Instructional Design

Question 1

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

Answer 1

Standards

Question 2

scope

Answer 2

the span of the curriculum

Question 3

sequence

Answer 3

the repetition and depth of the content.

Question 4

Objectives

Answer 4

Written by teachers to support standards

clearly state what the student is to accomplish

Question 5

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

Answer 5

Objectives

Question 6

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

Answer 6

By connecting standards, learning objectives, and assessments,

Question 7

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

Answer 7

Teachers use four parts to write an objective

Question 8

Audience

Answer 8

The student in the school setting.

Example. The student will……..

Question 9

Behavior expected of the student

Answer 9

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……

Question 10

Content in which learning occurs

Answer 10

the information with which the student is working on

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

Question 11

Degree of accuracy

Answer 11

level of competence is expected to display

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

Question 12

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 .

Answer 12

Lesson Plans

Question 13

Blooms Taxonomy

Answer 13

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

Question 14

Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation

Answer 14

Blooms Taxonomy

Question 15

Knowledge

Answer 15

Rote memorization of specifics

Terms: Select, define, reproduce, list

Question 16

Comprehension

Answer 16

explaining information in ones own words

Terms: estimate, describe, classify, discuss

Question 17

Application

Answer 17

Using information in an actual situation

terms: predict, solve, show, compute

Question 18

Analysis

Answer 18

Examining the various parts of information

terms: infer, separate, point out, diagram

Question 19

Synthesis

Answer 19

Constructing something unique by combining information

terms: adapt, rearrange, construct, devise

Question 20

Evaluation

Answer 20

Appraising information or data

terms: judge, conclude, critique, defend

Question 21

direct instruction

Answer 21

teach-centered strategy

Question 22

student-centered isntruction

Answer 22

focuses on guiding students to construct their own understanding

Question 23

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

Answer 23

Instruction

Question 24

Direct Instruction

Answer 24

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

Question 25

Direct instruction step one

Answer 25

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

Question 26

Direct instruction step two

Answer 26

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

Question 27

Direct Instruction step three

Answer 27

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

Question 28

Direct instruction step four

Answer 28

independent practice to review and increase competence

Question 29

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.

Answer 29

Criticism for Direct Instruction

Question 30

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

Answer 30

advocates of Direct Instruction.

Question 31

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

Answer 31

Constructivism

Question 32

Constructivism

Answer 32

a theory of how an individuals gain knowledge

Question 33

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

Answer 33

Constructivism

Question 34

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

Answer 34

Student Centered Instruction

Question 35

Student Centered Instruction

Answer 35

Goals and objectives continue to drive this instruction

Question 36

``` Discovery Learning Inquiry Method Cooperative Learning Individualized instruction Technology ```

Answer 36

Five major types of student centered instruction

Question 37

Discovery Learning

Answer 37

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

Question 38

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

Answer 38

Unguided Discovery

Question 39

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

Answer 39

Guided Discovery

Question 40

Inquiry Learning

Answer 40

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.

Question 41

Cooperative Learning

Answer 41

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

Question 42

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

Answer 42

Cooperative Learning

Question 43

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

Answer 43

Cooperative learning

Question 44

Groups should be mixed ability.

Answer 44

Cooperative learning guidelines

Question 45

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

Answer 45

Cooperative learning guidelines

Question 46

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

Answer 46

Cooperative learning guidelines

Question 47

Individual task are delegated to encourage group interdependence.

Answer 47

Cooperative learning guidelines

Question 48

Length of time is predetermined

Answer 48

Cooperative learning guidelines

Question 49

Final assessment must encompass both performance of the individual and rgroup

Answer 49

Cooperative learning guidelines

Question 50

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

Answer 50

Cooperative Learning

Question 51

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

Answer 51

Cooperative Learning

Question 52

Individualized instruction

Answer 52

designed to meet the specific needs of a particular student.

Question 53

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.

Answer 53

Individualized Instruction

Question 54

Technology

Answer 54

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

Question 55

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

Answer 55

Technology

Question 56

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

Answer 56

Technology

Question 57

Creating Problem- Solving Opportunities

Answer 57

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

Question 58

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.

Answer 58

Creating Problem- Solving Opportunities

Question 59

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

Answer 59

Creating Problem- Solving Opportunities

Question 60

Goals are clear All info is present One path to solution

Answer 60

Well Defined Problem Solving (well structured)

Question 61

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

Answer 61

Ill-Defined Problem Solving (ill structured)

Question 62

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.

Answer 62

Creating Problem- Solving Opportunities

Question 63

Algorithms and Heuristics

Answer 63

Two approaches to problem solving

Question 64

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

Answer 64

Algorithms

Question 65

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

Answer 65

Heuristics

Question 66

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

Answer 66

DUPE Method