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WGU X542 Part I
Teaching Strategies and Methods
| Question | Answer |
|---|---|
| Shaping | Student is rewarded when repeatedly attempting the mastery of a task. |
| Sequencing | A task is broken into segments or steps and the student completes the activity by completing one step at a time until the task is done. |
| Reciprocal Learning | Helps students learn skills, concepts, information, and new ideas by completing a task after viewing modeling. |
| Preteaching | Helps students recall prior knowledge and background information, as well as previous experiences about a topic. |
| Monitoring | The teacher is constantly involved in the student's work to observe the progress and identify areas of concern. |
| Incidental Teaching | A strategy that teaches a skill or a concept during an event or situation in which it is presently occurring. |
| Coaching | Helps students by giving them hints or suggestions to enhance learning by performing a task or gaining a skill. |
| Universal Design | The concept that everything in the environment in learning and in products should be accessible to everyone. |
| Transfer of Stimulus Control | Providing instructional prompts to aid in correct responses. |
| Time Trial | A procedure that improves fluency of new skills through time limits. |
| Task Analysis | A strategy in which the goals are broken into smaller steps and sequences while keeping the learner's pace in focus. |
| Systematic Feedback | Providing positive reinforcement and confirmation to improve learning. |
| Strategic Instruction | A planned, sequential instruction to show similarities and differences between acquired and new knowledge. |
| Skill Drill | Repetition and practice of new skills until the learner performs without cues or prompts. |
| Scaffolding | Applying stages to learning content and tasks by first observing the student to see what she can do and then helping her understand the how and why until she can perform herself. |
| Response Cards | A method that allows all students to answer simultaneously by using signs, cards, or items held up to demonstrate responses. |
| Repetition | Continual work on a specific skill or content concept to help build rote memory skills. |
| Remediation | A program technique to teach students to overcome an exceptionality through training and education. |
| Prompting | A technique in which a visual, auditory, or tactile cue is presented to facilitate the completion of a task or to perform a behavior. |
| Precision Teaching | An approach that identifies the skills to be taught and uses direct daily measure of the students' performance to acquire the skills. |
| Peer Tutoring | Under the guidance of a teacher, a non-disabled student with competencies in a particular area works with a student with a disability who needs assistance to enhance an area of study. |
| Naturalistic Teaching | Procedures that involve activities interesting to students with naturally occurring consequences. |
| Multiple Intelligence Strategies | The nine areas of learning that are addressed in classroom instruction: |
| Modification | Changing the content, material, or delivery of instruction. |
| Modeling | A method that helps make connections between the material to be learned and the process to learn it by acting out sequences while students observe and then imitate the task. |
| Mnemonics | A strategy that enhances memory through keywords, acronyms, or acrostics. |
| Mediated Scaffolding | A procedure that provides cues and prompts while gradually removing them so students can perform and respond independently. |
| Learning Strategy | An approach that teaches students how to learn and remember particular content. |
| Learning Centers | Specific areas or activities that enhance the curricular content and allow independent or small group instruction. |
| Guided Practice | Providing opportunities to gain knowledge by offering cues, prompts, or added sequential information. |
| Graphic Organizer | A visual-spatial organization of information to help students understand presented concepts. |
| Generalization | The ability to use skills learned across various settings. |
| Fluency Building | A measure that encourages practice of skills to improve the accuracy and rate of use. |
| Facilitated Groups | Students engage in active learning with lessons designed and overseen by the teacher but managed by the students. |
| Direct Measurement | Checking on student achievement during a period for a specific opportunity to perform and recording the response. |
| Direct Instruction | A systematic approach of teaching with specific goals, active learner engagement, and positive reinforcement for student performance. |
| Differentiated Instruction | To address the varying abilities, strengths, and needs of learners and their styles of learning imposed a choice of learning activities, tasks that suit the learning style, student grouping, authentic lessons, and problem based activities. |
| Diagnostic-Prescriptive Method | Individualizing instruction to develop strengths and remediate weaknesses. |
| Cue and Prompts | Provides assistance to ensure adequate support of instruction. |
| Cooperative Learning | Classroom is divided into groups to work together to complete a task or participate in an activity. |
| Contingent Teaching | A strategy for helping a student and eventually fading out the support as he gains mastery. |
| Content Enhancements | Techniques used to aid in the organization and delivery of curriculum, such as guided notes, graphic organizers, mnemonics, and visual displays. |
| Concept Generalization | The ability for students to demonstrate concept knowledge by applying the information to other settings with prompts from the teacher. |
| Cloze Procedure | The use of semantic and syntactic clues to aid in completing sentences. |
| Chunking | A strategy that allows a student to remember and organize large amounts of information. |
| Choral Responding | Oral response of students to a question or problem presented by the teacher. |
| Chaining | A technique in which student performance is reinforced so the student will continue to perform more complex tasks in a sequence. |
| Chained Response | The breaking down of a task into component parts so a student finishes the task by starting with the first step in the sequence and performing each component progressively until the task is completed. |
| Authentic Learning | Instruction using real world projects and activities to allow students to discover and explore in a more relevant manner. |
| Adaptation | A change made to the environment or curriculum. |
| Active Student Response | A measure of the engagement of the learner in tasks and activities. |
| Accommodation | An adjustment that enables a student to participate in educational activities. |
| Ability Grouping | Placement of students in educational activities according to performance and academic achievement levels. |
| Implicit Instruction | The focus is on the student as an active and involved learner who constructs knowledge by using previously learned information. |
| Explicit Instruction | The teacher provides the information and content to support the learning process. |
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luvnmycstie
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