VI.+Learning+Modules+Review

(MC, T/F, Short answer, matching, other)** || **Answers (list correct one first)** || **Author(s)** || **Reference:** || http://www.indiana.edu/~idtheory/methods/m1b.html || http://www.indiana.edu/~idtheory/methods/m1b.html ||
 * **Module** ||  || **Concept, Principle, Term** || **Assessment Question** || **Question Type
 * 1 || 1 || Knowing the nature of: || Understanding how students of a particular class learn can help teachers create the best learning environment for their classrooms. || t/f || True || Joel Atwood || Module 1 study Guide
 * || 2 || Methods || What we need is a knowledge base about methods of instruction to supplement the creative aspect of training. || T/F || True || Chris Cardenas || Module Study Guide
 * || 3 || Situations || Read the following situation:

You are a first year teacher with five periods of 30+ students. Just when you are starting to feel comfortable with the school, staff, and students, a new freshman has just moved from Los Angeles, CA and into your 2nd period class. This freshman appears to be older in age than the other students, possibly held back in a previous grade, and is having difficulty socially with his peers. His behavior goes beyond social immaturity; he is **constantly** unfocused despite your constant watch, close proximity, and verbal cues. He is always finding new ways to misbehave, and seems to have no care or regard to succeed in your classroom. If you take points away, it seems to challenge him more not to care. The students get annoyed with his lack of attention to his work, and find it difficult to get along with him. He is often times ridiculed for his desperate antics for attention, and gets made fun of outside your classroom. Even though you believe that ADD/ADHD can be an extremely over diagnosed disorder, you are starting to believe that your new student may be a good candidate, but he has not been diagnosed and does not have an IEP. You believe a family should only chose medication **as a last resort**…so what do you do?

Short Answer Opinion Holly Paige Thornton Module 1 Study Guide ||

(A) Demonstration (B) Integration (C) Activation (D) Application (E) Problem || Tristan Wharton || First Principles of Instruction Handout (Pg. 2). || 2. This is a level of cognitive learning. || Multiple Choice || 1. A) Affective B) Cognitive C)Physical/Motor 2. A) Concepts B) Memorization C) Classification || Breeannda Swenson || Module 1 Study Guide http://www.indiana.edu/~idtheory/methods/m1c.html || B) Teaching a desire to not smoke. C) Teaching to want to obey the laws. || Reginald Hass || [|Module 1] || a) teaching someone to add fractions b) teaching someone to touch type c) teaching someone to not want to smoke d) teaching someone to read || Multiple Choice || b) teaching someone to touch type || Brandee Oliver || [|http://www.indiana.edu/%7Eidtheory/methods/m1c.html] || a) making inferences b) knowing the answer c) making analogies d) **a** and **b** e) **a** and **c** || Multiple Choice || The answer is These are only a few behaviors that indicate understanding as learning has taken place. || Dan Schmidt || http://www.indiana.edu/~idtheory/methods/m1d.html || a. Knowing how to assemble an automatic transmission. b. Knowing the date of the American Revolution. d. Being able to complete difficult algebra problems. || Jim heath || Module 1 http://www.indiana.edu/~idtheory/methods/m1d.html || B. A memorization-based learning system. C. A group of particulars which have something in common. D. A relationship between two or more changes. || Will Thackeray || http://www.indiana.edu/~idtheory/methods/m1e.html || a.Grouping &Categories b.Predictions & Explanations c. How & Why d. Understand & Memorize || b || Justin Chissus || Module 1 http://www.indiana.edu/~idtheory/methods/m1f.html || http://en.wikiversity.org/wiki/Invariant_Tasks:_Defined This site was found on Google || True or False? || True or False || False. Learning **names** for things is the most common kind of association learning. || Whitney Hergert || Module 2 || B. Memorization is the best tool for students. C. Making lists, either mental or physical, is essential to learning. || Amy Beckman || Module 2 || a.) knowledge of changes b.) knowledge of things c.) covert and overt questioning d.) knowledge of concepts 24b. One of the two types of knowledge is the knowledge of things, which is descriptive knowledge. || 24a. MC
 * || 4 || Merrill's First 5 || 1. Which of the 5 learning principles is most often used and concentrated on, while the others are often ignored? || M/C || 1.
 * || 4 || Merrill's First 5 || 1. Which of the 5 learning principles is most often used and concentrated on, while the others are often ignored? || M/C || 1.
 * || 5 || Jonassen's CLEs || 1. According to Jonassen's CLE's, one of the goals of the learner is to interpret and solve a problem or complete a project. || T/F || T || Justin Young || First Principles of Instruction Handout (Pg. 10). ||
 * || 6 || Cognitive Leanring || 1. What kind of learning is focused on thoughts?
 * || 7 || Affective Learning || Which of the following is NOT an example of affective learning? || Multiple choice || A) Teaching how to type.
 * || 8 || Physical/Motor Learning || An example of physical or motor learning is:
 * || 9 || Memorization || True or False? Finding the area of a rectangle is a task at the memorization level of cognitive learning. || T/F || False. Supplying the formula for the area of a rectangle would be memorization but actually using it makes it a task at the application level of cognitive learning. || AJ Moulton ||  ||
 * || 10 || Understanding || Which behaviors indicate that **understanding** as learning has taken place?
 * e) a** and **c**
 * || 11 || Applications || True or False? The application level of cognitive learning is concerned with transference of learning. || T/F || This is true. Application is learning is to generalize to new situations. It involves identifying critical commonalities across situations. || Rhyan Loverme ||  ||
 * || 12 || Concepts || Which of the following represents an understanding of concepts? || Multiple choice || **C**. Being able to tell the difference between a mammal and a reptile.
 * || 13 || Procedures || In Applecation-level learning, how are procedures classified? || Multiple Choice || A. A sequence of steps to complete a goal.
 * || 14 || Principles || Principles are concerned with || Multiple Choice
 * 2 || 15 || Invariant Tasks - mental || A Zips worker memorizes the menu. This is an example of Mental Invariant Tasks. || ( T / F ) || True. Any cognitive task which converts or memorizes a change all within one's head. || Stu Allen || Module 2
 * || 16 || - Physical || Physical Invariant Tasks require physical actions and not cognitive learning. || (T/F) || False. Physical invariant tasks do require both physical actions and cognitive learning. || Nikki Gardner || Module 2 Notes Handout and http:www.indiana.edu/~idtheory/green1.html ||
 * || 17 || -Ordered || What is "Sequential Rote Procedure"? || Short Answer || Where one step must take place before another takes place. || Kim Tran || Module 2 Notes Handout ||
 * || 18 || -Associations || Learning number values for things is the most common kind of association learning.
 * || 19 || Why are invariant tasks important? || Why are invariant tasks important? Choose the best answer. || multiple choice || A. Most higher forms of learning are not possible unless certain information is memorized first.
 * || 20 || Behaviorist learning theory || Pavlov's "conditioned response theory" is both relevant and important when learning invariant tasks. || T/F || F. Skinner's "reinforcement theory" is much more relevant. || Ashley Troha ||  ||
 * 2 || 21 || Cognitive/Information Processing Theory || In the Cognitive/Iinformation processing theory information is received by the sensory register and then passed on to the receptores. || T/F || F. Information is received by the receptors and then passed on to the sensory register. || Michael SHepherd || Module 2 ||
 * || 22 || Cognitive/Schema Theory || when new knowledge is encoded, it is organized into schemas, which are networks of related pieces of knowledge. || T/F || T || Ty Cronenwett || Module 2 ||
 * || 23 || Constructive Learning Theory || Learning occurs through a process of connecting existing knowledge with new information. || T/F || T || Mike Elford || Module 2 ||
 * 3 || 24 || Nature of Knowledge - things || 24a. If a teacher asks a student to give descriptive knowledge about a question he would be asking for?

24b. T/F || 24a. B

24b. T || 24a. Greg Mace

24b. Kelsey Foster || 24a. Module 3

24b. Module 3 || a) general details b) overall schema c) particulars d) productive changes ||  || C || Greg Mace || Module 3 || Generalities || Ty Cronenwett || Module 3 || a) Rules b)Concepts c)procedures d) principles || Multiple choice || b) Concepts || Michael SHepherd || Module 3 || b) The level of any given subject. c) A group of things that have something in common. d) None of the above. || Ashley Troha ||  || B. A description of how to change things. C. A group or class of things which have something in common. || Amy Beckman || Module 3 || B. The application of a concept. C. the initial model of a concept.(answer) D. The use of a concept for classification purposes || Joel Atwood ||  || http://www.indiana.edu/~idtheory/methods/m3d.html ||  || A. A skill required to proceed with a task. B. Variation within a given concept. C. A math problem. || Rhyan Loverme || http://www.indiana.edu/~idtheory/methods/m3d.html || A mental procedure is a procedure which entails the execution of physical movements, like performing a serve in tennis. || T/F || False; the given is a type of physical task. An example of a mental task is adding two numbers in your head. || Brandee Oliver || http://www.indiana.edu/~idtheory/methods/m4b.html || Word List: **decision, linear, paths, procedure, substeps** || 2. An important aspect of procedure learning is that procedures can vary tremendously in. || 1. Short Answer 2. Fill in the Blank || 1. Linear Procedure 2. Size || Breeannda Swenson || http://www.indiana.edu/~idtheory/methods/m4d.html http://www.indiana.edu/~idtheory/methods/m4d.html || http://www.indiana.edu/~idtheory/methods/m1d.html __http://www.indiana.edu/~idtheory/methods/m1c.html
 * || 25 || - changes || 25. Knowledge of changes in things refers to productive knowledge || T/F || T || Kelsey Foster || Module 3 ||
 * || 26 || - particulars || 26. If a teacher asks what was the specific thing John McCain said about his education policies in the debate last night he would be asking for the?
 * || 27 || - generalities || A generality is the only way to find differences between two separate subjects || T/F || F, there many other way but a generality is one of the best ways to define distinct characteristics of both subjects || Mike Elford || Module 3 ||
 * || 28 || - things || Particulars of things are //_//of concepts, and include objects actions, ideas, and symbols. of things are what we usually call //definitions//of concepts. || Fill in the blank || Instances;
 * 3 || 29 || - changes || Which one of these is NOT an example of a generaltiy of changes.
 * || 30 || - content || Content can be best described as: || Multiple Choice || a) Type of knowledge that is being learned.
 * || 31 || - principles || Define a principle || Multiple choice || A. An indication of the relationship between two or more changes.
 * || 32 || - prototype formation || The best description of prototype formation is: || multiple choice || A. the diversification of a concept.
 * Learning Module 3
 * || 33 || - generalization || According to Robert Tennyson, after we have prototype information we begin to generalize. What type of information do we look for when we generalize? || Short response || Key words: variety, differences, sizes, colors, shapes || Reginald Hass || [|Module 3] ||
 * || 34 || - variable characteristics || Variable characteristics can be factors such as color or shape. || T/F || T. Variable characteristics of a dog could be the color of his hair or size of his body. || Will Thackeray || http://www.indiana.edu/~idtheory/methods/m3d.html ||
 * || 35 || - discrimination || Discrimination requires recognizing critical characteristics, and not common characteristics. || T/F || **F**. Discrimination requires recognizing critical characteristics (differences) as well as common characteristics (similarities). || Jim Heath || http://www.indiana.edu/~idtheory/methods/m3d.html ||
 * || 36 || - algorithm || An algorithm is best described as ___.__ || Multiple Choice || **D.** A procedure to follow that aids understanding.
 * || 37 || - prior knowledge || Prior knowledge is an important consideration for learning concept classification. || True or False || True || Dan Schmidt || http://www.indiana.edu/~idtheory/methods/m3d.html ||
 * 4 || 38 || Procedural tasks - physical || Give an example of a physical procedural task. || short answer || Examples: tying your shoes, opening the door, baking a cake, etc... || AJ Moulton ||  ||
 * || 39 || - mental || True or False?
 * || 40 || Principles of Learning Procedural tasks - branching procedure || Procedures can be branching or _? || Fill in the Blank || Linear || Justin Chissus || http://www.indiana.edu/~idtheory/methods/m4d.html
 * || 41 || - linear procedure || 1. This procedure has no decision steps.