Week 2: Textbook Vocab

Question 1

Organizational strategy characteristics

Answer 1

refer to how instruction will be sequenced, what particular content will be presented, and how this content will be presented.

Question 2

Delivery strategy characteristics

Answer 2

deal with what instructional medium will be used and how learners will be grouped.

Question 3

Management strategy characteristics

Answer 3

include the scheduling and allocation of resources to implement the instruction that is organized and delivered as planned within the previous two strategy aspects (organizational & delivery “strategy characteristics.”)

Question 4

Scaffolding

Answer 4

is the cognitive processing support that the instruction provides the learners, allowing them to learn complex ideas that would be beyond their grasp if they depended solely on their own cognitive resources, selectively aiding the learners where needed (greenfield, 1984 as cited by the textbook (must include).

Question 5

Student-generated

Answer 5

the learner carrying the primary load for arranging the condition for learning.

Question 6

Expository sequence

Answer 6

students are presented with the definition of the concept and examples and non-examples of the concept.

Question 7

Discovery sequence

Answer 7

students/learners are presented with examples and are prompted to induce the concept.

Question 8

informative (informational) feedback

Answer 8

is to give learners the opportunity to consider information about the appropriateness of their responses during practice.

Question 9

Generative strategies

Answer 9

are those approaches in which learners encounter the content in such a way that they are encouraged to allowed to construct their own idiosyncratic meanings from the instruction by generating their own educational goals, organization, elaborations, sequencing, and emphasis of content, monitoring of understanding and transfer to other contexts.

Question 10

Supplantive strategies (mathemagenic)

Answer 10

tends to supplant (Salomon, 1979), facilitate, or scaffold more of the information processing for the learner by providing elaborations that supply all of part of the educational goal, organization, elaboration, sequencing, and emphasis of content, monitoring of understanding, and suggestions for transfer to other contexts.

Question 11

Off-loading

Answer 11

Moving some essential processing from the visual channel to the auditory channel (when the learner’s visual channel is rater than the cognitive capacity in that channel) e.g., decreasing the cognitive load in one area by providing the information a different way (my understanding)

Question 12

Segmenting

Answer 12

allowing time between successive bit-size segments in cases in which both channels are overloaded by essential processing demands. (e.g., taking a break from the content before information loss)

Question 13

Pretraining

Answer 13

providing instruction on prerequisites such as training in the names and characteristics of components before training in their use.

Question 14

Weeding

Answer 14

Eliminating interesting but extraneous material to reduce processing of it. (e.g., decreasing cognitive load)

Question 15

Signaling

Answer 15

Providing advanced cues for how to process the material to reduce the processing demands of extraneous material which may be present.

Question 16

Aligning

Answer 16

Placing printed words near corresponding parts of graphics to reduce the need for visual scanning.

Question 17

Eliminating Redundancy

Answer 17

Avoiding the presentation of identical streams of printed and spoken words.

Question 18

Synchronizing

Answer 18

simultaneous presentation of video with related audio material

Question 19

Individualizing

Answer 19

providing instruction in multiple forms, matched to the aptitudes of learners.