Instructional Strategies Week 2

Question 1

exists when the accomplishment of each individual’s goals is affected by the actions of others

Answer 1

social interdependence

Question 2

exists when individuals perceive that they
can reach their goals if and only if the other individuals with whom they are cooperatively linked also reach their goals and, therefore, promote each other’s efforts to achieve the goals

Answer 2

positive interdependence

Question 3

e exists when individuals perceive that they can obtain their goals if and only if the other individuals with whom they are competitively linked fail to obtain their goals and, therefore, obstruct each other’s efforts to achieve the goals.

Answer 3

negative interdependence

Question 4

results in a situation in which individuals perceive that they can reach their goal regardless of whether other individuals in the situation attain or do not attain their
goals.

Answer 4

no interdependence

Question 5

the degree to which actions of one person substitute for the actions of another person

Answer 5

substitutability

Question 6

openness to being influenced and to influencing others

Answer 6

inducibility

Question 7

investment of positive psychological energy in objects outside of oneself

Answer 7

cathexis

Question 8

the actions of one person do not substitute for the actions of another person

Answer 8

non-substitutability

Question 9

the way in which interdependence is
structured determines how individuals interact and the interaction pattern determines the outcomes of
the situation

Answer 9

social interdependence theory

Question 10

individuals encouraging and facilitating each other’s efforts to complete tasks, achieve, or produce in order to reach the group’s goals.

Answer 10

Promotive interaction

Question 11

individuals discouraging and obstructing each
other’s efforts to complete tasks, achieve, or produce in order to reach their goals; individuals focus
both on increasing their own productivity and on preventing any other person from producing more
than they do

Answer 11

Oppositional interaction

Question 12

individuals acting independently without any interchange with each other while they work to achieve their goals; individuals focus only on increasing their own productivity and achievement and ignore as irrelevant the efforts of others.

Answer 12

No interaction

Question 13

Cooperation, will only develop under a which set of conditions?

Answer 13

positive interdependence, individual accountability, promotive interaction, social skills, and group
processing

Question 14

promotes a situation in which students work
together in small groups to maximize the learning of all members, sharing their resources,
providing mutual support, and celebrating their joint success.

Answer 14

Positive interdependence

Question 15

Three categories of

interdependence

Answer 15

outcome, means, and boundary interdependence

Question 16

exists when the performance of individual students is assessed, the results are given back to the individual
and the group, and the member is held responsible by group mates for contributing his or her fair share to the group’s success.

Answer 16

individual accountability

Question 17

exists when individuals encourage and facilitate each other’s efforts to complete tasks and achieve the
group’s goals. In order to promote each other’s success, group members (a) help and assist each other, (b) exchange needed resources such as information and materials, (c) provide each other with feedback, (d) challenge each other’s conclusions and reasoning, (e)
advocate working harder to achieve the group’s goals, (f) influence each other, and (g) act in trusting and trustworthy ways

Answer 17

Promotive interaction

Question 18

Deutsch’s two aspects of the internal dynamics of cooperative groups that potentially enhanced outcomes

Answer 18

trust and conflict

Question 19

Trust includes….

Answer 19

a) the awareness that beneficial or harmful consequences
(b) realization that others have the power to determine the
consequences of one’s actions, (c) the awareness that the harmful consequences are more serious than are the beneficial consequences, and (d) confidence that the others will behave in ways that ensure beneficial consequences for oneself

Question 20

The two types of conflict that occur frequently and regularly within cooperative groups

Answer 20

constructive controversy and conflict of interests

Question 21

exists when group members have different information,

perceptions, opinions, reasoning processes, theories, and conclusions, and they must reach agreement

Answer 21

Constructive controversy

Question 22

occurs when the actions of one person striving to achieve his or her goal interfere with and obstruct the actions of another person striving to achieve his or her goal

Answer 22

conflict of interests

Question 23

used to determine what is the most important information in a body of material.

Answer 23

selection strategies

Question 24

methods of reviewing material.

Answer 24

rehearsal strategies

Question 25

activities which help process material into short-term memory by keeping material active in consciousness so that it can be more deeply processed for recall and long periods

Answer 25

rehearsal

Question 26

Students repeat a sequence of motor movements, a list of words, or steps in a procedures.

Answer 26

Repetition and Cumulative Rehearsal

Question 27

Students form questions about material. Teachers, text writers or designers ask questions. Students answer the question posed.

Answer 27

Questioning and Answering

Question 28

Students predict questions to be asked by the teacher. Students try to predict meaning of the content. Students guess about intentions of text writer or teacher.

Students, after identifying concepts, ideas, or propositions which they understand poorly, study with the goal of better understanding. This often involves prior knowledge.

Answer 28

Predicting and Clarifying

Question 29

Students put concepts, ideas, and propositions in their own words, thereby relating the new material to their prior knowledge.

Answer 29

Restating or Paraphrasing

Question 30

Students “pass” through material to reflect on its meaning and to think about what they recall. Students create an overview of the gist of the material.

Answer 30

Reviewing and summarizing.

Question 31

Students decide on or are informed about which information is important and concentrate on it, spending less effort on information adjudged to be less important. This often entails prediction.

Answer 31

Selecting

Question 32

Students write ideas, definitions, propositions, etc. At its best, note taking involves selecting (importance) and predicting

Answer 32

Notetaking

Question 33

Students mark important-materials, thus reducing the amount to be more deeply processed. It includes selecting and predicting

Answer 33

underlining

Question 34

A student system proposed by Robinson,. The letters and numbers stand for survey, question, read, recite. Continue questioning, reading for answers, and reciting throughout the chapter or assignment. Make notes (review).

Answer 34

SQ3R

Question 35

A study system very similar to SQ3R which may be found from Thomas and Robinson. Preview, Question, read, self-recite, and review.

Answer 35

PQRST