Instructional Strategies Week 1 Flashcards

1
Q

Typical Five Step Model in instructional design

A
  1. Setting objectives 2. Pre-assessment, 3. Planning instruction 4. Trial 5. Testing and Evaluation
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2
Q

Determining whether or not the students have the prerequisites to benefit from instruction

A

Preassessment

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3
Q

presenting the instruction for developmental purposes

A

Trial

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4
Q

Two types of schemata

A

state schemata and process schemata

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5
Q

The complex process of attaching meaning to events or constructing meaning from events

A

Perception

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6
Q

cognitive operation of mind by which it conforms to the demands of the enviornment

A

Accommodation

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7
Q

fitting the environment to the demands of the mind

A

Assimilative learning

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8
Q

Routine fast learning

A

accretion

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9
Q

factual or propositional knowledge

A

declarative knowledge

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10
Q

composed of lines and elements (disjointed bits of information)

A

semantic

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11
Q

connected chains such as historical and story narratives merely connected by time

A

episodic

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12
Q

knowing how that is. An order-specific and time dependent knowledge

A

Procedural knowledge

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13
Q

knowing when and why to use a procedure

A

conditional knowledge

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14
Q

9 Conditions of Learning

A

Gain attention

Inform learners of objectives

Stimulate recall of prior learning

Present the content

Provide “learning guidance”

Elicit performance (practice)

Provide feedback

Assess performance

Enhance retention and transfer to the job

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15
Q

Involves the teaching the strategies while students are learning instructional content

A

reciprocal learning

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16
Q

artificial aids to memory

A

mnemonics

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17
Q

Learning domains: what one knows or thinks

18
Q

Learning domains: what one does physically

A

Pyschomotor

19
Q

Learning domains: what one feels or what attitudes one has

20
Q

Bloom’s Taxonomy 6 Domains

A

Knowledge, comprehension, application, analysis, synthesis, and evaluation

21
Q

Blooms’ taxonomy: recall information or data

22
Q

Bloom’s taxonomy: students are able to name the theoretical approaches to a discipline

23
Q

Bloom’s taxonomy: showing understanding of what information means

A

Comprehension

24
Q

Bloom’s taxonomy: students can describe key theories, concepts, and issues for each of the major theoretical approaches

A

Comprehension

25
Bloom's taxonomy: use concepts in a new or novel situation
Application
26
Bloom's taxonomy: students can apply theoretical principles to solve real world problems
Application
27
Bloom's taxonomy: separating concepts into parts or attributes so that the structure may be understood.
Analysis
28
Bloom's taxonomy: students can analyze the strengths and limitations of each of the major theoretical approaches for understanding specific performances
Analysis
29
Bloom's taxonomy: create a new meaning by synthesizing parts of an idea
Synthesis
30
Bloom's taxonomy: students can combine theoretical foundations to explain complex phenomena
synthesis
31
Bloom's taxonomy: Making judgements about the value of materials or ideas
Evaluation
32
Bloom's taxonomy: Students can select a theoretical approach that is most applicable to an environment and explain why they've selected that perspectives
Evaluation
33
Five Domains of Learning (from Gagne)
Verbal information, attitudes, motor skills, intellectual skills, and cognitive strategies
34
Stating previous knowledge: facts, concepts, principles, and procedures
Verbal information
35
Choosing personal actions based on the internal states of understanding and feeling
Attitudes
36
executing performance involving the use of muscles
motor skills
37
distinguishing objects, features, symbols
discrimination
38
identifying classes of concrete objects, features, or events, or ideas by definition
concrete concepts
39
classifying new examples of events or ideas by definition
defined concepts
40
applying a single relationship to solve a class of problems
rules
41
(higher order rules) applying a new combination rules to solve a complex problem
problem solving
42
using personal ways to guide learning, thinking, acting, or feeling
cognitive strategies