C&i Glossary Terms - Midterm

Front 1

The continuing engagement of the minds of all the learners with that which is to be learned. The student involvement can be covert and/or overt. It is a Principle of Learning that affects the Rate and Degree of learfning.

Back 1

Active Participation

Front 2

The process of (1) the "breaking" of complex material into components and indicating the relationships between the parts; (2) the comparing an/or contrasting of entities and ideas. One of the levels of cognition according to Bloom's Taxonomy.

Back 2

Analysis

Front 3

A mental process - the mind searces its previously acquired knowledge for information useful in "making sense" of the "upsoming" learning. The intent is to (1) generate immediate focus on the lreaning, and (2) cause positive transfer.

Back 3

Anticipatory Set

Front 4

With little or no teacher guidance, the learner selects and usues an appropriate generalizaation, process, or skill to solve a problem encoutered in a new situation. One of the levels of cognition according to Bloom's Taxonomy.

Back 4

Application

Front 5

An observable activity to be performed by the student as a emonstration of the possession of an acquired learning. It is an essential component of an instructional objective.

Back 5

Behavior

Front 6

A process of unconstraied articulation of thoughts. Brainstorming is a substep in the Task Analysis process which, when combined with impeaching, should result in the listing of the essential enroute objectives.

Back 6

Brainstorm

Front 7

The teachers' indepth examination of the final objective of the Task Analysis in order to make sure that each component of that objective is clearly understandable. The objective is analyzed for the presence of absence of the essential components.

Back 7

Clarify the Terminal Objective

Front 8

An opportunity for the mind of the learner to reflect on that which has transpired for the purpose of achieving insight an/or clarification. A chance to mull over the learning in order to assimilate it. A principle of learning that affects teh Rate and Degree of learning.

Back 8

Closure

Front 9

The learner demonstrates undertanding of the learning through the process of translation, interpretation or extrapolation. The second of the intellectual levels of cognition according to Bloom's Taxonomy.

Back 9

Comprehension

Front 10

The learner is expected to make a jedgement about the value of ideas, works, solutions, methods, material, etc. The judgement may be qualitative or quantitative, and the criteria may be determined byt he student or be given to him/her. The highest level of cognition according to Bloom's Taxonomy.

Back 10

Evaluation

Front 11

The absence of a perceived reinforcer. A behavior is "extinguished" by withholding reinforcement.

Back 11

Extinction

Front 12

An external circumstance or condition that impels the learner to focus one's effort on a task or activity.

Back 12

Extrinsic Motivation

Front 13

One of the extrinsic variables of Motivation. A learner's perception of the setting as pleasant, unpleasant, or neutral influences his/her attentiveness to a task or activity.

Back 13

Feeling Tone

Front 14

To concentrate on something. It is the desired effect of the use of Anticipatory Set and the extrinsic variables of motivation. It is characteried as an intent to attend and to persevere on the part of the student.

Back 14

Focus

Front 15

The performance of a learing behavior more than once under the direct and close supervision of the teacher. The intent is to enable the teacher to provide corrective feedback before the performance is grooved.

Back 15

Guided Practice

Front 16

Refers to the specialization of the right and left hemishpere of the brain. The left side processes information that is sequential or verbal. The right side processes spatial or visual information.

Back 16

Hemisphericity

Front 17

The process of challenging for essentialness of enroute objectives. A substep of the Task Analysis process performed in conjunction with "Brainstorming."

Back 17

Impeach

Front 18

One of the extrinsic variables of Motivation. The teacher's presentation of the learning in ways that are novel and/or vivid can increase the learner's focus on the learning.

Back 18

Interest

Front 19

Review sessions scheduled periodically through the year. The intent is to maintain proficiency with prior learnings.

Back 19

Intermittent Practice

Front 20

The delivery of the positive reinforcer periodically, rather than constantly upon the performance of a behavior. From the perspecitve of the individual performing the behavior, the reinforcer may seem to occur in an unpredictable or random way. The effect of this stratey is to make the behavior persistent and resistant to forgetting.

Back 20

Intermittent Schedule of Reinforcement

Front 21

The satisfaction of "reward" stems directly from the performance of a task or activity. A student who likes to solve math problems for no exterior motive can be said to be intrinsically motivated by math problems.

Back 21

Intrinsic Motivation

Front 22

It is the rote memory level of thinking. The student is asked to demonstrate the capacity to store and then retrieve information upon demand. A characteristic of this level performance is that there will be little or no change in the information. The student is in effect, asked to "parrot" back the learnings. The first level of Bloom's Taxonomy.

Back 22

Knowledge

Front 23

One of the extrinsic variables of Motivation. The teacher arranges for the delivery of feedback as the student is engaged in the performance of the learning task. The two characteristics of this variable are that it is specific and immediate.

Back 23

Knowledge of Results

Front 24

One of the essential components of a formal instructional objective. It is the part of the objective which names the level of cognition and the specific piece of academic content.

Back 24

Learning

Front 25

One of the extrinsic variables of Motivation. A sense of expectancy, anxiety, or tension attached to the performance of a task. The teacher's intent is to cause the student to experience a "moderate" (productive) sense of concern about the quality of his/her effort. When concern is too high or too low, the level of attending to the learning task is diminished.

Back 25

Level of Concern

Front 26

A principle of learning that affects Retention. Given a NEW learning, the student will perform enough repetitions to achieve his/her maximum proficiency level. An approach that is useful in counteracting "overload" is the SHORT BUT OFTEN strategy.

Back 26

Massed Practice

Front 27

A principle of learning that affects Retention. The teacher attemtps to build in understanding to help sudents remember the lreaning. Three useful strategies are (1) relate the learning to a prior similar experience; (2) establish a purpose for the learning; (3) translate the learning into other forms.

Back 27

Meaning

Front 28

Techniques or "gimmicks" that assist remembering. An example: HOMES is used to remember the names of the Great Lakes.

Back 28

Mnemonic Devices

Front 29

A Principle of learning that affects Retention. The teacher presents a vixual representation of the learning. It can take the form of a demonstration of a process or an example of a product. In the initial stages of learning, useful guidelines are (1)a correct demonstration or exampls is presented; (2) the criteria that make the model correct are made known to the observers.

Back 29

Modeling

Front 30

An essential element of effective instruction. The proces that articulates the observation of student performnce and the modification of the teacher's actions.

Back 30

Monitor and Adjust

Front 31

A circumstance, either intrinsic or extrinsic, that engenders and "intent to attend." A student whose behavior toward a learning can be characterized as focused, attentive, and persevering, can be said to be this.

Back 31

Motivation

Front 32

A description of the interaction between a behavor and a negative reinforcer; (1) it strengthens the response that takes away the Negative Reinforcer; (2)suppresses the behavior that brought on the Negative Reinforcer.

Back 32

Negative Reinforcement

Front 33

Can be any "thing" percieved by the recipient as not wanted or desired. It weakens the response (the student behavior) that becomes linked with the unwanted consequence.

Back 33

Negative Reinforcer

Front 34

A description of a learner who has completed a successful learning experience. It is an articulation of (1) the learning, the level of cognition, the specific content, and (2) the student behavior. It may also include a statement of the condition and the performance level.

Back 34

Objective

Front 35

Student behaviors that are observable, takes toe form of activities that can be monitored. It is an aspect of Active Participation. The teacher attempts to provoke thos form of student involvement with the learning by use of such techniques as response boards, signals, choral responses, rehearse responses, etc.

Back 35

Overt Behavior

Front 36

The phenomenon that taks place when a behavior that has been effective in generating the delivery of a postive reinforcer begins to be follwed by extinction. The behavior increases in intensity or frequency of performance beftre it withers and dies.

Back 36

Peaking

Front 37

One of the components of an Objective. A statement of the mastery level, or degree of proficiency, established by the teacher.

Back 37

Performance Level

Front 38

A description of the interaction between a behavior and the Positive Reinforcer.

Back 38

Positive Reinforcement

Front 39

Can be any "thing" perceived by the recipient as wanted or desired. Will maintain and/or strengthen the response (student behavior) it follows. In effect, it will make that response more likely to reoccur.

Back 39

Positive Reinforcer

Front 40

A principle of learning that affects Retention. It is the repetition of a behavior for the purpose of achieving proficiency. Useful guidelines: (1) Mass for a new learning; (2) Schedule intermittently for a prior learning.

Back 40

Practice

Front 41

Generally accepted beliefs, truism, generalizations, which address how people learn. They have been arrived at through intuition, experience, and research. The use constitutes one of the essential elements of effective instruction. They affect the student's focus on learning, rathe and degree of learning, transfer of learning, and retention of learning.

Back 41

Principles of Learning