Praxis Terminology: Instruction

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Critical Thinking

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a process whereby the learner considers a VARIETY of possibilities, then CHOOSES from those possibilities using unbiased, rational thinking

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Creative Thinking

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teams of students work together to solve assigned problems using text provided by the teacher

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Inductive thinking

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nductive reasoning is the process of coming up with a conclusion based on a series of events that repeat. An example would be to push a light switch up turns on the light and pushing it down turns the light off. If you do this over and over, say 1000 times, you could conclude that the light goes on when the switch is up and it is off when the switch is down. Unfortunately, the conclusion may not always be true because other circumstances may cause the light to not go on when the switch is up. The light may burn out, the electricity goes off, etc.

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method of logic used to arrive at a conclusion based on information assumed to be true.arrives at a specific conclusion based on generalizations, Induction is usually described as moving from the specific to the general

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Deductive thinking

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Now, deductive reasoning is the process of coming up with a conclusion based on facts that have already been shown to be true. Hence, your conclusion will always be true.
The facts that can be used to prove your conclusion deductively may come from accepted definitions, postulates or axioms, or previously proved theorems. If you are taking geometry, proofs requires deductive reasoning. Therefore, it is imperative that you know your definitions, postulates and theorems.

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method of logic used to arrive at a conclusion based on information assumed to be true. takes events and makes generalizations, if A then B. Deduction is in some sense the direct application of knowledge in the production of new knowledge. trying to create general principles by starting with many specific instances. deduction begins with the general and ends with the specific;

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Problem structuring and problem solving

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inductive teaching method where no direct instruction is given. Teacher poses authentic problem. Student learns particular content and skills as they work cooperatively to solve the problem.

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invention

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an open-ended porblem-solving task. Is the process of creating something to fill a need

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Memorization and Recall

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Actively organizing and working with concepts or terminology to improve incorporating those concepts into memory

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Cooperative learning

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a small group learning which has the following five essential elements:
1. positive interdependence
2. face-to-face interaction
3. individual accountability (personal responsibility)
4. Structured Activity
5. Teamwork skills and group processing

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Direct Instruction

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Teacher-centered instruction which includes lecture, presentation and recitation

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Discovery Learning

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Students begin learning with an activity designed to lead them to particular concepts or conclusions. Students acquire basic and advanced knowledge in random order

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Independent Study

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Practice done without any intervention by the teacher.
Includes computer activities

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Interdisciplinary Instruction

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involves any effort on the part of an instructor to design learning activities with products and activities to relate to more than one discipline

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Concept mapping

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any of several forms of graphical organizers which allow learners to perceive relationships between concetps through diagramming keywords
representing those concepts.
Developed by Joseph Novak in the 1960s

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Inquiry Method

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A system in which students solve problems or answer questions by forming tentative answers (hypotheses), then collecting and analyzing data to provide evidence for or against their hypotheses.

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questioning

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Have students apply "who, what, when, where, why and how" to all problems.
Or ask students to generate questions.

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Madaline Hunter's "effective teaching model"

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an effective outline for lesson planning . . .

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anticipatory set, objectives, modeling, guided practice, check for understanding, independent practice and closure.

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David Ausubel "advance organizers"

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introduced before the learning begins. The bridge new concepts being taught and what the student knows.

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Mastery Learning

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Everyone can learn given the right circumstance . .

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*Objectives
*Divided into smaller units
*Instructional strategies are identified: teaching modeling, practice, evaluation, etc.
*teach unit has a diagnostic test at end
*the diagnostic tests are used to provide supplementary instruction to help students with identified problems.
*no student proceeds to new material until basic prerequisite material is mastered.

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Demonstrations

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Provide modeling of what you want students to replicated

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mnemonics

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methods, devices or even mental tricks for improving memory. Memory association

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Note-taking

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Students take notes as teacher instructs.

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outlining

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a teaching technique where the teacher outlines a lecture thus enabling students to know where the instruction is going.

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use of visual aids

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Helps students who are visual learners. Could include photos, drawings, art work, graphs, etc.

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4Mat curriculum Development Model Bernice McCarthy

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Uses all the learning styles and multiple intelligences . . . (1-5)

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1. Propose WHY questions to students
2. Engage in WHAT activities
3. Encourage students to ask HOW
4. Answering the IF question
5. Back to WHY . . . cyclical pattern.

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Inquiry Model

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Students are asked to pose questions, analyze data, develop conclusions, classify, predict and experiment.

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Discover learning

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An inquiry process in which learners pose questions and seek explanations

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Cooperative Learning

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Learning based in small groups where students are help accountable individually and as a group . . .

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activities include pair-share, jigsaw, teams, games and tournaments

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Collaborative Learning

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students work together collaboratively in solving problems or examining a situation. . .

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Benefits include having many perspectives looking at the problem, and help with problem-solving and mediation skills.

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Concept Models (Concept Development, Concept Attainment, Concept Mapping)

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Educator arranges the learning components or tasks into a "map" or plan to be accomplished.

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Discussion Models

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Cooperative learning grouping in which students meet together to discuss among themselves. . . .

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elements of a discussion model include:
*Small number 6-8
*Recognition of a problem or topic
*exchange ideas/information
*Movement toward some goal
*verbal interaction

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Laboratories

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used in science classes for students to test their hypothesis

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Project-based learning

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students choose a project to work on and all learning is centered around their project (THEATRE SCENES!)

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Simulations

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a pretend setting or situation that parallels a real-world setting or situation allows students to practice problem-solving skills

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Variety of resources and materials to enhance student learning

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computers, internet, web pages, email, primary documents, artifacts, libraries, audio-visual technologies (videos), local experts, field trips, service learning

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Techniques for planning instruction to meet curriculum goals

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National and state standards, state and local curriculum guides, units and lessons, learner objectives and outcomes, state & local curriculum frameworks, scope and sequence in specific disciplines, behavioral objectives (affective, cognitive, psychomotor), backward design

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Techniques for creating effective bridges between curriculum goals & student experiences

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Modeling, guided practiced, activating stduetns' prior knowledge, anticipating preconceptions, encouraging exploration and problem solving, building new skills on those previously acquired, independent practices (homework) and transitions.

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expository teaching

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emphasizes that teachers engage in straight lecture or exposition to give students only the information they deem necessary. Interaction and discovery are NOT components to this type of teaching

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Advanced Organizer

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prepares students for material they have no seen yet.