| Term | Definition |
|---|
| Type 1 | lower levels of complexity in cognitive, affective and psychomotor domains. Facts, rules, and action sequences |
| Type 2 | outcomes represent behaviors at the higher levels of complexity. Outcomes at the analysis, synthesis, and evaluation levels. concepts, patterns and abstractions |
| Direct Instruction | teacher center strategy in which you are to pass the facts along to the students in the most direct way possible. Teacher-student interactions |
| Active Teaching | Full class instruction, organiztion of learning around the questions you pose, master one fact before moving on to the next, and arrangement of the classroom is to maximize practice |
| Cognitive verbs | recall, describe, list, summarize, paraphrase, use and organize |
| Affective verbs | listen, attend, be aware, comply, follow, obey, and express |
| Psycho-motor verbs | repeat, follow, place, perform... |
| Mastery Learning | directly related to the time a student is actively engaged in the learning process |
| Daily Review and checking | first strategy in D.I. emphasizes the relationship between lessons so that students remember previous knowledge and see connections, provides sense of wholeness and continuity. |
| Presenting and Structuring | 2nd strategy in D.I involves presenting material in small steps. |
| Part whole relationships | bite size chunks, helps students see and organize what they will be studying |
| Sequential relationships | must teach in the way that the content would be learned in the real world |
| Combination of relationships | shows the logical combination of info |
| Rule example-rule order | give a rule, then an example, followed by repetition of the rule. REPETITION!! |
| Guided student practice | 3rd step in D.I model. teacher guided, provide students with guided practice so that you can organize and direct. |
| Verbal Prompts | cues, reminders, or instructions to learners that help them perform correctly the skill you are teaching |
| Gestural Prompts | model or demonstrate for learners (point, or do the gesture) |
| Physical Prompts | use hand over hand assistance to guide the learner to the correct performance. |
| Ordered Turns | systematically go through the class and expect students to respond when their turn arrives |
| Social Learning Theory | attempts to explain how people learn from observing other people |
| Four Psychological Processes need to occur for learners to benefit from modeling | Attention, Retention, Production, and Motivation |
| Feedback and Correctives | strategy for handling the right and wrong answers |
| Most common strategies for incorrect responses | 1. Review 2. Explain steps to reach correct answer 3. Prompt 4. Take a similar problem and guide the student to the answer |
| Active responding | orally responding to the question, writing out the correct answer, calculating an answer, physically making a response |
| Passive responding | listening to a teachers answer, reading about the correct answer or listening to classmate say correct answer |
| When providing feedback | give directions that focus on the response you want learners to make, design instructional materials for both initial learning and practice, and select engaging activities |
| metacommunication | body language, posture, eye contact, form a pattern that is recognized by learner and acted upon according to the message being conveyed or not |
| 3 essential conditions for meaningful learning | reception, availability, acitvation |
| advanced organizer | lets the students know what is coming next. also known as an anticipatory set. Have been found very helpful for those who are ELL and diverse cultures |
| constructivism | constructivist lessons are designed and sequenced to encourage learners to use their own experiences to construct a meaning |
| integrated bodies of knowledge | units and lessons that stress connections between ideas and the logical coherence of interrelated topics |
| D. I is limited to | learning units of the content taught, composing parts of the content learned in a while so rapid responses can occur |
| Generalization | helps them respond in a simialr manner to stimuli that differ but are bound together by a central concept |
| Discrimination | selectively restricts this range by eliminating things that appear to match the students concept. |
| To promote inquiry learning | your instruction must organized and you must emphasize how things are interrelated, and how they change |
| Inquiry | students identify problems, brainstorm solutions, formulate questions, discuss, and present results. General model of inquiry for teacher |
| 5 steps in inquiry | 1. ask 2. Investigate 3. Create 4. discuss 5. Reflect |
| Problem Centered Approach | identifies and provides for students in advance all the steps required to solve particular problem |
| Induction | specific to general |
| Deduction | General to specific |
| Induction and Deduction | are important tools for concept learning, inquirym and problem solving |
| Examples | represent the concept being taught by including all of the attributes essential for recognizing that concepts as a member of some larger classes |
| Nonexamples | fail to represent the concept being taught by purposely not including one or more of the attributes essential for recognizing it as a member of some larger class |
| A difference between direct and indirect dialgues | is the way a teacher asks questions |
| Student centered learning | allows students to select both the form and substance |
| Unguided discovery | the goal is to maintain a high level of student interest, accomplished largely by selecting content based on student problems or interests and by providing ind. tailored feedback |
| full group discussion | student to teacher exchanges grow into protracted interactions among large numbers of students |
| Direct Instruction is best for | teaching facts, rules, and actions |
| Indirect Instruction is best suited for | problem centered, inquiry, concept centered lessons |
| Social Framing | the context in which a message is received and understood |
| Convergent ? | Direct or closed |
| Divergent ? | Open ended |
| Eliciting Probes | "could you say that in another way?" CLARIFY |
| Soliciting Probes | Asking for new info |
| Socilinguistics | study of cultural groups and grammatical difference |
Combine with other sets
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