Constructivist Learning and Assessment Strategies

Student Reading Problem Categories

• Formulation of objectives
• Evaluation of emotional factors
• Neurological factors

Teacher's Summary of a Lesson's Functions

• Links lesson parts, showing how information is connected
• Provides for full student participation
• Strengthens responses
• Presents basic lesson concepts

Punishment and Learning (Thorndike's Theory)

• Punishment weakens a response, not necessarily removing it
• Punishment may deter future similar behaviors, though removal is not guaranteed.

Krathwohl's Affective Domain Levels (Lowest to Highest)

• Receiving
• Responding
• Valuing
• Organization
• Characterization

Differentiating Sex Differences in Learning Assessments

• Some assessments are not appropriate for distinguishing sex differences in learning.

Constructivist Lesson Planning

• Reciprocal teaching is a suitable constructivist lesson approach

Mastery Learning and Acceptable Performance Standards

• A SMART (Specific, Measurable, Achievable, Relevant, Time-bound) behavior defines an acceptable performance standard.

Types of Play (Characteristic of Four-Year-Olds)

• Associative and cooperative play are the most characteristic types for four-year-olds

Lesson Objective Example

• The primary objective of this lesson is to enable students to add fractions correctly. A sub-objective to accomplish this is to properly 'recognize the numerator from a denominator.'
• Objectives should clearly define what learners are supposed to learn

Psychological Development

• Erickson's stages of development relate to possible psychological characteristics in a child.

Stages of Psychosexual Development (Freud)

• The stages of psychosexual development (for example: oral, anal, phallic, latency, genital) describe a set of developmental milestones in a child

Assumptions about Teacher Use of Authentic Assessment

• Not all learning is observable
• Performance objectives assure learner of learning
• Learner success is based on observed learner performance

Addressing Individual Differences in Learning

• Provide a variety of learning activities
• Consider different learning styles

Instructional Planning

• Instructional planning requires a logical flow from beginning to end

Goal-Oriented Instruction

• Goals should result in planned activities and topic identification

Teacher Power

• A teacher can exert certain power types during the school day

Teacher Communication and Influence

• Different techniques of power and influence can be employed by a teacher

Bloom's Taxonomy

• Bloom's Taxonomy describes different cognitive learning objectives

Lesson Objective Example (Synthesizing)

• A lesson objective related to the skill of synthesizing might involve the ability to appraise or theorize.

Krathwohl's Taxonomy of Objectives

• The most basic level in the taxonomy is receiving, and the highest is characterization.

Classroom Management: "A Stitch in Time"

• Addressing minor disruptions promptly prevents larger problems later.
• Firmly established classroom rules, and consistent enforcement of them, are critical components of effective management.

Teacher Power Types

• Referent power might be achieved by showcasing competence.
• Examples of other teacher power involve reward and expert power.

Teacher Questioning Styles

• Content questions are frequently asked by instructors.