Term
|
Definition
| A waldoe is a machine which magnifies strength and increases dexterity. Intellectual waldoes extend the mind = 9 Learning Strategies |
|
|
Term
| Why use the Dick & Carey Model or other model of ISD to create instruction/training? |
|
Definition
| A systematic design approach considers what learners already know and evokes an examination of the vast range of activities that will best meet learning needs. Systematic design insures tie-in between various learner needs, the instructional objectives & the range of learning activities. ISD provides a delivery system that is empirical and reproduceable. |
|
|
Term
|
Definition
|
|
Term
| Name 2 kinds/modes of learning |
|
Definition
assimilation = add to what you already know.
accommodation = more complex rearrangement of knowledge. |
|
|
Term
| Name two ways in which we accomodate new knowledge. |
|
Definition
accretion = new wine in old bottles. routine fact learning.
tuning = minor modification of schema ... sometimes entire schema are re-done. |
|
|
Term
|
Definition
1. declarative = knowledge that, or about.
2. procedural = knowing how. (perform A then B); it is order specific & time dependent.
3. Conditional = knowing when and why to use knowledge. |
|
|
Term
| Ill-structured knowledge domains |
|
Definition
|
|
Term
| Highly structured knowledge domains |
|
Definition
|
|
Term
|
Definition
| teach the content and the strategy. (an intervention tool). |
|
|
Term
|
Definition
| information about information |
|
|
Term
| ISD use of reciprocal teaching |
|
Definition
| ISD includes a cognitive strategy in the lesson, i.e., use a chart/frame or chunking. |
|
|
Term
| Name 2 types of Schema/schemata |
|
Definition
| process schema = knowledge of how to do something. data/state schema = knowledge of |
|
|
Term
|
Definition
| wrapping something new into what we already know. We try to find a schema that makes it make sense. This is a cognitive process. We attach meaning to its events. |
|
|
Term
|
Definition
| directs perception; makes learning and comprehension possible; aids recall. |
|
|
Term
|
Definition
| schemata can serve to scaffold learning through: inferential elaboration; orderly memory search; aids editing, abstracting & summarizing; permits inferential reconstruction |
|
|
Term
|
Definition
| There is NO ONE perfect schemata. |
|
|
Term
| Why does ISD use reciprocal teaching? |
|
Definition
| ISD places an emphasis on teaching a strategy along with content because the objectives focused style of ISD training provides ample opportunity to do so. Metacognition skills & reciprocal learning are tools the IDer can use to promote learning. |
|
|
Term
| Metacognition & Reciprocal Teaching: |
|
Definition
| these are tools for the IDer. teaching a strategy along with the content. It can be as simple as using an outline to present content. |
|
|
Term
|
Definition
| strategy learning improves content learning. Summarizing, questioning, clarifying & predicting are tools to be used. |
|
|
Term
| Name the 4 Families of Cognitive strategies |
|
Definition
| Spatial, Bridging, Chunking, Multipurpose. |
|
|
Term
| Examples of spatial strategies |
|
Definition
| Frames type 1; Frames type 2; concept mapping. |
|
|
Term
| Examples of bridging strategies |
|
Definition
| Advance organizer, metaphor, Frames type 2. |
|
|
Term
| Examples of multipurpose strategies: |
|
Definition
| general purpose, rehearsal, imagery, mneumonics |
|
|
Term
| Examples of chunking strategies: |
|
Definition
| Topologies; typologies; groups |
|
|
Term
| Characteristics of Chunking strategies |
|
Definition
| comprise a large assortment of organizing strategies. Chunking enables the rational ordering, classifying or arrangement of complex arrays. Aids intellectual managment of large and/or complex amounts of data. Chunking is preparatory. Rehearsal or other strategies are required for further processing. |
|
|
Term
| Examples of chunking strategies |
|
Definition
| outlines, grouping, clustering, maps =chain maps; timelines; space orientation; procedures/steps; simlarities; cause/effect; pro/con; form/function; taxonomy/typology |
|
|
Term
| Using chunking in design strategies |
|
Definition
| In design the appropriate chunking strategy, suitable to the knowledge domain should be made apparent. Chunking is ubiquitous to knowledge domains & we are not aware of it; IDers need to make primary chunking obvious. |
|
|
Term
|
Definition
| Frames 1; Frames 2; chunking; advance organizer; concept mapping; metaphor/simile; mneumonic; imagery; rehearsal. These strategies are the primary contributions of cognitive science to ID. |
|
|
Term
|
Definition
| coming to know thru perception, comprehension, thinking, memory and attention. |
|
|
Term
| Cognitive theorists focus on: |
|
Definition
| internal processes that are impossible to observe. Tichner, Piaget, Bruner, Bandura. |
|
|
Term
| Learning is a mental activity that is |
|
Definition
| an internal structuring of knowledge. |
|
|
Term
| What are the Instructional Domains? |
|
Definition
| Cognitive, affective, psychomoter. These refer to whether instruction is intended to bring about changes in thinking, attitude, and/or performance skills. |
|
|
Term
| Characteristics of Frames type 1 |
|
Definition
| spatial; provides a big picture; it is a grid, matrix, or framework for representing knowledge; intends to show organization; includes LABELS of main ideas in rows & columns. Use a frame 1 in Intro, within lesson, & at end/review. |
|
|
Term
|
Definition
| Dr. Cohen used Frame type 1 to teach romantic drama structure. This type of frame can aid group discussion. |
|
|
Term
| Characteristics of Frame type 2 |
|
Definition
| Looks like type 1 on surface. Slot completion is driven by a law-like principle or statement. The principle is used to logically elicit from personal memory, the knowledge that is to be placed in the grids or visual array. |
|
|
Term
| Frames type 2 use with students |
|
Definition
| Students must be able to grasp (intellectually) the logical operation that drives the frame. Often TINKERING is required when using Frames 2. Concreteness varies; think broadly. |
|
|
Term
|
Definition
| teachers try to over structure ill-structured knowledge; teachers fear that students will supply the wrong info; solution: teach materials THEN use Frame 2 to elicit performance; it is hard to figure out the structure of some Knowledge Domains. |
|
|
Term
| Characteristics of Concept Mapping |
|
Definition
| Spatial. Concept mapping is a way of graphically displaying concepts and relationships between or among concepts; concepts are placed in a visual array. Displays concepts & relationships. |
|
|
Term
|
Definition
| extract broad concepts then map the relationships. Use legends to name relationships. |
|
|
Term
| Concept mapping and remembering. |
|
Definition
| Concept mapping is better for remembering than outlining. |
|
|
Term
| Characteristics of Concept mapping |
|
Definition
| Can be hiearchical & linear. They are similar to outlinin, but all outlines are hierarchical, only 1 type of concept map is hierarchical. Concept maps are coded both verbally & imaginally. |
|
|
Term
| The nature of concepts is |
|
Definition
| A name for objects (events, things) together with its meaning. |
|
|
Term
| Can procedural knowledge be used with concept mapping? |
|
Definition
| yes, but procedural knowledge is restricted to chain maps when using concept mapping. |
|
|
Term
| Advance Organizers created by? |
|
Definition
| Ausubel (1968). It is a bridging strategy. |
|
|
Term
|
Definition
| They are not likely to be created by students; AOs are restricted to helping students learn. They come before a lesson section (intro); is based on students' prior knowledge; brief & abstract; a bridge linking new info w/old. It is a restatement of prior knowledge; it provides students w/a structure of the new info. |
|
|
Term
| What kind of material is used with AOs? |
|
Definition
| Uses Verbal Material to teach declarative, procedural, and conditional learning. |
|
|
Term
| Who invented the Advance Organizer? |
|
Definition
| David Ausubel in 1960. Cognitivist. Subsumption theory= during meaningful learning the person organizes or subsumes or incorporates the new knowledge into the old. |
|
|
Term
| What are some variables that affect effectiveness of AOs? |
|
Definition
| The learner, attributes of the text; It is a bridging strategy. |
|
|
Term
| To create an Advance Organizer |
|
Definition
| examine new lesson for prerequisite knowledge; ask if student knows prereqs; reteach if necessary; List/summarize major ideas of new lesson; Write para emphasizing major general principles, similarities of old & new. MAIN topics/subjects MUST BE covered in same sequence as in the AO. |
|
|
Term
| Characteristics of Mnemonics |
|
Definition
| they have an extended history re: memorization of literature in pre-literate society. Storytellers used mneumonics. Called artificial memory. |
|
|
Term
| Name 4 types of mneumonics |
|
Definition
Single use/first letter
Keyword
Chain = 30 days has Sept....
Method of loci = place items in familiar places and tour the place to remember. |
|
|
Term
|
Definition
| Useful for low structure. |
|
|
Term
| Characteristics of Imagery |
|
Definition
| Multipurpose; works best w/concrete info; useful for declarative, procedural & conditional knowledge; not restricted to verbal knowledge; encoding is both verbal & imaginable. |
|
|
Term
|
Definition
| at first students should be prompted, to form a mental picture; teachers should model the use of imagery and share their own. |
|
|
Term
|
Definition
| This is a bridging strategy. They can carry meaning of some material as well as literal language; metaphor is a cognitive strategy shared across age. |
|
|
Term
|
Definition
| select the metaphor; emphasize the metaphor; insure context is established; provide imagery instruction; emphasize similarities; provide opportunities for rehearsal of similarities |
|
|
Term
| Characteristics of Rehearsal |
|
Definition
| General purpose strategy. |
|
|
Term
| Examples of rehearsal srategies |
|
Definition
| repetition & cumulative rehearsal; questioning & answering; predicting & clarifying; selecting; notetaking; underlining; SQ3R=survey,question,read,recite,review. |
|
|
