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4 Basic Types of Learning
1. __ 2. Psychomotor. 3. Simple cognitive. 4. Complex cognitive. |
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4 Basic Types of Learning
1. Emotional. 2. __ 3. Simple cognitive. 4. Complex cognitive. |
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4 Basic Types of Learning
1. Emotional. 2. Psychomotor. 3. __ 4. Complex cognitive. |
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4 Basic Types of Learning
1. Emotional. 2. Psychomotor. 3. Simple cognitive. 4. __ |
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Underlies all learning. Largely unobservable by eye: . |
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How to precisely move certain muscles: . |
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Applying learned skills to a new situation: . |
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Remembering to give the correct response to a particular stimuli: . |
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The simplest level of psychomotor learning: . |
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Emit a number of physical responses in a particular order: . |
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Emitting many different physical responses & chains: . |
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The first step in learning a skill: . |
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Goal of acquisition stage of learning: . |
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The simplest level of simple cognitive learning: . |
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A set of cognitive associations: . |
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Noticing how similar stimuli differ & making the appropriate response: . |
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Emitting a sequence of associations to a particular stimuli: . |
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Discriminate when, where, & in what order to apply previously learned cognitive responses: . |
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A wealth of factual knowledge about all aspects of a topic: . |
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A class of stimuli, all having key properties: . |
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A statement about a relationship between two or more concepts: . |
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Principles (learning to apply/rule applying) |
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An organized cognitive attack on a problem situation: . |
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The scope and sequence of instruction: . |
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How the curriculum is taught: . |
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Decoding x Comprehension = __ |
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After skill acquisition, the learning process shifts to the: . |
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Proficiency Stage (also know as fluency building) |
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Goal of the proficiency stage is: . |
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Repetition of performance with the goal of improvement: . |
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Third stage of learning - responding in and to unfamiliar situations: . |
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Identify: 3 Critical D.I. Components
O P P |
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Organization of instruction |
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Identify: 3 Critical D.I. Components
O P P |
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Identify: 3 Critical D.I. Components
O P P |
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Identify: 4 Advantages of Freq
1. __. 2. Real dimension. 3. Sensitive 4. Prediction |
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Identify: 4 Advantages of Freq
1.Time. 2. __. 3. Sensitive. 4. Prediction. |
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Real dimension (of behavior) |
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Identify: 4 Advantages of Freq
1.Time. 2. Real dimension. 3. __. 4. Prediction. |
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Sensitive (to differences in performance) |
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Identify: 4 Advantages of Freq
1.Time. 2. Real dimension. 3. Sensitive. 4. __. |
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Prediction (of future behavior) |
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Decode letters into sounds and blend sounds into words. Learn words in isolation: . |
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Analyze letter-sound relationships in previously learned words. Do not learn words in isolation: . |
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Decode the sound of new words with parts of word families: . |
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Learning to segment words by writing letters. Usually involves journal writing: . |
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Letter sound relationships are taught during the reading of connected text. Not systematic or explicit: . |
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Decoding a word by identifying the letter(s) before and after the first vowel: . |
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Information used to modify instruction: . |
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Information used to judge student outcomes: . |
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The fluid combination of accuracy plus speed that characterizes competent performance: . |
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Learned skills modified from their original taught form: . |
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Adaptation (Fourth stage of learning) |
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The ability to hear and manipulate the sound structure of language: . |
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The ability to hear and manipulate sounds in words: . |
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Saying a series of blended sounds as a word: . |
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Blending (also called telescoping) |
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Saying a word slowly by breaking it into component sounds: . |
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The ultimate goal of reading is: . |
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Students practice same passage until meeting a criterion: . |
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Identify: Word-Learning Strategy
1. ____ 2. Context as a cue. 3. Dictionary. |
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Word parts (Word-Learning Strategy) |
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Identify: Word-Learning Strategy
1. Word parts. 2. ____ 3. Dictionary. |
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Context as a cue (Word-Learning Strategy) |
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Identify: Word-Learning Strategy
1. Word parts. 2. Context as a cue. 3. ____ |
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Dictionary (Word-Learning Strategy) |
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Identify: Comprehension Skills for Early Primary Level
1. ____. 2. Sequencing. 3. Summarization. |
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Identify: Comprehension Skills for Early Primary Level
1. Literal comprehension. 2. ____. 3. Summarization. |
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Identify: Comprehension Skills for Early Primary Level
1. Literal comprehension. 2. Sequencing. 3. ____. |
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The ability to associate sounds with letters and use these sounds to form words: . |
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Understanding the relationship between two objects or events: . |
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The ability to understand (receptive) and use (expressive) words to acquire and convey meaning: . |
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Use of the written code (sound-symbol relationships) to recognize words: . |
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Vocabulary Instruction
When it is impossible to use language to explain the meaning of a word use: . |
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Vocabulary Instruction
When a student knows a word that can explain the meaning of a new, unknown word use: . |
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Vocabulary Instruction
When students have adequate language to understand a longer explanations use: . |
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The process involving the interaction between reader and text to convey meaning: . |
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A written letter of an alphabet: . |
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The effortless, automatic ability to read words in connected text: . |
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Time spent reading is highly correlated with: . |
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Encouraging students to read more and read widely helps develop a passion for: . |
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Learning, as a language based activity, is fundamentally and profoundly dependent on: . |
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