Week 3 - Facilitated Learning Flashcards
Information Processing Theory
person-centered approach to learning
- 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.
zone of proximal development (ZPD)
changing levels of support to fit child’s performance level at each stage of learning
scaffolding
Which quadrant involves: task specification, explicit instruction/explanation, demonstration, physical patterning, lower-order questions
Quadrant 1
Which quadrant involves: decision-making, higher-order questions, feedback, physical prompts, nonverbal prompts, think aloud modeling.
Quadrant 2
Which quadrant involves: recall, priming, mnemonics, verbal self-instruction, visual cues, kinesthetic self-prompting?
Quadrant 3
Which quadrant involves: autonomy, mental imagery, self-instruction, self-questioning, self-monitoring, problem solving, and automaticity?
Quadrant 4
Name 4 aspects of Quadrant 1.
- explicit instruction and explanation
- demonstration
- physical patterning
- lower-order questions
manipulate the child through the entire movement
physical patterning
questions used to assess the learner’s understanding of the task and/or performance
Lower-order questions
Name 3 examples of lower-order questions.
What do you do next?
Where should you look?
How should you be standing?
direct, facilitator-initiated strategies lead to task specification
quadrant 1
Name 4 aspects of quadrant 2.
- intrinsic and extrinsic feedback
- physical prompts (cues)
- higher-order questions
- think aloud modeling
promotes the initiation of movement or provides direction at various points during the task/movement
physical prompts (cues)
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.
higher-order questions
Name 3 examples of higher-order questions.
Why do you think that happened?
What might be the problem here?
How could you do it differently?
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.
think aloud modeling
indirect, facilitator initiated strategies lead to decision-making
quadrant 2
Name 5 aspects of quadrant 3.
- priming
- mnemonics
- verbal self-instruction
- visual cues
- kinesthetic self-prompting
learner-initiated strategy that involves verbal or physical rehearsal.
priming
associative learning that enables learners to increase their capacity to store and retrieve information. using cognitive strategies to help us memorize things.
mnemonics
the child uses verbal strategies to engage in the problem solving process or to recall the steps involved in performance.
verbal self-instruction
picture cues, computer-generated visual prompts, real-object cues, mind maps, graphic organizers, visual displays, or computer-assisted instruction.
visual cues
strategies that enhance or direct the child’s attention to a particular action or body part during learning.
kinesthetic self-prompting
direct, learner-initiated strategies lead to recall
quadrant 3
Name 6 aspects of quadrant 4.
- mental imagery
- self-instruction
- self-questioning
- self-monitoring
- problem-solving
- automaticity
a process that occurs entirely within the learner’s mind, making it unobservable to onlookers.
mental imagery
the use of inner speech to direct the learner’s actions is symbolic of the internalization of verbal self-instruction strategies.
self-instruction
internal dialog to analyze information and regulate the use of cognitive strategies through reflective thinking
self-questioning
refers to evaluating specific strategies, analyzing effectiveness, assessing the need for modification
self-monitoring
various cognitive processes that are employed to plan, judge, and reason. occurs when a child overcomes barriers to performance independently.
problem-solving
the spontaneous ability to perform a task autonomously. responses become routine, consistent, and predictable and occur in the absence of conscious planning.
automaticity
indirect, learner-initiated strategies lead to autonomy
quadrant 4
What is an eval question for quadrant 1?
Does the child know what to do and how to do it?
What are 2 eval questions for quadrant 2?
Is the child making astute decisions about their performance? Is the child aware of errors?
What is an eval question for quadrant 3?
Is the child recalling the steps of the task and other key features of performance?
What is an eval question for quadrant 4?
Are there any signs of self-prompting?
In general, describe quadrant 1.
task specification
In general, describe quadrant 2.
decision-making
In general, describe quadrant 3.
recall
In general, describe quadrant 4.
autonomy
hand over hand instruction/manipulation
physical patterning
