Summary

Question 1

Assimilation

Answer 1

It’s using existing schemes to understand new events, sometimes distorting information to fit.

Question 2

Accomodation

Answer 2

It’s changing existing schemes to respond to new situations, adjusting thinking to fit new information.

Question 3

Contiguity

Answer 3

An association of 2 events because of a repeated pairing. Stimulus occurs -> response follows

Question 4

Operant conditioning

Answer 4

Behaviour is strengthened or weakened by consequences

Question 5

Shaping

Answer 5

Reinforce small steps of progress towards desired goals and behaviours

Question 6

Continous schedule

Answer 6

Presenting reinforcers after every appropriate response

Question 7

Intermittent Schedule

Answer 7

Presenting reinforces after some but not all responses

Question 8

Crystalised intelligence

Answer 8

knowledge that comes from prior learning and past experiences

Question 9

Surface learning

Answer 9

Focus on memorizing and facts. Not understanding. Performance goal orientation

Question 10

Deep Processing

Answer 10

Desire to understand. Greater learning/retention. Thinks critically

Question 11

Becoming a deep learner

Answer 11

Organise content cohertently, motinor and reflect, critically analyse

Question 12

Working memory

Answer 12

A cognitive system with a limited capacity that can hold information temporarily

Question 13

Retrieval practice

Answer 13

Write down what you can remember, fill in blanks , repeat

Question 14

Depletion

Answer 14

Working memory resources get used up after sustained mental effort, reducing the capacity for further cognitive tasks.

Question 15

Elaboration

Answer 15

Connecting content to existing knowledge (mindmaps, flashcards, summaries)

Question 16

Metacogntion

Answer 16

Being aware of how you think and learn, understanding your knowledge, and making choices about learning or problem-solving based on that awareness

Question 17

Declarative

Answer 17

Knowledge about ourselves as learners and Recognizing strengths and weaknesses

Question 18

Why train metacognition

Answer 18

Control the learning process, Poor monitoring -> poor performance, improves learning outcomes

Question 19

How to train metacognition

Answer 19

Reflecting, questioning, goals, various strategies

Question 20

Fluid intelligence

Answer 20

When you encounter a new problem that cannot be solved with your existing knowledge, you rely on fluid intelligence to solve it.

Question 21

Deep learn :

Answer 21

Cognitively engage, use strategies (elaboration, mnemonics, imagery), make connections, metacognitions

Question 22

Active learning strategy

Answer 22

Interactive, hands-on learning,

Question 23

ICAP

Answer 23

Interactive, Constructive, Active, Passive

Question 24

Interactive

Answer 24

Dialogues with turn taking

Question 25

Constructivist

Answer 25

Emphasis on the learner taking on an active role in building their understanding and making sense of their learning

Question 26

Meaningful learning

Answer 26

students own ideas incorporated, variety of sources, collaborative working, reflection and autonomy and scaffolding

Question 27

Cognitive apprenticeship

Answer 27

Knowledgeable expert models and demonstrates a task. Tasks get increasingly complex

Question 28

Collaboration

Answer 28

how to relate with and work with others. Shared understanding of building knowledge as a group

Question 29

Co-operation

Answer 29

working with others to achieve a shared goals.

Question 30

Group discussion

Answer 30

supports memory and processing, enhancing knowledge.

Question 31

Ill structured task

Answer 31

multiple outcomes, any format

Question 32

Roles

Answer 32

can provide direction, rotate roles, no fixed roles in all situations

Question 33

Reciprocal questioning

Answer 33

material presented, ask questions. Teacher gives question starters (do you agree? For/against). Take turns asking and answering

Question 34

Jigsaw

Answer 34

students learn different parts. Become expert. Regroup and present ideas as expert. Share knowledge and contribute to each others learning

Question 35

Constructive/structured controversies.

Answer 35

4 split into pairs. One research for and one against. Present ideas and debate. Swap teams. Debate again. Summarise best arguments on each side and reach consensus

Question 36

Exploratory talk

Answer 36

classroom rules to be followed during the task.

Question 37

Self efficacy

Answer 37

sense of competence towards a particular task.

Question 38

Intrinsic motivation

Answer 38

enjoys learning, activates are their reward, welcomes challenges

Question 39

Extrensic motivation

Answer 39

dislikes learning, learns for the external reward, avoids challenges

Question 40

Behaviourists and motivation

Answer 40

motivated by external rewards, incentives, punishments and reinforcers. Extrinsic

Question 41

Goals to increase motivation

Answer 41

SMART, subgoals, moderate difficulty, reachable

Question 42

Goal setting increase performance

Answer 42

attention, persistence, focus, new knowledge/strategies to achieve