Comparing Learning Approaches: Teacher vs. Student-Centered and Cognitive Levels, Quizzes of Political Science

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TERM 1 Teacher-centered approaches DEFINITION 1 Teachers control the amount and pace of instruction and the structure of the learning environment TERM 2 Student-centered approaches DEFINITION 2 Structured to optimize students' construction of meaning from their interactions with content material and peers TERM 3 Learning objectives DEFINITION 3 Specific descriptions of what students will know or be able to do once they have completed the lesson TERM 4 Common to all learning objectives: DEFINITION 4 Performance expected of learners Conditions under which performance will occur Criteria for acceptable performance TERM 5 Declarative knowledge DEFINITION 5 Information that can be communicated verbally TERM 6 Procedural knowledge DEFINITION 6 How to perform a task or skill TERM 7 Conceptual knowledge DEFINITION 7 Reflecting an understanding of the relationship or connection between ideas TERM 8 Bloom's Taxonomy DEFINITION 8 Six ways students can demonstrate knowledge: Remember Understand Apply Analyze Evaluate Create TERM 9 Levels of Bloom's Taxonomy: Remember DEFINITION 9 Description:Recall or recognize information, ideas, or principles without necessarily understanding or using the informationInstructional Activities:List, label, name, state, or define TERM 10 Levels of Bloom's Taxonomy: Understand DEFINITION 10 Description:Make sense of information based on prior learning, without necessarily making new connectionsInstructional Activities:Explain, summarize, paraphrase, or describe TERM 21 Direct Instruction DEFINITION 21 Effective for lower-level objectives in Bloom's taxonomy Effective initial strategy for lower-achieving students Effective for teaching basic skills to students with disabilities TERM 22 Mastery Learning DEFINITION 22 - Assumes allstudents can learn material if given a sufficient amount of time Develop major learning objectives Divide objectives into smaller units form simple to complex Conduct formative assessment Present material to students individually Provide feedback about progress Conduct summative assessment TERM 23 Teaching Methods: Cognitive Learning Theory DEFINITION 23 Involve actively constructing knowledge Student-centered Focus on mental processes used in learning construction TERM 24 Meaningful Learning DEFINITION 24 - Actively forming new knowledge structures by: Selecting relevant information Organizing the information into a coherent structure Integrating it with relevant prior knowledge TERM 25 Discovery Learning DEFINITION 25 - Encourages students to actively discover and internalize a concept, rule, or principle, through unstructured exploration- May be problematic for students who: Lack enough prior knowledge Fail to stumble across principle, due to too much freedom Activate inappropriate prior knowledge TERM 26 Guided Discovery DEFINITION 26 - A form of discovery learning in which a teacher provides enough guidance to ensure students discover the rule or principle to be learned Teachers must consider individual abilities and needs of students in determining how much and what type of guidance to provide TERM 27 Expository Teaching DEFINITION 27 - Goal is ensure that new information will be integrated into memory in a meaningful way Emphasize relevance to what students already know Activate prior knowledge using advance organizers Present topics in highly organized format, from general to specific Students practice in different contexts TERM 28 Teaching Methods: Constructivism DEFINITION 28 Student-centered Emphasize individual's role in exploring and socially interacting within environment Based on situated cognition TERM 29 Cognitive Apprenticeships DEFINITION 29 - Students develop cognitive skills through guided participation in authentic activities Participate in levels commensurate with abilities Move gradually toward full participation TERM 30 Techniques for Cognitive Apprenticeships DEFINITION 30 Modeling Explaining Coaching Practicing Scaffolding Fading Exploration Reflection Articulation TERM 31 Inquiry Learning DEFINITION 31 - Students construct knowledge and develop problem-solving skills in the context of an inquiry activity. Formulating appropriate research questions Collecting and organizing data Analyzing and evaluating data Communicating the results in a presentation TERM 32 Inquiry Learning DEFINITION 32 Teacher serves as facilitator Design and monitor inquiry groups Students work collaboratively TERM 33 Cooperative Learning DEFINITION 33 - Students work together to achieve a shared goal- Five essential elements Positive interdependence Individual and group accountability Interpersonal skills Face-to-face interaction Group processing TERM 34 Benefits of Cooperative Learning DEFINITION 34 Higher-level reasoning, creative thinking, and long-term retention and transfer Higher achievement in reading and math Increased self-esteem, especially in students with disabilities Greater intrinsic motivation Improved peer relations TERM 35 Reciprocal Teaching DEFINITION 35 - Method of teaching metacognitive strategies necessary for skilled reading comprehension.- Based on Vygotsky's Zone of Proximal Development: A group of students is jointly responsible for understanding and evaluating a text. Teacher models 4 strategies. Teacher provides scaffolding to students who take charge of discussions. Scaffolding decreases as skills are acquired.