Principles of Instruction and Learning (IDE 621) – Midterm Review – Flashcards
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"Behavior should be seen and measured"
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(Behaviorism)
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Behaviorism (Definition of Learning)
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"Relatively permanent change in observable behavior as a result of experience"
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Classical Conditioning
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(Behaviorism) - [Ivan Pavlov] - AUTOMATIC and INVOLUNTARY responses. (Pavlov's Dogs) Neutral Stimulus (NS - "bell") + Unconditioned Stimulus (US - "food") = Conditioned Stimulus (CS - "bell-saliva")
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Operant Conditioning
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(Behaviorism) - [Frederic Skinner] VOLUNTARY responses. (Pigeon Button) Reinforcement FOLLOWS the Response to increase or decrease (punish) behavior. Schedules of reinforcement shape behavior accordingly.
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Neutral Stimulus (NS), Unconditioned Stimulus (US), Conditioned Stimulus (CS)
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(Behaviorism) - [Pavlov] - Classical Conditioning - Learning Theory
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Reinforcement, Punishment, Reinforcement Schedules
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(Behaviorism) - [Skinner] - Operant Conditioning - Learning Theory
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Reinforcement Schedules - (Continuous, Intermittent, Fixed, Variable, Ratio, Interval)
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(Behaviorism) - [Skinner] - Operant Conditioning - Learning Theory
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Positive Reinforcement
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ADD to INCREASE (Candy)
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Negative Reinforcement
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REMOVE to INCREASE (Discount)
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Punishment I
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ADD to DECREASE (Spanking)
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Punishment II
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REMOVE to DECREASE (Time Out)
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Generalization
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(Behaviorism) - similar stimuli still produce the same response
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Stimulus Discrimination
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(Behaviorism) - distinguishing between similar stimuli
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Extinction
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(Behaviorism) - sudden disappearance of conditioned response
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Spontaneous Recovery
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(Behaviorism) - sudden re-appearance of a conditioned response
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Shaping
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(Behaviorism) - reinforcement through increasingly-specific approximations of the desired behavior
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Chaining
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(Behaviorism) - reinforcement through a sequence of several behaviors to form a complex behavior
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Behaviorism (Nature of Learning)
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All organisms learn the same way - through stimulus and reinforcement mechanisms
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Behaviorism (Role of Behavior)
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Change in observable behavior is the indicator of learning
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Behaviorism (Role of Internal Processing)
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Not worth studying because it cannot be observed
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Behaviorism (Role of External Environment)
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Environment should be manipulated to maximize potential for learning and minimize noise (distraction)
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Behaviorism (Process Inherent in Learning)
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Stimulus, Response, Conditioning, Chaining/Shaping, Reinforcement, Punishment
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Edward Thorndike
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(Behaviorism) - The Law of Effect, Connectionism (Cat Box)
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Hull
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(Behaviorism) - Intervening Variables
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Watson
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(Behaviorism) - Frequency of S-R Pairing
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Cognitivism (Mechanism)
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Input-->Processing-->Output (or "information processing theory")
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Organization (of knowledge)
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(Cognitivism) - structuring of information with mental associations or representations
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Schema
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(Cognitivism) - the system of mental organization learner's create
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"Some learning processes are unique to humans"
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(Cognitivism)
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"Learning does not always result in behavior; it is largely internal"
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(Cognitivism)
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"Learning should activate prior knowledge"
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(Cognitivism)
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(Cognitivism) - Definition of Learning
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"Learning is a relatively permanent change in mental representations as a result of experience"
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Edward Tolman
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(Cognitivism) - Purposive Behavior, Latent Learning ("it is unobservable"), Cognitive Maps
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Gestalt Psychologists
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(Cognitivism) - Wertheimer, Köhler, Koffka - Law of Proximity, Similarity, Closure, Law of Prágnanz
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Law of Prágnanz
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(Cognitivism) - Simplifying reality to get complete, harmonious, symmetric, figures
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Dual Store Model
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(Cognitivism) - Short-Term and Long-Term memories (Sensory-->Short-Term-->Long-Term)
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Jean Piaget
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(Cognitivism) - Schemes, Assimilation and Accommodation, Equilibration, 4 Stages of Cognitive Development
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Equilibration, Assimilation and Accommodation
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(Cognitivism) - [Piaget] - Processes of reforming schema to fit new information
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Lev Vygotsky
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(Cognitivism) - [Vygotsky] - Zone of Proximal Development (ZPD), Scaffolding, Challenge Questions
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Encoding
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(Cognitivism) - Creating new memories from experience (for later RETRIEVAL)
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Retrieval
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(Cognitivism) - Recalling information from storage (created through ENCODING)
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Scaffolding
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(Cognitivism) - Providing auxiliary aids for forming schema. Modeling, leading questions, advance organizers can help.
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Robert Gagné
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(Cognitivism) - Nine (9) Events [Attention, Objectives, Activation, Presentation, Guidance, Performance, Feedback, Assessment, Transference)
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(Cognitivism) - Role of Behavior During Learning
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Purposive behavior; however, not all learning is observable (it is "latent")
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(Cognitivism) - Role of Internal Processing
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Learning is internal through changes in schema (through assimilation and accommodation)
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(Cognitivism) - Processes Inherent in Learning
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Accretion, Schema Tuning, Internalizing, Encoding, Retrieval
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(Social Learning) - Mechanics
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Behavior Environment Perceptions (Reciprocal Causation)
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"People learn by observing other's behavior and the consequences it creates"
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(Social Learning)
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"Learning is vicarious; people observe and then choose whether to repeat behavior ("personal agency")"
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(Social Learning)
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"Learning can happen without change in behavior, as the person simply develops the capacity to behave under circumstances"
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(Social Learning)
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(Social Learning) - Processes Inherent in Learning
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(4 Steps) - Attention, Retention, Expectations, Mental Rehearsal
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"Forming BELIEFS about our self-efficacy affects behavior"
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(Social Learning)
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(Social Learning) - Definition of Learning
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"Learning is the construction of behavior patterns which society expects"
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Albert Bandura
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(Social Learning) - Vicarious Learning, Observational Learning in 4 Steps (Attention, Retention, Reproduction, Motivation
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Vicarious Reinforcement and Punishment
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(Social Learning) - [Bandura] - Learners observe models and learn from their consequences
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Reciprocal Causation
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(Social Learning) - Behavior (B), Social Environment (E), and Individual Perceptions (P) affect one another to shape behavior
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Modeling
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(Social Learning) - Live (demo), Symbolic (media), or Verbal (directions) Models must be Competent, Prestigious, Powerful, and Relevant to Learner to be effective
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Self-Efficacy
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(Social Learning) - Belief in one's own learning abilities. Effected by past performance, emotional state, attribution of past events, criticism, etc.
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Self-Regulation
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(Social Learning) - Controlling one's own behaviors ("strategic learning") Set Goals, Monitor Studies, Reinforce Self, improve learning Environment, etc.
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Shared Meaning
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(Social Learning) - Part of the constructivist approach to meaning-making in collaborative settings
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Incentive
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(Social Learning) - Expectation of reinforcement for a particular behavior
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(Social Learning) - Role of Behavior during Learning
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Behavior shares control with Environment (E) and Perception (P).
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(Social Learning) - Role of Internal Processing during Learning
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Internal processing necessary to learn through observation. Behavior does not need to change for learning to take place.
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(Social Learning) - Role of External Environment in Learning
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Modeling helps reinforce Vicarious Acquisition. Incentives matter.
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(Social Learning) - Processes Inherent in Learning
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Observation, Shared Meaning, Modeling, etc.
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Repetition
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(Behaviorism) - Instructional Theory - strengthens conditioning
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Creating Positive Learning Environment
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(Behaviorism) - Instructional Theory
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Clear Objectives for Observing and Measuring Student Learning
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(Behaviorism) - Instructional Theory
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Chunking
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(Behaviorism) - Instructional Theory - helps with memorizing data
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Feedback is frequent and immediate
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(Behaviorism) - Instructional Theory
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Reinforcement Schedules
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(Behaviorism) - Instructional Theory
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Programmed Instruction
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(Behaviorism) - [Skinner] - Instructional Theory - LINEAR or BRANCHING instruction helps users study at own pace.
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Mastery Learning
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(Behaviorism) - [Bloom] - Instructional Theory - Competency-oriented and assessment-heavy learning grades by proficiency and is often self-paced.
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Purposive Behaviorism
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(Cognitivism) - [Tolman] - Behavior is conscious and driven towards a goal.
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Phi Phenomenon
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(Cognitivism) - [Gestalt Psychs] - Moving picture illusion shows that perception is not all-true.
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Memory Traces
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(Cognitivism) - [Gestalt Psychs] - Memory follows Law of Prägnanz, making it simpler and more complete over time
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Restructuring and Insight
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(Cognitivism) - [Gestalt Psychs] - Instructional Theory - Organizing info into new ways can lead to brekthroughs and integration
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Discovery and Inquiry Learning
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(Cognitivism) - Instructional Theory - Schema are best-formed when leading questions and problem-centered work is involved
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Meaningful Learning
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(Cognitivism) - Instructional Theory - as opposed to "rote learning," learners integrate new information when it has a connection they form with prior knowledge
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Clinical Method
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(Cognitivism) - Instructional Theory - Piaget's method of simply interviewing individuals
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Distributed Practice
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(Cognitivism) - Instructional Theory - better than MASSED practice, at least for recall and application
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Consolidation
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(Cognitivism) - Instructional Theory - gives time to process one's Working Memory into a schema
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Activation
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(Cognitivism) - Instructional Theory - activating previous knowledge helps with integrating new information
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ZPD
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(Cognitivism) - Instructional Theory - [Lev Vygotsky] - Zone of Proximal Development, between what students can do ALONE and what they cannot do AT ALL.
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Criterion-Referenced Instruction
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(Behaviorism) - Instructional Theory - uses Goal/Task analysis and Performance Objectives to create specific learning modules. Used in professional spaces often.
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Advance Organizers
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(Cognitivism) - [Asubel] - Instructional Theory - A tool or aid to help with the integration of new knowledge (like study guides, posters, slides, graphs, flashcards)
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Collaborative Learning
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(Social Learning) - Instructional Theory - The Roles of facilitator and contributors are changed and the hierarchy is removed. Shared meaning is the primary output and the experience is encouraging and conversational.
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Reciprocal Teaching
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(Social Learning) - Instructional Theory - relies on dialogue to investigate learners' thinking processes about the shared learning experience. It involves Predicting, Questioning, Clarifying, and Summarizing.
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