Help
Options
Didn't know it?
click below
click below
Knew it?
click below
click below
Don't Know
Remaining cards (0)
Know
retry
shuffle
restart
0:00
Embed Code - If you would like this activity on your web page, copy the script below and paste it into your web page.
Normal Size Small Size show me how
Normal Size Small Size show me how
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
Popular Standardized Tests sets