Exam Study Questions
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| This was an early secondary school, primarily college preparatory. | Latin Grammar School
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| Five Instructional Skills | Select Appropriate Objective, T2O, maintain the focus of the learner, monitor and adjust, use without abusing the principles of learning.
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| T.U.M.M.S. | T2O, Use without abuse, Maintain focus, Monitor & adjust, Select objective
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| Principles of Learning | Motivation, Reinforcement, Transfer, Retention
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| Four parts of a formal behavioral objective. | Condition, Behavior, Learning/Content, Performance
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| Condition | Ex: After lecture and discussion
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| Behavior | Ex: Orally State
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| Learning/Content | Ex: the definition of a noun
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| Level of performance | Ex: with 100% accuracy
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| Lesson Line Components | Explanation, Questions, Respond to learner, Activity
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| T.E.Q.R.A. | T2O, Explanation, Questions, Respond to learner, Activity
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| Explanation | Give facts, definitions, examples, go over processes, modeling
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| Questions | Group, individual
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| Respond to learner | Respond to Learner in terms of learning.
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| Activity | Guided, Independent
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| Something designed to get the student focused | SET
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| Involve learner, tie it to the learning | SET
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| Re-focuses learning one last time, tie it to the learning | CLOSURE
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| Maintain the Focus | SET, T2O, CLOSURE
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| Movement, tone of voice, sound making, ask questions, segment the lesson, comes from the passion of teaching. | Stimulus Variation
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| Monitor and Adjust: G.O.A.T. | Generate overt behavior, Observe the behavior, Analyze the behavior, Take Action
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| A need or desire within a person. | Motivation
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| A Step of motivation | Provide interest through variation.
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| A step of motivation | Feeling tone= tension
Party time- Middle Ground-Concentration Camp
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| A step of motivation | Provide success
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| A step of motivation | Provide results
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| A step of motivation | Rewards
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| Act of the teacher: a postive note, positive response | Reinforcement
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| Use old learning in new situations | Transfer
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| Point out similarities, help students identify critical attributes | Transfer
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| Help students retain the learning information | Retention
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| Making things meaningful, provide practice or repetition | Retention
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| Changes the role of the teacher from sage on the stage to guide on the side. | How technology influences education.
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| Actively engages students in the learning. | How technology influences education.
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| Provides variety in instructional techniques. | How technology influences education.
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| Assists in segmenting the lesson. | How technology influences education.
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| Provides access to a variety of information. | How technology influences education.
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| Philosophy that states all should learn the classics of western civilization. | Perennialism
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| Core information must be learned by all but must change with the times. (Dr. Russell) | Essentialism
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| Love the child; childs interests determine the curriculum. | Romanticism
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| Learning by doing; students should learn to solve problems, how to think and how to work together. (Jodie) | Progressivism
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| Sage on the stage | Content-Centered
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| Guide on the side | Child-Centered
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| 2 Content-Centered Philosophies | Perennialism, Essentialism
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| 2 Child-Centered Philosophies | Romanticism, Progressivism
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| Holds to multiple philosophies. | Eclectic
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| Founder of Kindergarten; felt that children learn best through play | Frederick Froebel
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