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music final
| Question | Answer |
|---|---|
| How could you make a motivating topic introduction? | take time for our students to reflect and review the information |
| what happens when there is no time to process information during instruction? | our teaching may not be effective as we intend |
| why switch focus from How much to How well? | so that our students will truly learn |
| who said "effective learning always involves the alternation of several states"? | Charles tart |
| what does the learning process require? | a variety of states to support the numerous task necessary for acquiring knowledge |
| what is the accelerated learning cycle designed to create? | a flow of alternating attention states that can achieve optimal conditions for learning |
| talk about neutral network | process of getting facts and concepts into memory begins when students are presented new info |
| what are the differences in the music memory presentations and reviews chart between active music memory presentation and reflective music memory review? | active gets children up and moving instead of just listening |
| who said "we remember what we understand, we understand only what we pay attention to, and we pay attention to what we want"? | E.B. Bolles |
| who called our bodies our subconscious minds and why? | Arthur miller and because we learn better at this times |
| what is the stage of creative process providing downtime input and uptime for processing? | incubation |
| what after we had time to recognize a problem without consciously thinking about the issue? | AHA movement |
| why is the fast pace of "teach and test" not build long-term understanding? | teachers fine that their students don't always seem to truly understand the info being taught |
| how does a multi-sensory practice activities help in a student's learning process? | bridge between presentation of info being taught |
| name 5 simple sound techniques that are addressed in chapter 5 | motivate student participation, encourage personal, expression, active understand, create a relaxed atmosphere, make practice and performance fun |
| learning isn't about how good teachers perform demonstrations of information, it is about how good students do what? | transform facts to knowledge and knowledge to understanding |
| when we integrate performance with relevant practice, students can do what? | gain understanding and express their knowledge in the form of products, performances |
| the products of creative experiences such as learning based play, educational games and artistic expression can elicit enjoyment in learning which has been found to do what? | encourage students expression of understanding in ways that differ from testing |
| what causes something to start or to make active? | activation |
| what did Benjamin franklin say about creatively? | express our being |
| primary human drive | the desire to create |
| name the 8 types of intelligences that Howard Gardner identified | logical, visual-spatial, musical, linguistic, interpersonal, intrapersonal, naturalist, kinesthetic |
| how does Howard Gardner define musical intelligence? | we are intelligent in many different ways |
| explain kinesthetic activation | students assimilate information through body memory |
| movement and exercise have been found to facilitate these 3 areas | boast academic achievement, nerve growth, strengthen memory |
Created by:
vittcrivelli
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