Learning Processes Flashcards
(27 cards)
Learning Style
the manner in which a student learns best
Example.
Visual Learning
Metacognition
the awareness and understanding of one’s own thought processes, enabling students to monitor, control, and reflect on their learning strategies and problem-solving techniques to enhance their cognitive abilities
Self-Directed Learning
students beginning to take responsibility for their own education and developing a sense of ownership in their learning
Activate Prior Knowledge
helping students remember what they already know about the topic
Questioning
Asking questions to gather information
Example.
Troubleshoot an issue, design a questionnaire
Manipulatives
objects used by students to illustrate and explore mathematical concepts, such as to represent numbers in an equation
Example.
Blocks, Coins
Kinesthetic Learning / Tactile Learning
Learning primarily by touching things or doing an activity
Example.
create and act out plays or skits
Graphic Organizer
a visual display of the relationships between facts and ideas
Example.
Graphic organizers, such as story maps, timelines, venn diagrams and K-W-L charts, help students organize information.
Annotate
making notes in a text and questioning unfamiliar ideas while reading something new
Auditory Methods
Lessons using materials for students to listen to.
Example.
speeches, music, or direct instruction
Auditory Learning
Learning primarily by hearing things
Example.
Lectures
Open-Ended Question
questions that require more than a simple “yes” or “no” response and promote whole class and small group discussion
Example.
A question posed as a statement, such as “Tell me about the relationship between the main characters in the novel” is an open-ended question.
Concrete Examples
hands-on materials or real-world scenarios used to illustrate abstract concepts
Visual Learning
Learning primarily by seeing things
Example.
Written examples
Visual Methods
Lessons using materials for students to view.
Example.
maps, images, political cartoons, multimedia presentations and graphs
Tactile Methods
Lessons using materials for students to touch and handle.
Example.
Encouraging students to take notes, use study sheets, build dioramas or models
Anticipation Guide
a series of statements used to preview and activate prior knowledge before reading a text
An 8th-grade student who is typically high-performing and cheery is suddenly acting withdrawn and performing poorly on exams and assignments. When the teacher pulls the student aside during class to ask her if she is okay, she looks around and says that everything is fine. Which of the following is likely to be the reason for her sudden change in behavior?
a She is not feeling well.
b She is experiencing bullying by students in the class outside of class time.
c She does not understand the new material being taught and may need additional help.
d She is feeling embarrassed about asking for academic help.
Option b is the correct answer.
Explanation:
Middle and high school is a particularly difficult social stage and students may experience bullying or other social issues. When a student does not feel safe at school, they are likely to also struggle academically. When a student’s behavior or academic performance suddenly changes, teachers should check in with the student and their family and potentially connect them with a school counselor, as these can be indicators of a serious external issue such as abuse or bullying.
Which of the following interventions would be most beneficial for a visual learner who is struggling to differentiate between DNA and RNA?
a Ask the student to color a picture of the DNA molecule and RNA molecule. Ask the student to highlight the differences.
b Ask the student to build a model of the DNA molecule and label the parts that would be different in an RNA molecule.
c Ask the student to watch a documentary over the discovery of the DNA molecule.
d Ask the student to compose a song about the differences between DNA and RNA molecules.
correct
Option a is the correct answer.
Explanation:
This intervention will give the student a visual product that they can reference in the future to easily see the differences between DNA and RNA.
Rachel is more physically developed than her sixth-grade peers in a heterogeneous class of computer literacy. As part of a daily routine, students are given five websites they can choose to explore individually. Although she does not disrupt the class, Rachel never selects a website and often ignores directions, opting instead to write angry messages. Based on this information, what is the best assessment of Rachel’s behavior?
a She is responding to personal, physical, or social changes and interactions.
b She is exhibiting signs of cognitive limitations and needs to be referred for testing.
c She is not ready to have choices and needs to be given an assignment.
d She is reflecting a limited access to technology experience outside of school.
correct
Option a is the correct answer.
Explanation:
This is the correct answer. The need to be given an assignment is not indicated, since students are given limited choices in keeping with the middle school students’ expectation to begin more independent decision-making. In fact, directives and limitations might provoke rebellion in Rachel. There is no information given to assume that she has cognitive limitations, and while she may have limited access to technology outside of school, any limitation would likely be irrelevant in this situation. She is responding to personal changes and interactions with her environment.
Which of the following actions of a middle school teacher would best assist students in developing a positive self-concept?
a Allow students to help plan and implement instructional activities.
b Help students to become more proficient and competent in areas they value.
c Become a role model for students.
d Group students together who have similar academic achievement levels.
Option b is the correct answer.
Explanation:
Helping students become proficient in areas they value would be very useful to build a positive self-concept, because the students attach value to these areas. By increasing the student’s proficiency in them, the educator encourages the student to become better at a field they value.
Mr. Ivin’s algebra class is learning the Pythagorean Theorem. He has two students who are auditory learners and are struggling with the concept. What activity would best help them learn the theorem?
a Have students draw triangles and assign number values to the sides that fit with the theorem.
b Teach the class a short song that has the key components of the pythagorean theorem.
c Create a mnemonic device with motions so students “act out” the theorem.
d Assign an essay over the development of the theorem.
correct
Option b is the correct answer.
Explanation:
This is best suited for auditory learners to retain information.
Which of the following strategies provides instruction that supports all levels of cognitive development?
a reinforcing challenging concepts with real-world scenarios and opportunities to apply new skills
b conducting formative assessments at regular intervals
c allowing advanced students to work independently during direct instruction time
d pairing high achieving and low achieving students together for tutoring sessions
correct
Option a is the correct answer.
Explanation:
Connecting challenging concepts with real-world scenarios will help students to access prior knowledge and retain new information. Application of new skills can be differentiated so that students are given different activities based on current levels of development.
Which of the following activities for studying cell organelles would best serve a kinesthetic learner?
a making a list of cell organelles, their structures, and their functions
b drawing a picture of a cell and labelling the organelles
c assigning each student an organelle and acting out a play about them
d watching a narrated video about cell organelles
correct
Option c is the correct answer.
Explanation:
Acting in a play would best serve a kinesthetic learner, who learns by doing. Assigning each organelle as a character would help the student draw connections between organelles and show how they work together.
