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Praxis PLT
Instructional Strategies Principles of Learning and Teaching
| Term | Definition |
|---|---|
| Cognitive processes | Critical thinking, Creative thinking, Questioning, Inductive/Deductive reasoning, Problem solving, Planning, Memory, Recall |
| Critical thinking | to arrange, reason, and evaluate information, problem solving, making decisions |
| Creative thinking | to produce original ideas or product |
| Inductive/Deductive reasoning | Deductive is narrowing a generalization ex: All bald men are grandfathers. Harold is bald. Therefore, Harold is a grandfather. Inductive is broadening a narrow statement. ex: Harold is a grandfather. Harold is bald. Therefore, all grandfathers are bald. |
| Instruction Models | direct, indirect, independent, experiential, interactive |
| Direct | teacher gives information; lecture, practice, reading |
| Indirect | student centered, teacher is facilitator and supporter; inquiry, problem solving, concept mapping |
| Independent | self work or with another person with no support; research project, learning centers, computer instruction |
| Experiential | Discovery learning; field trips, experiments, role play, games |
| Interactive | discussions, group work, coop learning groups, peer instruction |
| Complex cognitive processes | concept learning, problem solving, metacognition, critical thinking, transfer |
| Concept learning | use webs |
| stages of learning | acquisition stage, proficiency, maintenance, generalization, adaptation |
| problem solving | coming up with a solution; schema method-recognizing an old solution can be changed to solve the current problem |
| transfer | use previously learned material on new material |
| complex cognitive process activities | fact/opinion, comparing/contrasting, recognizing bias, predicting, categorizing, analyzing, sequencing, summarizing, inferring, decision making, evaluating, synthesizing, generalizing |
| supports for student learning | modeling, self-regulation skills, scaffolding, differentiating instruction, guided practice, coaching |
| developing self regulation skills | set goals, manage time, organization, progress monitoring, reflection, productive work environment |
| classroom configurations | whole group-large group, small group-groups of 4-6, independent learning-desks in pairs or large group, one-on-one-student with teacher while others are in small groups, pair/share-small groups |
Created by:
TinaPysz
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