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U2: Instructional Approaches and Underlying Theories flash cards (EDID6503 unit 2)
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- 1What is Academic Learning Time (ALT)?The amount of time students are successfully involved with important and meaningful content that will be assessed
- 2What are the three measures of Academic Learning Time (ALT)?The three measures are student classroom behaviour, success on classroom assignments, and student coverage of content objectives
- 3What are the four phases of the general model of direct instruction?Presentation, Practice, Assessment & Evaluation, and Monitoring & Feedback
- 4What phase of the Transactional Model of Direct Instruction occurs throughout instruction?Monitoring and Feedback
- 5How does Ausubel refer to advance organizers?Information at a higher level of abstraction that has to be learned. Activities that link or bridge new information to existing cognitive structures
- 6How should practice be provided?Present guided practice, followed but independent practice, and finally periodic review
- 7What instructional methods should be used during monitoring and feedback?Cues & prompts and corrective feedback
- 8How are scripted sessions organized?Answer – Question – Response
- 9How does the scripted session approach differ from the general model?It has a more detailed analysis with smaller steps and the exact wording the teacher and student use is written down
- 10What factors should be used to decide on whether scripted instruction should be used?Content and skills that represent chained behaviour. Teaching fundamental concepts
- 11List three values that are reflective of the discussion approachBelieving that individuals should participate in their own learning; Respecting different perspectives of concepts and problems; Promoting collaboration and democratic process for learning; Emphasizing questioning, critical thinking, and problem-solving skills; Creating a community of learners; Accepting that life experiences should be inseparable from learning
- 12What does shared responsibility mean?The discussion teaching shifts from an instructor-centred approach to a student-centred approach
- 13How are the activities for higher learning incorporated in the discussion learning approach?The approach incorporates listening, reflecting, responding, and linking learning activities.
- 14What are the steps for incorporating the practice of discussion teaching?Develop a plan; develop a concept outline; add a question outline; create a visible outline on a board
- 15What are some ideas for assisting participants in being actively involved in discussion teaching?Modeling the process, stating clear expectations; setting ground rules, designing practice sessions, and anticipating obstacles and problems
- 16What is the role of closing in the discussion instruction approach?Summarizing major ideas, an opportunity to list or request resources to support the main ideas that evolved from the discussion, and a time to critique the session
- 17Provide some examples of variations in conditions for discussion teachingAge and experience of learners, online and distance classes, student resistance
- 18How can an instructor address student resistance to discussion approach to instruction?Allowing more practice time, allow students with more experience to share their experiences, limit discussion to small groups
- 19How can democratic learning be encouraged?Creating a contract that addresses expected behaviours and activities for group members
- 20What is one way that life experiences can be built into discussion teaching?Use of autobiographies, using what learners already know, relationship building
- 21What is expectation failure?Feedback in the form of failure that asks learners to question their assumptions or their process of learning
- 22Distinguish between primary and secondary experiencesPrimary experiences are direct experiences
while secondary experiences are ways that people process those experiences - 23What are some of the criticisms of Kolb’s cyclical experiential learning cycle?Learners may not engage in all steps sequentially; Some of the steps may occur simultaneously; Attempts to divide reflection with experience; Not all learners will engage in all the steps
- 24What are the three universal principles of experiential learning?Framing the experience, activating experience, reflecting on experience
- 25What components are necessary to help a learner frame an experience?Defining instructional goals, Communicating criteria for assessment, Formally defining social structure
- 26What universal characteristics are necessary for activating experience?Authentic experience, making decisions for authentic outcomes, problem-orientation, optimal difficulty
- 27What situational principles are applicable for activating prior experience?Class discussion, stories and digital stories
- 28Provide examples for activating new experiencesSimulations, games, internships, role-playing, service-learning
- 29When are journals and portfolios particularly useful in experiential learning?When the active presence of a teacher or peers is not possible, necessary, or realistic, or desirable
- 30What is one way that life experiences can be built into discussion teaching?Making participation voluntary, attaining informed consent, establishing rules of conduct, ensuring equal participation
- 31Provide a quick definition of PBLA student-centred instructional strategy where students collaboratively solve problems and reflect on their experiences. They are encouraged to take responsibility for their learning group and organize and direct the learning process with support from a tutor or instructor.
- 32How does PBL differ from the case-based approach?The main difference is in the purpose of the instruction. If vivid complex exemplars are needed, cases are more ideal. If the nature of the cases is less defined, PBL is more ideal.
- 33What are the three areas of learning that collectively underscore the problem-based approach?Cognitive flexibility theory, situated cognition, and PBI
- 34What kinds of skills are PBI best suited for?Higher-order thinking skills
- 35Why should problems used in PBI be ill-structured?Real-world problem are messy and learners need to develop the ability to make sense of ambiguous situations.
- 36How are the tutor and coach distinguished in PBI?The coach models the thinking strategies of an expert in a realistic context and expects students to articulate their reasoning, knowledge, and problem-solving process. The tutor may not be an expert in the domain but operates at the meta-cognitive level to direct student thinking
- 37What is one of the more challenging aspect of PBIAbility to assess self-regulation in learning
- 38What are the important features of summative assessment in PBI?They have to be authentic and the assessment should develop a problem solution as well as knowledge of concepts, theories, and terminologies
- 39What is the purpose of debriefing in PBI?To help learners recognize, verbalize, and consolidate what they have learned and to integrate new information with existing knowledge
- 40What are some implementation issues with PBI?Commitment of the instructor, commitment to the complete PBI process, shift of teachers’ pedagogical beliefs, and conducive physical space
- 41Provide a quick definition of a microworldA microworld is a model-centred environment in which a model is constructed by the learner using tools and parts presented by the designer
- 42What are the key features of instructional simulations?• Used to teach self-directed learning strategies
• Help learners explore, navigate the system or environment
• Goal-oriented and focused on specific facts, concepts
• Dynamic - 43What three criteria should be applied to the design of simulations?Adaptivity, Generativity, Scalability
- 44What does the fidelity principle under content function imply?Fidelity describes the degree of resemblance between reality and the model.
- 45What are the three kinds of models used for instructional simulation?1. Environmental models
2. Cause-effect models
3. Performance models - 46What is the role of augmentation?They supply the part of the instructional experience not generated by the model. They also support learner’s actions of model observation, interpretation, decision-making, organization, processing new information, recalling, acting, judging, evaluating, valuing
- 47What role do controls systems play in instructional simulation?Allow learner to perform actions on model, 2) Adjust patterns of augmentation; 3) Adjust representation of the mode; 4) Control of personal data for reporting and monitoring outcomes
- 48Why is the messaging function important?Messages are the foundation of simulation-to-learner communication. They are the tool for delivery for other functions e.g. augmentation, control, data management
- 49Name at least three aspects of instructions that must be incorporated into the media logic function for it to be effective.Instructions for: Executing the model; coordinated execution of augmentation; accepting learner actions and responses; forming messages; providing representation to the learner; collecting, storing, processing, displaying learner data
- 50How does the data management function differ from computer-management instruction (CMI)?It supports and makes adaptivity to individual learner actions possible by adding functions that incorporate actions by the learner into decision making for their participation
- 51What are the five instructional methods that should be used during the presentation phase of direct instruction?1) Review of previous materials and/or prerequisite skills
2) Statement of specific knowledge or skills to be learned
3) Statement or experience that provides students with a reason or explanation why these skills are important
4) Clear, active explanation of the knowledge or skills to be learned
5) Multiple opportunities for students to demonstrate their initial understanding in response to teacher probes - 52What is the distinction between the general model for direct instruction and scripted sessions?The general model for direct instruction and scripted session are built on the same principles but the scripted model differs in terms of specificity of teacher statements and student responses. Scripted sessions present smaller amounts of new information and skill training in each session. Both assume that nothing is completely taught in a single session.
- 53What are the universal principles of discussion teaching?1) Shared responsibility: Shift from instructor-centred to student-student and teacher-student
2) Collaboration and multiple perspectives: Respect for multiple perspectives and worldviews
3) Instructor competency: Competency in a discipline and facilitation skills
4) Life experiences: Acknowledge and utilize life experiences
5) Activities for higher learning: Reflecting, listening, responding, linking to promote higher learning
6) Democratic learning community: Environment that equally allows all students to speak freely without fear
7) Physical environment: Environment should allow easy and comfortable communication - 54List some ideas for assisting students to become actively involved in the discussion process.1) Model the process through actual demonstration
2) State clear expectations
3) Set rules for interaction
4) Design practice session
5) Sort out obstacles ahead of time - 55What are some of the criticisms for using experience as a basis for learning?1) Not all experience offers a good learning opportunity
2) Some information may be wrong or meaningless
3) The learner’s interpretation may be misguided - 56Provide three (3) methods for activating prior learningClass discussions, stories, critical incident narratives
- 57Provide three (3) approaches for activating new experience.Simulation, games, role playing, experimentation, action learning project, service learning, internships and apprenticeships, field experience.
- 58Problem-based learning is intended to provide well-structured vivid and complex exemplars that assist learners in forming conceptual relationships using abstract content. True or False?False.
The case-based approach is use with well-structure content with a possible single solution. Problem-based learning is less clearly defined and the solution or range of solutions not pre-determined. - 59Which of the following are universal principles for problem-based instruction? a. Problems are authentic and fit within the curriculum b. Use of authentic assessment c. Use of debriefing strategies at the end of the session d. All the aboveAll the above.
In addition, there is the role of the tutor to support development of learners’ metacognitive skills. - 60What are some of the determinants of the social contexts on simulation learning?1) The social context determined the forms and patterns of communication among learners, instructors, and instructional agents
2) The social context may be determined by the nature of the task
3) The social context may be tailored to represent other values for example cultural or language barriers
4) The role of the participants
5) The patterns of initiative-sharing
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- Graduate Instructional Design Fichas sobre U2: Instructional Approaches and Underlying Theories flash cards (EDID6503 unit 2), creado por Annika L-M el 16/03/2015.
- Creado por
- Annika L-M
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