Modules 10, 11, 14, & 15 Cram

Front 1

Information Processing

Back 1

Is a cognitive theoretical framework that focuses on how knowledge enters and is stored and retrieved from our memory.

Front 2

Conditional

Back 2

This is about “knowing when and why” to apply declarative or procedural strategies.

Front 3

Decay

Back 3

Information is not attended to and eventually “fades” away.

Front 4

Serial Position Effect

Back 4

You will remember the beginning and end of “list” most readily.

Front 5

Rehearsal

Back 5

This is repeating information verbatim, either mentally or aloud.

Front 6

Storage

Back 6

The information is stored for either a brief or extended period of time, depending upon the processes following encoding.

Front 7

Long Term Memory (LTM)

Back 7

It is the final or permanent storing house for memory information.

Front 8

Visual Imagery

Back 8

This means forming a ‘picture” of the information.

Front 9

Meaningful Learning

Back 9

This is making connections between new information and prior knowledge.

Front 10

Mnemonic Aids

Back 10

These are memory techniques that learners may employ to help them retain and retrieved information more effectively.

Front 11

True

Back 11

Our mind receives a great amount of information but it is more than what our minds can hold or perceive.

Front 12

False

Back 12

To bring information into consciousness, it is necessary that we give motivation to it.

Front 13

True

Back 13

There is a difference in duration based on modality, auditory memory is more persistent than visual.

Front 14

False

Back 14

Proactive occurs when you forget a previously learnt task due to the learning of a new task.

Front 15

True

Back 15

Short term memory is also called the working memory.

Front 16

C. General/Specific

Back 16

This involves whether the knowledge is useful in many tasks, or only in one.

A. Declarative

B. Procedural

C. General/Specific

D. Conditional

Front 17

A. Episodic

Back 17

This includes memories of life events, like your elementary school graduation.

A. Episodic

B. Declarative

C. Procedural

D. Storage

Front 18

D. Retrieval

Back 18

The information is brought back at the appropriate time, and reactivated for use on a current task, the true measure of effective memory.

A. Encoding

B. Procedural

C. Storage

D. Retrieval

Front 19

C. Organization

Back 19

It is making connections among various pieces of information.

A. Meaningful Learning

B. Personalization

C. Organization

D. Rehearsal

Front 20

A. Encoding

Back 20

Information is sensed, perceived, and attended to.

A. Encoding

B. Storage

C. STM

D. Metacognitive skills

Front 21

1.) General vs. Specific

2.) Declarative

3.) Procedural

4.) Episodic

5.) Conditional

Back 21

What are the types of knowledge?

Front 22

1.) Encoding

2.) Storage

3.) Retrieval

Back 22

What are the three primary stages in IPT?

Front 23

1.) Sensory Register

2.) Short Term Memory

3.) Long Term Memory

Back 23

What are the three main stages in the memory process?

Front 24

1.) Decay

2.) Interference

Back 24

Two main ways in which forgetting likely occurs.

Front 25

1.) Rehearsal

2.) Meaningful Learning

3.) Organization

4.) Elaboration

5.) Visual Imagery

6.) Generation

7.) Personalization

Back 25

Methods for increasing retrieval of Information.

Front 26

False

Back 26

The highest stage in Gagne’s hierarchy of learning is stimulus.

Front 27

True

Back 27

Different instruction is required for different outcomes.

Front 28

True

Back 28

Verbal information, intellectual skills, cognitive strategies, motor skills and attitudes are five categories of learning.

Front 29

False

Back 29

The five categories of learning are under the cognitive domain.

Front 30

False

Back 30

Discrimination means judging the value of learning.

Front 31

False

Back 31

Rule learning is distinguishing objects based on traits.

Front 32

True

Back 32

Problem solving is the capacity to apply all the rules one learned in order to find solutions.

Front 33

False

Back 33

The nine instructional events ends with “Assessing performance"

Front 34

False

Back 34

When we inform students of the objectives, we read to them what we wrote in our lesson plan without having to paraphrase.

Front 35

True

Back 35

Gaining attention is equivalent to motivation in the traditional lesson plan.

Front 36

True

Back 36

Giving background information creates validity.

Front 37

False

Back 37

Asking many questions in the beginning creates an interactive atmosphere.

Front 38

True

Back 38

When learning something new, assessing prior knowledge is a major factor in the process of acquiring new information.

Front 39

True

Back 39

Independent practice forces students to use what they learned and apply it.

Front 40

False

Back 40

Not applying learning in real-life situations is a step towards Mastery Learning.

Front 41

False

Back 41

Regular feedback doesn't enhances learning.

Front 42

True

Back 42

Gagne’s theory asserts that there are several different types or levels of learning.

Front 43

False

Back 43

Do not make learners aware of what to expect in the next topic.

Front 44

True

Back 44

Events of learning operate on the learner in ways that constitute the conditions of learning.

Front 45

True

Back 45

Learning hierarchies define what intellectual skills are to be learned and a sequence of instruction.

Front 46

1. Verbal Information

2. Intellectual Skills

3. Cognitive Strategies

4. Attitudes

5. Motor Skills

Back 46

What are the Five Categories of Learning?

Front 47

1. Gaining Attention

2. Informing the learner of the Objective.

3. Stimulating Recall of Prior Learning

4. Presenting the Stimulus

5. Providing Learner Guidance

6.Eliciting Performance

7. Giving Feedback

8. Assessing Performance

9. Enhancing Retention and Transfer

Back 47

What are the Nine Instructional Events?

Front 48

Benjamin Bloom

Back 48

He developed the most prominent methods for categorizing differences in thinking skills.

Front 49

1964

Back 49

What year did Bloom and his colleagues published Handbook II, The Affective Domain.

Front 50

Taxonomy

Back 50

A hierarchical model that describes classification and sequencing procedures.

Front 51

Application

Back 51

Using the concepts and principles in real life situations.

Front 52

Synthesis

Back 52

It was changed to create and was placed at the highest level.

Front 53

Cognitive Dimension

Back 53

It represents a continuum of increasing cognitive complexity – from remember to create.

Front 54

Knowledge Dimension

Back 54

It includes four knowledge categories: factual, conceptual, procedural and metacognitive.

Front 55

Evaluation

Back 55

It is the highest level of cognition.

Front 56

Analysis

Back 56

It requires higher level thinking skills such as finding underlying structures, separating the whole into its components, identifying motives and recognizing hidden meanings.

Front 57

Revised Taxonomy

Back 57

After 45 years Lorin Anderson (a former student of Bloom), David Krathwohl and a group of cognitive psychologist, updated the taxonomy and it is know as.

Front 58

True

Back 58

The knowledge level was changed to remember.

Front 59

False

Back 59

The comprehension level was changed to Applying.

Front 60

True

Back 60

The use of the Revised Taxonomy It guides the teacher in formulating learning outcomes that tap higher order thinking skills.

Front 61

False

Back 61

The use of action words instead of nouns was done to highlight that creating is an active process.

Front 62

True

Back 62

Teachers are likely to use the word understand when referring to their work rather than comprehension.

Front 63

True

Back 63

Remember is a more appropriate word for the first thinking level which involves recalling and retrieving knowledge.

Front 64

False

Back 64

Teachers put together elements of what had been learned in a new way.

Front 65

True

Back 65

The revised taxonomy remains to be in hierarchical levels of increasing complexity, it is intended to be more flexible, allowing the categories to overlap.

Front 66

1. Cognitive Dimension

2. Knowledge Dimension

Back 66

What are the two Dimensions of the Revised Taxonomy?

Front 67

B. Psychomotor

Back 67

Identify the domain

Simpson

A. Cognitive

B. Psychomotor

C. Affective

Front 68

A. Cognitive

Back 68

Kendall and Marzano

A. Cognitive

B. Psychomotor

C. Affective

Front 69

A. Cognitive

Back 69

Anderson

A. Cognitive

B. Psychomotor

C. Affective

Front 70

B. Psychomotor

Back 70

Harrow

A. Cognitive

B. Psychomotor

C. Affective

Front 71

C. Affective

Back 71

Krathwohl

A. Cognitive

B. Psychomotor

C. Affective

Front 72

Detailed Lesson plan

Back 72

It provides mastery of what to teach, and gives the teacher the confidence when teaching.

Front 73

Semi-detailed Lesson Plan

Back 73

It is having a general game plan of what you wanted to cover for that subject on that particular day.

Front 74

Objectives

Back 74

Drives the whole lesson and it is the reason the lesson exists.

Front 75

Subject Matter

Back 75

Includes sources of information.

Front 76

Topic

Back 76

Particular lesson

Front 77

Reference/s

Back 77

Usually from the book and internet website.

Front 78

Materials

Back 78

Refer to objects or tools that serve as instructional aids for a particular subject.

Front 79

Procedure

Back 79

The ways in which you'll share information with students and the methods you'll use to help them assume a measure of mastery of that material.

Front 80

Evaluation

Back 80

It can take the form of a formative test consisting of a 10-item multiple choice questions after the day's lesson to determine the mastery of learning.

Front 81

Assignment

Back 81

It includes questions, exercises, and a set of practices specified by the teacher.

Front 82

1. Engage

2. Explore

3. Explain

4. Elaborate

5. Evaluation

Back 82

The 5E's Model

Front 83

1. Cognitive Domain

2. Affective Domain

3. Psychomotor Domain

Back 83

What are the 3 domains?

Front 84

1. Remembering

2. Understanding

3. Applying

4. Analyzing

5. Evaluation

6. Creating

Back 84

Identify the levels of Cognitive Domain

Front 85

1. Receiving

2. Responding

3. Valuing

4. Organizing

5. Characterization

Back 85

Identify the levels of Affective Domain

Front 86

1. Perception

2. Set

3. Guided Response

4. Mechanism

5. Complex Overt Response

6. Adaptation

7. Origination

Back 86

Identify the levels of Psychomotor Domain

Front 87

1. Objectives

2. Subject

Lesson Proper

1. Review

2. Motivation

3. Presentation

4. Discussion

5. Generalization

6. Application

7. Evaluation

8. Assignment

Back 87

Arrange the parts of a lesson plan

Front 88

1. Objectives

2. Subject

Lesson Proper

1. Review

2. Motivation

3. Presentation

4. Discussion

5. Generalization

6. Application

7. Evaluation

8. Assignment

Back 88

Arrange the parts of a lesson plan

Front 89

True

Back 89

Lesson planning is one way of planning instructions.

Front 90

False

Back 90

Lesson planning is not a critical part of the teaching and learning process.

Front 91

False

Back 91

Lesson planning helps students set learning targets for learners.

Front 92

True

Back 92

Teachers are able to think about and reflect on different strategies that work inside the classroom including research-based strategies.

Front 93

True

Back 93

Making a habit of lesson planning ensures that teachers truly facilitate learning and respond to learners’ needs Inside the classroom.

Front 94

False

Back 94

The subject matter of lesson planning is learning.

Front 95

True

Back 95

Lesson planning is a way of visualizing a lesson before it is taught.

Front 96

True

Back 96

A good lesson plan builds upon previous knowledge.

Front 97

False

Back 97

A good lesson plan doesn't include all the essential elements of a lesson plan.

Front 98

True

Back 98

Through the preparation of effective lesson plans, teachers are able to relearn what they need to teach.

Front 99

False

Back 99

Objectives are not essential when making a lesson plan.

Front 100

False

Back 100

We should only have one objective when making a Lesson plan.

Front 101

True

Back 101

Well-prepared and well-planned lessons are fundamental to ensuring the delivery of quality teaching and learning in schools.