2288263
Description
Flashcards by Annika L-M, updated more than 1 year ago
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Created by Annika L-M
about 9 years ago
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| Question | Answer |
| What is Academic Learning Time (ALT)? | The amount of time students are successfully involved with important and meaningful content that will be assessed |
| What 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 |
| What are the four phases of the general model of direct instruction? | Presentation, Practice, Assessment & Evaluation, and Monitoring & Feedback |
| What phase of the Transactional Model of Direct Instruction occurs throughout instruction? | Monitoring and Feedback |
| How 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 |
| How should practice be provided? | Present guided practice, followed but independent practice, and finally periodic review |
| What instructional methods should be used during monitoring and feedback? | Cues & prompts and corrective feedback |
| How are scripted sessions organized? | Answer – Question – Response |
| How 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 |
| What factors should be used to decide on whether scripted instruction should be used? | Content and skills that represent chained behaviour. Teaching fundamental concepts |
| List three values that are reflective of the discussion approach | Believing 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 |
| What does shared responsibility mean? | The discussion teaching shifts from an instructor-centred approach to a student-centred approach |
| How are the activities for higher learning incorporated in the discussion learning approach? | The approach incorporates listening, reflecting, responding, and linking learning activities. |
| What 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 |
| What 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 |
| What 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 |
| Provide some examples of variations in conditions for discussion teaching | Age and experience of learners, online and distance classes, student resistance |
| How 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 |
| How can democratic learning be encouraged? | Creating a contract that addresses expected behaviours and activities for group members |
| What is one way that life experiences can be built into discussion teaching? | Use of autobiographies, using what learners already know, relationship building |
| What is expectation failure? | Feedback in the form of failure that asks learners to question their assumptions or their process of learning |
| Distinguish between primary and secondary experiences | Primary experiences are direct experiences while secondary experiences are ways that people process those experiences |
| What 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 |
| What are the three universal principles of experiential learning? | Framing the experience, activating experience, reflecting on experience |
| What components are necessary to help a learner frame an experience? | Defining instructional goals, Communicating criteria for assessment, Formally defining social structure |
| What universal characteristics are necessary for activating experience? | Authentic experience, making decisions for authentic outcomes, problem-orientation, optimal difficulty |
| What situational principles are applicable for activating prior experience? | Class discussion, stories and digital stories |
| Provide examples for activating new experiences | Simulations, games, internships, role-playing, service-learning |
| When 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 |
| What 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 |
| Provide a quick definition of PBL | A 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. |
| How 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. |
| What are the three areas of learning that collectively underscore the problem-based approach? | Cognitive flexibility theory, situated cognition, and PBI |
| What kinds of skills are PBI best suited for? | Higher-order thinking skills |
| Why 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. |
| How 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 |
| What is one of the more challenging aspect of PBI | Ability to assess self-regulation in learning |
| What 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 |
| What 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 |
| What 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 |
| Provide a quick definition of a microworld | A microworld is a model-centred environment in which a model is constructed by the learner using tools and parts presented by the designer |
| What 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 |
| What three criteria should be applied to the design of simulations? | Adaptivity, Generativity, Scalability |
| What does the fidelity principle under content function imply? | Fidelity describes the degree of resemblance between reality and the model. |
| What are the three kinds of models used for instructional simulation? | 1. Environmental models 2. Cause-effect models 3. Performance models |
| What 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 |
| What 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 |
| Why 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 |
| Name 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 |
| How 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 |
| What 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 |
| What 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. |
| What 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 |
| List 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 |
| What 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 |
| Provide three (3) methods for activating prior learning | Class discussions, stories, critical incident narratives |
| Provide three (3) approaches for activating new experience. | Simulation, games, role playing, experimentation, action learning project, service learning, internships and apprenticeships, field experience. |
| Problem-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. |
| Which 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 above | All the above. In addition, there is the role of the tutor to support development of learners’ metacognitive skills. |
| What 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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