Week 3 - Facilitated Learning

Question 1

Information Processing Theory

Answer 1

person-centered approach to learning

Question 2

• tasks too difficult for children to master alone can be learned with guidance and assistance with more-skilled person.
• learning and performance can be enabled by the provision of appropriate learning supports.

Answer 2

zone of proximal development (ZPD)

Question 3

changing levels of support to fit child’s performance level at each stage of learning

Answer 3

scaffolding

Question 4

Which quadrant involves: task specification, explicit instruction/explanation, demonstration, physical patterning, lower-order questions

Answer 4

Quadrant 1

Question 5

Which quadrant involves: decision-making, higher-order questions, feedback, physical prompts, nonverbal prompts, think aloud modeling.

Answer 5

Quadrant 2

Question 6

Which quadrant involves: recall, priming, mnemonics, verbal self-instruction, visual cues, kinesthetic self-prompting?

Answer 6

Quadrant 3

Question 7

Which quadrant involves: autonomy, mental imagery, self-instruction, self-questioning, self-monitoring, problem solving, and automaticity?

Answer 7

Quadrant 4

Question 8

Name 4 aspects of Quadrant 1.

Answer 8

• explicit instruction and explanation
• demonstration
• physical patterning
• lower-order questions

Question 9

manipulate the child through the entire movement

Answer 9

physical patterning

Question 10

questions used to assess the learner’s understanding of the task and/or performance

Answer 10

Lower-order questions

Question 11

Name 3 examples of lower-order questions.

Answer 11

What do you do next?
Where should you look?
How should you be standing?

Question 12

direct, facilitator-initiated strategies lead to task specification

Answer 12

quadrant 1

Question 13

Name 4 aspects of quadrant 2.

Answer 13

• intrinsic and extrinsic feedback
• physical prompts (cues)
• higher-order questions
• think aloud modeling

Question 14

promotes the initiation of movement or provides direction at various points during the task/movement

Answer 14

physical prompts (cues)

Question 15

open-ended questions which provoke thoughts and draw the learner’s attention to elements of the skill that need to be considered. require application of knowledge to engage in analysis, problem solving, judgment, reasoning, and/or evaluation.

Answer 15

higher-order questions

Question 16

Name 3 examples of higher-order questions.

Answer 16

Why do you think that happened?
What might be the problem here?
How could you do it differently?

Question 17

verbalization of physical skills and guidance on the use of cognitive strategies. verbal guidance when practicing motor skills; way to build up cognitive awareness of the skills we’re using.

Answer 17

think aloud modeling

Question 18

indirect, facilitator initiated strategies lead to decision-making

Answer 18

quadrant 2

Question 19

Name 5 aspects of quadrant 3.

Answer 19

• priming
• mnemonics
• verbal self-instruction
• visual cues
• kinesthetic self-prompting

Question 20

learner-initiated strategy that involves verbal or physical rehearsal.

Answer 20

priming

Question 21

associative learning that enables learners to increase their capacity to store and retrieve information. using cognitive strategies to help us memorize things.

Answer 21

mnemonics

Question 22

the child uses verbal strategies to engage in the problem solving process or to recall the steps involved in performance.

Answer 22

verbal self-instruction

Question 23

picture cues, computer-generated visual prompts, real-object cues, mind maps, graphic organizers, visual displays, or computer-assisted instruction.

Answer 23

visual cues

Question 24

strategies that enhance or direct the child’s attention to a particular action or body part during learning.

Answer 24

kinesthetic self-prompting

Question 25

direct, learner-initiated strategies lead to recall

Answer 25

quadrant 3

Question 26

Name 6 aspects of quadrant 4.

Answer 26

• mental imagery
• self-instruction
• self-questioning
• self-monitoring
• problem-solving
• automaticity

Question 27

a process that occurs entirely within the learner’s mind, making it unobservable to onlookers.

Answer 27

mental imagery

Question 28

the use of inner speech to direct the learner’s actions is symbolic of the internalization of verbal self-instruction strategies.

Answer 28

self-instruction

Question 29

internal dialog to analyze information and regulate the use of cognitive strategies through reflective thinking

Answer 29

self-questioning

Question 30

refers to evaluating specific strategies, analyzing effectiveness, assessing the need for modification

Answer 30

self-monitoring

Question 31

various cognitive processes that are employed to plan, judge, and reason. occurs when a child overcomes barriers to performance independently.

Answer 31

problem-solving

Question 32

the spontaneous ability to perform a task autonomously. responses become routine, consistent, and predictable and occur in the absence of conscious planning.

Answer 32

automaticity

Question 33

indirect, learner-initiated strategies lead to autonomy

Answer 33

quadrant 4

Question 34

What is an eval question for quadrant 1?

Answer 34

Does the child know what to do and how to do it?

Question 35

What are 2 eval questions for quadrant 2?

Answer 35

Is the child making astute decisions about their performance? Is the child aware of errors?

Question 36

What is an eval question for quadrant 3?

Answer 36

Is the child recalling the steps of the task and other key features of performance?

Question 37

What is an eval question for quadrant 4?

Answer 37

Are there any signs of self-prompting?

Question 38

In general, describe quadrant 1.

Answer 38

task specification

Question 39

In general, describe quadrant 2.

Answer 39

decision-making

Question 40

In general, describe quadrant 3.

Answer 40

recall

Question 41

In general, describe quadrant 4.

Answer 41

autonomy

Question 42

hand over hand instruction/manipulation

Answer 42

physical patterning