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Praxis (PLT) Study Guide > Instructional Design > Flashcards

Instructional Design Flashcards

1
Q

Drive curriculum
outline what students will be taught
Organized into scope and sequence

A

Standards

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2
Q

scope

A

the span of the curriculum

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3
Q

sequence

A

the repetition and depth of the content.

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4
Q

Objectives

A

Written by teachers to support standards

clearly state what the student is to accomplish

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5
Q

Written for the purpose of students knowing what they are responsible for mastering.
Teachers can accurately assess student achievement

A

Objectives

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6
Q

you can achieve instructional alignment that maximizes effectiveness in teaching and learning.

A

By connecting standards, learning objectives, and assessments,

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7
Q

Audience
Behavior expected of student
content by which the learning occurs
degree of accuracy

A

Teachers use four parts to write an objective

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8
Q

Audience

A

The student in the school setting.

Example. The student will……..

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9
Q

Behavior expected of the student

A

written in the form of a verb that indicated to the teacher that the student is capable of accomplishing the desired outcome.
Example: The student will define……

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10
Q

Content in which learning occurs

A

the information with which the student is working on

Example: The student will define the parts of speech in a story passage.

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11
Q

Degree of accuracy

A

level of competence is expected to display

Example: The student will define the parts of speech in a story passage with 100% accuracy.

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12
Q

List standards, objectives, materials, and necessary accommodations for diversity.
Methods for assessing prior knowledge, motivation, teaching a new skills, practicing the skill, evaluating student learning .

A

Lesson Plans

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13
Q

Blooms Taxonomy

A

Levels of understanding that proceed from lower level thinking to higher level thinking.

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14
Q 
Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation
A

Blooms Taxonomy

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15
Q

Knowledge

A

Rote memorization of specifics

Terms: Select, define, reproduce, list

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16
Q

Comprehension

A

explaining information in ones own words

Terms: estimate, describe, classify, discuss

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17
Q

Application

A

Using information in an actual situation

terms: predict, solve, show, compute

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18
Q

Analysis

A

Examining the various parts of information

terms: infer, separate, point out, diagram

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19
Q

Synthesis

A

Constructing something unique by combining information

terms: adapt, rearrange, construct, devise

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20
Q

Evaluation

A

Appraising information or data

terms: judge, conclude, critique, defend

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21
Q

direct instruction

A

teach-centered strategy

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22
Q

student-centered isntruction

A

focuses on guiding students to construct their own understanding

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23
Q

Teach centered has prevailed but student centered that considers prior knowledge, learning styles, affective thoughts, and social or cultural environment maximizes effectiveness.

A

Instruction

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24
Q

Direct Instruction

A

teacher centered approach focuses on learning objectives, incorporating well-defined content with teacher-guided instruction.

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25
Q

Direct instruction step one

A

introduction and review of prior knowledge to focus attention and motivate students.

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26
Q

Direct instruction step two

A

presentation of information that might include examples, modeling, and an assessment of comprehension.

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27
Q

Direct Instruction step three

A

Guided practice with supervision and scaffolding provided by the teacher or other students.

28
Q

Direct instruction step four

A

independent practice to review and increase competence

29
Q

Critics argue that direct instruction focuses on bloom’s lower level thinking skills and fails to maintain the complexity of an authentic environment by fragmenting content.

A

Criticism for Direct Instruction

30
Q

Suggest it is one of the most effective methods for initially exposing students to concepts or instructing students with cognitive or academic difficulties

A

advocates of Direct Instruction.

31
Q

Student- centered approaches to instruction have gained popularity with the rise of

A

Constructivism

32
Q

Constructivism

A

a theory of how an individuals gain knowledge

33
Q

Students construct their knowledge from experiences through interaction with the environment.
Must have experiences to construct knowledge as opposed to listening to lectures

A

Constructivism

34
Q

Requires teachers to provide learning situations and environments that guide students to develop authentic and transferable understanding.

A

Student Centered Instruction

35
Q

Student Centered Instruction

A

Goals and objectives continue to drive this instruction

36
Q 
Discovery Learning
Inquiry Method
Cooperative Learning
Individualized instruction
Technology
A

Five major types of student centered instruction

37
Q

Discovery Learning

A

Associated with Jerome Bruner, happens when the teacher organizes the class so students can learn by becoming actively involved.

38
Q

Happens at preschool level, when little to no direction is provided.

A

Unguided Discovery

39
Q

Elementary and Secondary, direction is given by providing a provoking question or scenario to encourage students to explore possible answers and explanations

A

Guided Discovery

40
Q

Inquiry Learning

A

Associated with John Dewey, students formulate hypothesis, collect data, draw conclusions and reflect and evaluate.
Often associated with science, it allows students to gain knowledge of content and process it simultaneously.

41
Q

Cooperative Learning

A

Students work in small mixed ability groups that encourage total participation.

42
Q

Assist students in developing a sense of interdependence , encourages relationships, and facilitates the development of communication, leadership and conflict management.

A

Cooperative Learning

43
Q

it success depends on how well teachers communicate their expectations, organize student routines, and monitor process.

A

Cooperative learning

44
Q

Groups should be mixed ability.

A

Cooperative learning guidelines

45
Q

Placement in groups is determined by their ability to work together,

A

Cooperative learning guidelines

46
Q

Common goals established with clear guidelines on outcomes and behavior are provided

A

Cooperative learning guidelines

47
Q

Individual task are delegated to encourage group interdependence.

A

Cooperative learning guidelines

48
Q

Length of time is predetermined

A

Cooperative learning guidelines

49
Q

Final assessment must encompass both performance of the individual and rgroup

A

Cooperative learning guidelines

50
Q

Benefits students by providing peer scaffolding, increased opportunities for involvement, enhanced ability to problem solve by exposing students to the perspetives of others.

A

Cooperative Learning

51
Q

Socially, it promotes the acceptance of gender, ethnic, and academic diversity

A

Cooperative Learning

52
Q

Individualized instruction

A

designed to meet the specific needs of a particular student.

53
Q

Type of variation on typical instruction may modify time, activities, or materials. Often employed with students who have special needs and or those who are gifted.

A

Individualized Instruction

54
Q

Technology

A

Videotapes, computers, calculators, and internet provide many opportunities for students to practice skills, research or explore topics, and interact with peers.

55
Q

Visually engaging and critically important for participation in today’s society, the application of technology to instruction does not guarantee improved learning.

A

Technology

56
Q

Teachers must establish and clearly communicate the goals of learning hen utilizing technology in the classroom.

A

Technology

57
Q

Creating Problem- Solving Opportunities

A

When students construct concepts and apply them to problematic situations, they are said to be problem solving.

58
Q

Teachers who design problem solving situations, that resemble the world outside the classroom increase the likelihood of students transferring their ability to other problem solving situations.

A

Creating Problem- Solving Opportunities

59
Q

Two categories of problem solving situations:
Well-Defined
Ill-Defined

A

Creating Problem- Solving Opportunities

60
Q

Goals are clear
All info is present
One path to solution

A

Well Defined Problem Solving (well structured)

61
Q

Goals may be unclear
Relevant information may be missing
Several Solutions may exist.

A

Ill-Defined Problem Solving (ill structured)

62
Q

Providing opportunities for student to engage in ill defined problem solving situations is better for transfer because most problems outside of the school environment are ill defined.

A

Creating Problem- Solving Opportunities

63
Q

Algorithms and Heuristics

A

Two approaches to problem solving

64
Q

Use a step by step approach, similar to the assembling a product.

A

Algorithms

65
Q

General strategy that may or may not yield a definite solution. One Heuristic model is the DUPE Methods.

A

Heuristics

66
Q

Define the problem
Understand the various facets of the problem
Plan for a solution
Evaluate the Outcome

A

DUPE Method

Praxis (PLT) Study Guide (10 decks)

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