Module 9: Instructional Applications Flashcards
What are some questions you should ask yourself when designing instruction?
-What are students learning?
-When are they learning?
-Where are they learning?
-How are they learning?
-Why are they learning?
-With whom are they learning?
What are the three types of instructional context categories
PMS
-Physical: textbooks, worksheets, computers
-Motivational: attention-grabbing, fun
-Social: working with others
Match the instructional context category with the correct example. (Motivational, Physical, Social)
Worksheets, textbooks, lab equipment, computers
Physical
The physical context relates to the instructional equipment, media, and materials to which students have access.
Match the instructional context category with the correct example. (Motivational, Physical, Social)
Reading groups, collaborative learning projects
Social
The social context relates to the opportunities students have to interact with others.
Match the instructional context category with the correct example. (Motivational, Physical, Social)
Relevant instruction, attention-grabbing lessons
Motivational
The motivational context relates to the degree to which students attend to the lesson and the relevance instruction has to the student.
Describe at least three factors that must be considered when establishing an instructional context.
you must ask yourself the who/what/when/where/why/how.
The age of the students must be considered when establishing the instructional context. As you have learned from previous modules, the developmental levels of students impact their ability to think and plan, so student age is important because it suggests certain cognitive skills sets.
The content being taught must also be considered when establishing the instructional context. If the content is primarily factual in nature, the types of instructional choices will change. If the content requires more critical analysis, that will also impact the decisions teachers make.
Finally, the purpose of the lesson or unit must be considered when establishing the instructional context. The purpose will also influence the type of assessment that is used.
With the given statement, do teachers need to remember it when working with adolescent learners?
Teachers have got to find innovative ways to change the psychological state of adolescents about every 15–20 minutes.
Need to Remember
Adolescents have to have a range of learning activities in a class period. Trying to lecture or do direct instruction for 50 minutes will make it difficult for a majority of adolescents to engage in the content.
With the given statement, do teachers need to remember it when working with adolescent learners?
Adolescence is a time when students want and need independence. Adults should “back off” and respect this phase. Give teenagers plenty of space to find themselves during adolescence.
DO NOT Need to Remember
While adolescence is a time when students want independence, adults should stay engaged in their lives. It is a time when adolescents still need plenty of adult supervision.
With the given statement, do teachers need to remember it when working with adolescent learners?
Adolescents are extremely inconsistent. That is to be expected. They are undergoing major neurological changes in adolescence, and emotional and behavior inconsistencies are part of that.
Need to Remember
Neural pathways undergo a great deal of “pruning” during early adolescence (12–14), and this age period is often a time of emotional, social, and biological changes that manifest themselves in inconsistent behavior from day to day or even hour to hour.
With the given statement, do teachers need to remember it when working with adolescent learners?
Students have to have their physiological needs met first. They need to feel emotionally and physically safe before learning is going to take place.
Need to Remember
The motivational environment has traditionally been grouped into a type of instructional context. A context that attends to their physical and emotional needs is extremely important.
What should you do when teaching based on the developmental level Early Childhood/Pre-Operational Stage?
Think symbolically, pretend play, ask a lot of questions
ages 2-6
What should you do when teaching based on the developmental level Middle Childhood/Concrete Operational Stage?
Logical organized thinker. attention spans are limited
ages 6-10 (physical)
ages 7-11 (cognitive)
What should you do when teaching based on the developmental level Adolescence/Formal Operational Stage?
Capable of abstract thought, activities should be about 15-20 minutes, frontal lobe (executive function) still maturing
ages 10-18 (physical)
ages 12+ (cognitive)
What are some Active Learning Strategies
-active direct instruction - behaviorism
-reciprocal teaching/peer teaching - cognitivism
-cooperative learning groups and debate teams - social constructivism
-role playing, case studies, simulations, and problem based learning - constructivism
-journals and portfolios - humanism
-rubrics
True or False
Problem-based learning strategies must have an audience other than the teacher to be successful.
True
The project should have an audience other than just the teacher.
Why do we do differentiating instruction?
-access to learning
-motivation to learn
-efficiency of learning
What are the 4 areas used to differentiate instruction?
-Content: challenging students
-Process: Multiple inputs and experiences
-Product: The assessment
-Environment: The physical location
What are the 3 main challenges to differentiating instruction?
-class size: groups, centers, stations
-workload: know your student’s strengths. learner profile cards, i wish my teach knew
-Time: Focus on deeper learning, plan from the learner’s perspective
Learning theory review: What is Behaviorism?
Direct instruction, practice, feedback, reinforcement
Learning theory review: What is Cognitivism?
Trivia/Jeopardy style games, Mnemonics, Concept mapping, attention-getting devices
Learning theory review: What is Humanism?
Choices/selection/exploration, breaks, explaining the ‘why’, checking in with students
Learning theory review: What is Constructivism?
hands on learning, groups, buddy pairs, stations, centers, problem based learning, inquiry based learning, cooperative learning, collaborative learning
Two months ago, a sixteen-year-old transgender student started to identify as Michelle after going by the name Michael. Michelle has faced some teasing both in school and on social media. Michelle’s English teacher is focusing on her feeling accepted in class. The writing prompt the teacher had selected was related to bullying, but Michelle was clearly not comfortable writing about bullying so the teacher allowed her to select any writing theme.
Which learning theory is Michelle’s teacher using?
A) Humanistic
B) Information processing
C) Behavioral
D) Constructivist
A) Humanistic
Allowing a student to focus on safety needs (both physical and emotional) is clearly something supported by humanistic learning theory. Maslow believes that students have to have their physiological needs met before their academic needs will matter to them.
A nine-year-old male student has been diagnosed with a learning disability. The school psychologist has determined that he has a form of dyslexia, impacting his ability to read.
Which instructional technique and learning theory would best support this student’s reading skills?
A) Behaviorism
B) Information processing
C) Humanistic
D) Constructivist
A) Behaviorism
Behavioral learning theory is focused on students being taught skills directly, usually through direct instruction. Research suggests that students with reading disabilities benefit from learning specific techniques to accommodate for their visual difficulties.
A four-year-old female student is learning to count. She can count to 10 independently, but with help from a more knowledgeable other she can count to 30. The range from 10 to 30 is her zone of proximal development.
Which learning theory best fits this description of the student’s independent and assisted level of performance?
A) Information processing
B) Constructivist
C) Humanistic
D) Behavioral
B) Constructivist
Constructivist theory believes that knowledge is created and even co-created as learning typically involves more than one person. The concept of a more knowledgeable other is directly out of constructivist theory as is the Vygotskian concept of the zone of proximal development.
An eighteen-year-old female student has completed high school through self-paced learning modules. She needs only to finish one final social studies requirement to be eligible for graduation. This module consists of eight sections. She reads the content in the section and must pass a quiz with 80 percent accuracy to move onto the next section.
Which learning theory is most closely aligned with this educational system?
A) Humanistic
B) Constructivist
C) Information processing
D) Behavioral
D) Behavioral
Behavioral learning focuses on the student producing the required response to receive reinforcement. In this scenario, the desired response is 80 percent correct on each quiz. The reinforcement is passing the quiz and being able to move onto the next section. The ultimate reinforcement is completing the social studies requirement and graduating from high school.
A teacher’s theoretical belief is based in constructivism.
What is one way this teacher might successfully deal with a class with too many students?
A) Transform whole class instruction into small learning teams.
B) Enlist the support of parents as mentors.
C) Schedule time to hold individual conferences with each student.
D) Focus students on deeper learning.
A) Transform whole class instruction into small learning teams.
Strategies such as jigsaw groups and small mini-group lessons are ways to deal with the class size challenge. Constructivist learning theory contends that learning is often a case of students “co-constructing knowledge,” so small learning teams would be a wise choice.
A teacher’s theoretical belief is based in behaviorism.
What is one way this teacher might successfully deal with class periods that seem too short?
A) Plan from the learner’s perspective.
B) Give fewer assignments.
C) Use structured protocols to focus learning experiences.
D) Record grades for only half the assignments.
A) Plan from the learner’s perspective.
Planning from the learner’s perspective is a way to deal with the time challenge. Taking in the learner’s perspective as a means of motivating the students is in line with behavioral theory.
What should the teacher ask when designing assessments?
-what content are students supposed to master?
-when are they being assessed?
-where are they demonstrating master?
-how are they demonstrating mastery?
-why are they needing to master this particular content
-with whom, or what other people are in the assessment environment?
What are the 4 essential steps in assessment design
1) have clear instructional goals and communicate them to students
2) select appropriate assessment techniques and cognitive levels - Bloom’s taxonomy
3) use assessment to enhance motivation and confidence
4) adjust instruction based on assessments
What are the assessment design goals?
-improve instruction and student learning
-useful for teachers (gives feedback)
True or False
A primary purpose of assessment is to give ongoing feedback to teachers and learners on how to improve learning.
True
Assessment is designed to provide feedback to both the teacher and the student.
True or False
Assessments should be closely aligned with the unit of study’s learning objectives.
True
Some educators write their assessments before they design the lessons to teach the content. Assessments should flow directly from the desired learning outcomes. If the assessments do not match the learning outcomes, the lack of alignment makes the assessment inaccurate.
Why should assessments include multiple levels of Bloom’s Revised Taxonomy?
Blooms Revised Taxonomy is designed to remind teachers that there are levels of learning. If all the assessment items focus on basic levels like “remembering” and “understanding,” students do not have the opportunity to learn the deeper levels of knowledge that exist in all content. While it is understandable and even desirable to have questions at those basic levels of remembering and understanding, students need to move beyond those levels to get a deeper understanding of the content. Students should also “apply” the content, which also reinforces their “remembering” and “understanding.” Moving to deeper levels of Bloom’s Revised Taxonomy also provides an opportunity for an informal assessment. If students cannot move beyond basic levels, they may still be struggling with that information.
When designing any assessment, what are the features of the learning context that must be addressed?
A helpful way to think about the learning context is to focus on the who, what, where, and why of learning.
Who are the students? The assessment must consider the developmental level of the students being assessed. Early childhood assessment can be a particular challenge because children at that age cannot write. So assessments have to be created that will allow students to demonstrate their understanding by either using simple imagery (smiley face or a frown face), allow for demonstration, or allow for verbal answers. Developmental levels must be considered.
What is being taught is important when designing the assessment. Obviously, mathematics will be assessed differently than art or English. So the content being taught influences the type of assessment that will be used.
Where is the assessment taking place? Are there environmental features that must be considered? How much time is available for the assessment?
Why are students being taught this content? Is it apparent to students why this information is important or is motivation an issue?
All of these factors must be considered when designing an assessment. Unless all are taken into consideration, the assessment will not be particularly effective or efficient.
What is a multiple choice test along with its advantages/disadvantages
Written assessment, objective assessment, criterion-referenced assessment, selected-response assessment
advantages: efficiency
Disadvantages: may be difficult, only test lower-level thinking skills, hard to determine if student knew the info, unfair to cognitive barriers
What is an essay test along with its advantages/disadvantages
written assessment, subjective assessment, criterion-referenced assessment, constructed-response assessment
advantages: can see student’s thinking, tests higher level thinking skills
disadvantages: time consuming, subjective, unfair to cognitive barriers
Michelle is a sixteen-year-old transgender student who recently socially transitioned and is being teased about her name change. Michelle’s English teacher is focusing on her feeling accepted in class. The writing prompt the teacher had selected was related to bullying, but Michelle was clearly not comfortable writing about bullying so the teacher allowed her to select any writing theme.
Which type of assessment fits best with this learning context and learning theory or does not.
Standardized assessment
Does NOT FIT with context and theory
Standardized assessments would not make sense given that the assignment allows Michelle to construct an essay from a wide range of options. Standardized assessments are identical and choices are not an option.
Michelle is a sixteen-year-old transgender student who recently socially transitioned and is being teased about her name change. Michelle’s English teacher is focusing on her feeling accepted in class. The writing prompt the teacher had selected was related to bullying, but Michelle was clearly not comfortable writing about bullying so the teacher allowed her to select any writing theme.
Which type of assessment fits best with this learning context and learning theory or does not.
Criterion-referenced assessment
Does fit with context and theory
Writing prompts are typically scored using a preselected set of criteria the teacher has designated as required for the assignment. Teachers could require a certain page or word length for the essay. Often there are detailed descriptions of all the things an essay must contain. That is a criterion-referenced assessment that is created by the teacher.
Michelle is a sixteen-year-old transgender student who recently socially transitioned and is being teased about her name change. Michelle’s English teacher is focusing on her feeling accepted in class. The writing prompt the teacher had selected was related to bullying, but Michelle was clearly not comfortable writing about bullying so the teacher allowed her to select any writing theme.
Which type of assessment fits best with this learning context and learning theory or does not.
Performance or authentic assessment
Does fit with context and theory
An essay is a performance or authentic assessment because it is a creation of written work. Performance or authentic assessments are carried out in “real-life” situations. Writing is a life skill, so asking students to construct an essay is an example of a performance or authentic assessment.
Michelle is a sixteen-year-old transgender student who recently socially transitioned and is being teased about her name change. Michelle’s English teacher is focusing on her feeling accepted in class. The writing prompt the teacher had selected was related to bullying, but Michelle was clearly not comfortable writing about bullying so the teacher allowed her to select any writing theme.
Which type of assessment fits best with this learning context and learning theory or does not.
Objective assessment
Does NOT FIT with context and theory
One of the hallmarks of an objective assessment is that there is one correct answer. Obviously, an essay could be completed in a multitude of different ways. Objective assessment is used for factual information and is not well suited for assignments like essays.
A nine-year-old male student has been diagnosed with a learning disability. The school psychologist has determined that he has a form of dyslexia, impacting his ability to read.
The assessment is a test of reading fluency that measures how many words are read in a given amount of time versus how many words were misread.
Which type of assessment fits best with this learning context and learning theory or does not.
Standardized assessment
Does FIT with context and theory
Standardized assessments would make sense given the assignment is exactly the same for all students in the class. Standardized assessments are identical, which allows students to be compared to each other.
A nine-year-old male student has been diagnosed with a learning disability. The school psychologist has determined that he has a form of dyslexia, impacting his ability to read.
The assessment is a test of reading fluency that measures how many words are read in a given amount of time versus how many words were misread.
Which type of assessment fits best with this learning context and learning theory or does not.
Criterion-referenced assessment
Does NOT FIT with context and theory
Reading fluency tests are almost always standardized so that teachers can compare each student’s performance against a preexisting standard.
A nine-year-old male student has been diagnosed with a learning disability. The school psychologist has determined that he has a form of dyslexia, impacting his ability to read.
The assessment is a test of reading fluency that measures how many words are read in a given amount of time versus how many words were misread.
Which type of assessment fits best with this learning context and learning theory or does not.
Performance or authentic assessment
Does FIT with context and theory
A reading fluency test is a performance or authentic assessment because it is an assessment of a life skill. Performance or authentic assessments are carried out in “real-life” situations. Reading is a life skill, so asking students to read a passage is an example of a performance or authentic assessment.
A nine-year-old male student has been diagnosed with a learning disability. The school psychologist has determined that he has a form of dyslexia, impacting his ability to read.
The assessment is a test of reading fluency that measures how many words are read in a given amount of time versus how many words were misread.
Which type of assessment fits best with this learning context and learning theory or does not.
Objective assessment
Does FIT with context and theory
One of the hallmarks of an objective assessment is that there is one correct answer. Reading the correct words in the passage is not open to interpretation. There is a correct and incorrect way to read or pronounce a word.
An eighteen-year-old female student has completed high school through self-paced learning modules. She needs only to finish one final social studies requirement (on U.S. government) to be eligible for graduation.
Would it be possible for the student to complete this social studies unit using an assessment that is based on constructivist theory? If so, how would that assessment need to be structured?
Yes, it would be possible to use an assessment based on constructivist theory to demonstrate her understanding of the unit. Constructivists believe that students do their best work when they are able to create and share their unique understanding rather than being confined to a particular assessment like a multiple-choice test. The key would be making sure that the standards covered in the unit would be assessed. The student’s work would have to demonstrate her understanding of these learning outcomes.
For example, there are multiple ways a student could demonstrate understanding of the three branches of government. The student could write a paper or create a website. She could even write a rap that would demonstrate her understanding. The standards for the unit would have to be assessed using some type of rubric that would clarify what demonstrates different levels of mastery for the learning outcomes. But this content could be assessed using a constructivist approach if all of the above conditions were met.
The learning context is an eighth-grade grade art class with 31 students. The unit of study is focused on expressionist art. Students are not expected to create expressionist art but merely to recognize the essential features associated with expressionism.
Does the type of assessment best aligns with recognizing the essential features of expressionism?
Standardized assessment
Does Not Aligns
Standardized assessments do not apply. Standardized assessments are typically used to predict a student’s likelihood of success in college. States often have academic assessments that are standardized to provide feedback on student performance on basic academic skills. Art classes are virtually never assessed using standardized tests.
The learning context is an eighth-grade grade art class with 31 students. The unit of study is focused on expressionist art. Students are not expected to create expressionist art but merely to recognize the essential features associated with expressionism.
Does the type of assessment best aligns with recognizing the essential features of expressionism?
Performance or authentic assessment
Does not align
Performance or authentic assessment would be a great choice if the assignment were to actually create art. This assignment, however, focuses merely on recognizing the essential features of expressionism.
The learning context is an eighth-grade grade art class with 31 students. The unit of study is focused on expressionist art. Students are not expected to create expressionist art but merely to recognize the essential features associated with expressionism.
Does the type of assessment best aligns with recognizing the essential features of expressionism?
Objective assessment
Aligns
Objective assessments are often multiple-choice or true/false tests. Students could be shown different examples of artwork and asked to correctly identify which have the essential features of expressionism.
The learning context is an eighth-grade grade art class with 31 students. The unit of study is focused on expressionist art. Students are not expected to create expressionist art but merely to recognize the essential features associated with expressionism.
Does the type of assessment best aligns with recognizing the essential features of expressionism?
Written response
Aligns
Written response assessments require students to create short answers explaining what knowledge they possess about the content. In this example, students could be asked to write a paragraph explaining the essential features of expressionism.
Which strategy provides an opportunity for a student to use his or her unique learning strengths during an assessment?
A) A student with advanced technology skills is given an opportunity to create a website to demonstrate his or her understanding of World War II.
B) A student with artistic skills takes a computer-based multiple-choice test on art history.
C) A student with excellent verbal skills is asked to design a mural to demonstrate understanding of the French Revolution as opposed to taking a multiple-choice test.
D) A student with a writing disability is given unlimited time to draft an essay answer on a midterm examination for a U.S. history class.
A) A student with advanced technology skills is given an opportunity to create a website to demonstrate his or her understanding of World War II.
Allowing a student with strong technology skills to create a website to demonstrate his or her understanding of World War II would allow the student to use an intellectual strength.
Will the idea improve classroom assessment?
Provide students with opportunities to assess their own and one another’s work.
Will Improve
Self- and peer-assessment are highly recommended.
Will the idea improve classroom assessment?
Engage in constant assessment.
Will Improve
Ongoing assessment is vital.
Will the idea improve classroom assessment?
Conduct assessment at the same time each day.
Will Not Improve
Assessment should not be prescribed to a certain time. It should be ongoing.
Will the idea improve classroom assessment?
Share student results with all students in the class.
Will Not Improve
This is a violation of privacy laws and is not productive for students.
Will the idea improve classroom assessment?
Share assessment goals and strategies with parents and students.
Will Improve
The more parents and students know what your goals are, the more they can work together to improve student learning.
What are two assessment selection considerations
- they type of content taught and the learning context
- improper alignment between content and the assessment is bad
Consider Bloom’s Taxonomy
How can you influence student confidence and motivation?
-growth mindset: assessments are to promote learning
-Choice of assessment: clear criteria
-Humanistic approach: explain the ‘why’ and choices
-challenge and provide constructive feedback
-adjusting classroom instruction
-teacher self-reflection
Will the idea improve classroom assessment?
Provide students with opportunities to assess their own and one another’s work.
Will Improve
Self- and peer-assessment are highly recommended.
Will the idea improve classroom assessment?
Engage in constant assessment.
Will Improve
Ongoing assessment is vital.
Will the idea improve classroom assessment?
Conduct assessment at the same time each day.
Will Not Improve
Assessment should not be prescribed to a certain time. It should be ongoing.
Which strategy provides an opportunity for a student to use his or her unique learning strengths during an assessment?
A) A student with excellent verbal skills is asked to design a mural to demonstrate understanding of the French Revolution as opposed to taking a multiple-choice test.
B) A student with artistic skills takes a computer-based multiple-choice test on art history.
C) A student with a writing disability is given unlimited time to draft an essay answer on a midterm examination for a U.S. history class.
D) A student with advanced technology skills is given an opportunity to create a website to demonstrate his or her understanding of World War II.
D) A student with advanced technology skills is given an opportunity to create a website to demonstrate his or her understanding of World War II.
Allowing a student with strong technology skills to create a website to demonstrate his or her understanding of World War II would allow the student to use an intellectual strength.
Will the idea improve classroom assessment?
Share student results with all students in the class.
Will Not Improve
This is a violation of privacy laws and is not productive for students.
Will the idea improve classroom assessment?
Share assessment goals and strategies with parents and students.
Will Improve
The more parents and students know what your goals are, the more they can work together to improve student learning.
The teacher prepared a lesson by getting workbooks, textbooks, and laptops ready for the students.
Which kind of instructional context is this an example of?
A) External
B) Physical
C) Social
D) Motivational
B) Physical
Physical context includes instructional media that is present in the learning environment.
Which approach should teachers use when planning instruction for the basic skills of reading, writing, and math?
A) Peer and reciprocal teaching
B) Role Playing, simulations, and problem-based learning
C) Cooperative learning groups and debate teams
D) Short lecture, class exercise, and review
D) Short lecture, class exercise, and review
This strategy of a short lecture, class exercise, and review is a more active way of learning than the traditional method of long lectures and note-taking but is still a form of direct instruction and the behavioristic learning theory. Basic skills are best taught using a behavioral approach to instruction.
Which instructional context are reading groups and collaborative learning groups examples of?
A) Physical
B) Cooperative
C) Motivational
D) Social
D) Social
Social context includes opportunities to interact with the teacher and other learners.
Which description is an example of an authentic assessment?
A) Students are assessed on their ability to sing a specific piece of music using a rubric.
B) Students are assessed on their understanding of genetic inheritance using a multiple-choice test.
C) Students are assessed on their mastery of the periodic table of the elements using a fill-in-the-blank test.
D) Students are assessed on their ability to compare perspectives on the Civil War using an essay test.
A) Students are assessed on their ability to sing a specific piece of music using a rubric.
An authentic assessment simulates real-world situations and is generally a performance assessment, which measures a skill or ability. This example is an authentic, subjective performance assessment.
A teacher always starts statistics class with statistics jokes to get students’ attention. The teacher also breaks up lectures by using trendy videos and video clips to introduce or illustrate concepts.
Which instructional context category is this teacher exemplifying?
A) Resources
B) Social
C) Physical
D) Motivational
D) Motivational
Motivational context includes how the material keeps the learner’s attention, is relevant, and provides a sense of satisfaction to the learner. The teacher is using relevant materials and providing attention-getting humor.
Which type of assessment should a teacher use to learn how students apply the things they learned over time in different ways?
A) True/False
B) Portfolio
C) Selected response
D) Short answer
B) Portfolio
A portfolio is a purposeful collection of work that shows how students have progressed toward the instructional goals by applying what they learned over time to their work.
A second-grade science teacher has four students in the class who are English language learners. They are beginning a unit on frogs.
How can assessment be differentiated to best support these students?
A) Have the students take a pop quiz on the different stages of the frog’s life cycle.
B) Have the students label real life photographs of the different stages of the frog’s life cycle.
C) Have the students write a paragraph on the frog’s life cycle and present the information to the class.
D) Have the students read a passage silently on the life cycle of the frog and answer questions.
B) Have the students label real life photographs of the different stages of the frog’s life cycle.
Differentiated instruction is the practice of developing an understanding of how each student learns best, and then tailoring instruction to meet students’ individual needs. Labeling photos gives English language learners an opportunity to communicate their knowledge non-verbally.
What are some essential steps to consider when creating assessments?
Choose 4 answers.
A) Using assessment to enhance motivation and confidence
B) Selecting appropriate assessment techniques and cognitive levels
C) Ensuring that you are assessing students on learning goals set forth by the federal government
D) Having clear instructional goals and communicating them to students
E) Following the assessment guidelines set forth by the federal government
F) Making sure that the majority of students can be successful with the assessment
G) Ensuring you will have enough time to evaluate the assessments
H) Adjusting instruction based on information
A) Using assessment to enhance motivation and confidence
B) Selecting appropriate assessment techniques and cognitive levels
D) Having clear instructional goals and communicating them to students
H) Adjusting instruction based on information
Teachers must think carefully about the purposes, goals, and objectives of each lesson and unit. Teachers must also clearly communicate the goals and objectives to their students so learners know what is important for them to learn. Selecting and administrating assessment techniques that are appropriate for the goals of instruction as well as the developmental level of the students are crucial components of effective assessment for learning. Students’ motivation and confidence is influenced by the type of assessment used, as well as the feedback given about the assessment results. An essential component of assessment for learning is that the teacher uses the information gained from assessment to adjust instruction. These adjustments may occur in the middle of a lesson or when the teacher reflects on the instruction after the lesson is over and is planning for the next day.
What are teachers who adopt a humanistic approach to instruction primarily interested in?
A) Teaching students how to formulate effective learning strategies
B) Figuring out the most logical sequence of ideas for a lesson
C) Understanding and addressing students’ needs, values, and motives
D) Helping students conform to social and academic norms
C) Understanding and addressing students’ needs, values, and motives
Humanism is a perspective within psychology that emphasizes the potential for good that is innate to all humans. When knowledge of students’ needs, values, and motives are applied to instruction to support students’ self-efficacy and growth mindset, the Humanistic approach to instruction is being used.
What is one way of presenting information to help students meaningfully process content according to the cognitive approach to learning?
A) Use relatively small chunks because of the limits of students’ working memory capacity.
B) Keep a pace that will assure finishing the entire text before the end of the school year and students gaining exposure to as much information as possible.
C) Provide students with a choice of which content they are interested in learning and make sure they are physically ready to process the information.
D) Provide students with practice and feedback to be sure the information is drilled into their memories.
A) Use relatively small chunks because of the limits of students’ working memory capacity.
To meaningfully process information, students need time to work with new content, connect it to previous learning, and cognitively rehearse it to establish the content into long-term memory. Working memory is limited to 5–9 bits of information at one time, so chunks of information should be kept small.
