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