental set be established at the beginning of the lesson?

Answer 33

1. by requireing students to be on time to class and starting the lesson immediately when the period begins
2. arousing students curiosity or interest in the lesson they are about to learn

Question 34

why is reviewing prerequisites important?

Answer 34

so students can link information they have learned to the information you are about to present

Question 35

discuss how to present new material

Answer 35

lessons should be logically organized, the instructor should put a main emphasis on most important elements of the lesson. you should use clear, simple, and well organized language. You should use examples, demonstrations ect. the lesson should be kept fresh to try and maintain the attention of students.

Question 36

discuss current research on content coverage and pacing.

Answer 36

research has shown that most teachers can increase their pace of instruction, as long as understanding isn’t sacrificed

Question 37

What are learning probes and do we use them? Give examples

Answer 37

a method such as questioning that helps teachers find out whether students understand a lesson. Question during the lesson.

Question 38

Discuss the amount of time to wait for an answer from a student.

Answer 38

waiting approximately 3 sec. after asking a student a question obtains better learning results than giving up more readily

Question 39

what is the best way to call on students?

Answer 39

randomly call on students, make sure all get frequent chances

Question 40

name some effective uses of independent practice time

Answer 40

1. do not assign independent practice until you are sure they can do it
2. keep independent assignments short
3. give clear instructions
4. get students started and then avoid interruptions
5. monitor independent work

Question 41

discuss assessing performance and providing feedback to the students.

Answer 41

• every lesson should contain an assessment. it can be quizzes or tests
• give feedback as soon as possible, students need to know when they are right or wrong to improve performance

Question 42

what has research shown us about direct instruction and seatwork?

Answer 42

seatwork is typically overused and misused. The time spent recieveing instruction from the teacher is more productive.

Question 43

what is the best way to use independent work?

Answer 43

after the material is already taught and you are sure the students have a grasp on it then independent work insures what is already known.

Question 44

what does research tell us about homework?

Answer 44

Gives students a chance to practice the skills learned in one setting and time in another setting and time. This helps students and teachers see what level they are at.

Question 45

what is a process-product study?

Answer 45

observers record the teaching practices of teachers whose students consitstantly achieve at a high level and compare them to teachers whose students make less progress.

Question 46

discuss and give an example of a transfer of learning.

Answer 46

transfer learning is the application of knowledge aquired in one situation to a new situation. Ex: scoring highly on a grammer test and then applying knowledge to own writing.

Question 47

should controversial topics be discussed in the classroom? Why or why not?

Answer 47

yes. it is important for students to disscuss and understand info rather than simply recieving and rehersing it.

Question 48

what does research on small-group discussions tell us?

Answer 48

these activities can increase students achievement more than traditional lessons and has greater affects if they are asked controversial matters.

Question 49

constructivist approaches to mathmatics teaching in primary grades

Answer 49

• supporting ten-structured thinking (STST)
• conceptually based instruction (CBI)
• problem centered mathmatics project (PCMP)
• cognitavely guided instruction (CGI)

Question 50

what are elements of effective instruction beyond a good lesson?

Answer 50

1. effective teaching takes a great deal more than good lechures
2. if the quality of lechures was all that mattered in effective instruction, we could probably find the best lechurers in the world, record their lessons, and show the videos to the students
3. you must be concerned with many elements of instruction in addition to the presentation of the information

Question 51

what five things must a teacher do to help meet the diverse needs of the students?

Answer 51

1. you must know how to adapt your instruction to the students level of knowledge
2. you must motivate students to learn
3. manage student behavior
4. groups students for instruction
5. assess the students learning

Question 52

how did carroll describe teaching

Answer 52

carroll described teaching in terms of the management of time, and activities to ensure student learning

Question 53

the QAIT model involves:

Answer 53

1. (Q)uality of instruction - The degree to which presentation of information of skills helps students easily learn the material
2. (A)ppropriate levels of instruction - the degree to which the teacher makes sure that students are ready to learn a new lesson
3. (I)ncentive - the degree to which the teacher makes sure that students are motivated to work on instructional task and to learn the material being presented
4. (T)ime - the degree to which students are given enough time to learn the material being taught

Question 54

students differ in what?

Answer 54

their knowledge, skils, motivations, and predispositions

Question 55

between class ability grouping

Answer 55

students are grouped seperately by ability for each subject

Question 56

why is between class grouping so ineffective?

Answer 56

a. it exposes students to too few positive role models
b. many teachers do not llike to teach such classes and might subtly (or not so subtly) communicate low expectations for the students in them
c. studies find that teachers actually do not make many adaptations to the needs of students in low ability classes
d. studies have found that the quality of teaching is lower in low track classes than in middle or high track classes (teachers are less organized, enthusiastc, and teach more facts and fewer concepts)
e. it has a stigmatizing effect on students in low tracks ( rapid loss of self esteem, more likely to become: delinquent, truent, and to drop out of school, )
f. low track classes are often composed of students from lower socio-economic backgrounds and minority groups

Question 57

untracking

Answer 57

recommendations focus on placing students in mixed-ability groups and holding them to high standards and providing many ways for them to reach those standards, including extra assistance for those students who are having trouble keeping up.

Question 58

regrouping (for reading and math)

Answer 58

students stay in mixed-ability classes most of the day but but are assigned to reading and/or math classes on the basis of their performance in these subjects.

Question 59

nongraded programs (cross-age grouping)

Answer 59

combine children of different ages in the same classroom. students work across age lines but are often grouped according to their needs and performance areas.

Question 60

within class ability grouping

Answer 60

teachers grouping students within classes to increase performance levels. example. In reading, teachers typically have each group working a different point in a series of reading texts and allow each group to proceed at its own pace.

Question 61

What does research say about these groupings? Which would probably be best ? Why or Why not?

Answer 61

untracking because it gives equal oppertunity to all students

Question 62

What are three ways of differentiating instruction? and which is best?

Answer 62

1. peer tutoring
2. cross-age tutoring
3. tutoring by teachers

the best way:
cross-age tutoring

Question 63

should we retain students in school? What does research tell us?

Answer 63

No, such children should be given special attention, diagnosis, and intensive interventions, such as tutoring, until their achievement falls within the normal range.

Question 64

what are three “at risk” factors for a child’s learning ability in school?

Answer 64

1. imppoverished or single parent homes
2. those who have marked developmental delays
3. those who exhibit agressive or withdrawn behavior

Question 65

what are some programs that help “at risk” students?

Answer 65

1. compensatory education (title 1)
2. early intervention programs (reading recovery)
3. comprhensive school reform programs (success for all)
4. after school and summer school programs

Question 66

will computers replace teachers? why or why not? what does the research show?

Answer 66

no, computers themselves cannot teach or interact students will always need a teacher to direct them.