WGU Learning as a Science - D186
Study online at https://quizlet.com/_hk7ub9
1. Brain-Based an approach to teaching that is grounded in the latest research on how the brain
Learning learns best. Strategies that align with the natural learning processes of the brain,
making education more effective and engaging. Factors like emotion, environ-
ment, repetition, and individual neurological differences significantly impact how
well students learn.
2. Multisensory In- Brain retains information better when multiple senses are engaged.
struction
3. Brain Breaks The brain needs time to process and consolidate information. Implementing short
breaks during lessons can improve focus and retention.
This is also tied to ideas of "cognitive load," the theory that the brain has limited
processing capacity at any given time, and too much sensory or informational
input can overwhelm learners.
4. 4 Exemplary Ar- 1) Modeling learning progressions and adapting learning experiences, re-
eas for Learning sources, and feedback to support learners' progress.
as a Science 2) Collaborative learning and scaffolding, scripting, and orchestrating social in-
teraction.
3) Simulations, visualization, modeling, and representation.
4) Opportunities to engage in hands-on constructive activities.
5. 10 Key Learning 1) Environment
as a Science Prin- 2) Student's physical well-being
ciples 3) Learning is a process that involves effort, mistakes, reflection, and refinement.
4) Motivated to learn through autonomy, interests, and understanding the pur-
pose.
5) Think deeply about the "to-be-learned" material to pay attention, build mem-
ories, and make meaning.
6) Retrieval practice.
7) Spacing out learning and interweaving different content.
8) Communicating high expectations.
, WGU Learning as a Science - D186
Study online at https://quizlet.com/_hk7ub9
9) Students feel safe in their learning.
10) Collaboration and social interaction.
6. Retrieval Practice A learning strategy where you actively recall information from memory, rather than
passively reviewing it.
Strengthens memory; helps students flexibly apply what they learn, which
strengthens the neural pathways associated with that information.
7. Collaboration Encourages deeper processing
and social
interaction
8. Deliberately cre- Increases learning
ating learning
spaces, including
desk placement,
lighting, etc.
9. Strategies to 1) Summarizing
elaborate on 2) Drawing
learning:
10. Summarizing to create a verbal description that distills the most important information from a
set of materials
11. Drawings they use graphic strategies to portray important concepts and relationships
12. Representation- A simple diagram or depiction of a theory helps students recall factual informa-
al Drawing tion, but falls short when it comes to deeper comprehension.
13. Organizational Concept maps, anchor charts, and sketch notes - students can tease out relation-
Drawings ships between concepts and see the big picture more clearly.
14.
, WGU Learning as a Science - D186
Study online at https://quizlet.com/_hk7ub9
Summarizing a summarizing strategy should help students discern the inherent structures in a
Strategy - Clarify text
What's
Important
15. Summarizing Text Structures:
Strategy - 1) Description
Familiarize 2) Generalization
students with 3) Argument
multiple text 4) Definition
structures 5) Comparison
6) Problem/Solution
16. Description describe characteristics of a particular person, place, or thing.
structures
17. Generalization begin with a general statement like, "There are a wide variety of consequences
structures for breaking federal rules regarding carry-on baggage on commercial airplanes."
18. Argument struc- begin with a statement that must be proven or supported. Proof or evidence
tures follows the statement. Sometimes qualifiers identify exceptions to the proof or
evidence provided
19. Definition Struc- begin by identifying a specific term and then describing the general category
tures to which the term belongs, along with specific characteristics of the term that
distinguish it from other terms within the category
20. Comparison identify two elements, such as commensalism and mutualism, and list how those
structures elements are similar and dissimilar.
21. Problem/solu- begin by describing a problem. then a possible solution.
tion structures
22.
Study online at https://quizlet.com/_hk7ub9
1. Brain-Based an approach to teaching that is grounded in the latest research on how the brain
Learning learns best. Strategies that align with the natural learning processes of the brain,
making education more effective and engaging. Factors like emotion, environ-
ment, repetition, and individual neurological differences significantly impact how
well students learn.
2. Multisensory In- Brain retains information better when multiple senses are engaged.
struction
3. Brain Breaks The brain needs time to process and consolidate information. Implementing short
breaks during lessons can improve focus and retention.
This is also tied to ideas of "cognitive load," the theory that the brain has limited
processing capacity at any given time, and too much sensory or informational
input can overwhelm learners.
4. 4 Exemplary Ar- 1) Modeling learning progressions and adapting learning experiences, re-
eas for Learning sources, and feedback to support learners' progress.
as a Science 2) Collaborative learning and scaffolding, scripting, and orchestrating social in-
teraction.
3) Simulations, visualization, modeling, and representation.
4) Opportunities to engage in hands-on constructive activities.
5. 10 Key Learning 1) Environment
as a Science Prin- 2) Student's physical well-being
ciples 3) Learning is a process that involves effort, mistakes, reflection, and refinement.
4) Motivated to learn through autonomy, interests, and understanding the pur-
pose.
5) Think deeply about the "to-be-learned" material to pay attention, build mem-
ories, and make meaning.
6) Retrieval practice.
7) Spacing out learning and interweaving different content.
8) Communicating high expectations.
, WGU Learning as a Science - D186
Study online at https://quizlet.com/_hk7ub9
9) Students feel safe in their learning.
10) Collaboration and social interaction.
6. Retrieval Practice A learning strategy where you actively recall information from memory, rather than
passively reviewing it.
Strengthens memory; helps students flexibly apply what they learn, which
strengthens the neural pathways associated with that information.
7. Collaboration Encourages deeper processing
and social
interaction
8. Deliberately cre- Increases learning
ating learning
spaces, including
desk placement,
lighting, etc.
9. Strategies to 1) Summarizing
elaborate on 2) Drawing
learning:
10. Summarizing to create a verbal description that distills the most important information from a
set of materials
11. Drawings they use graphic strategies to portray important concepts and relationships
12. Representation- A simple diagram or depiction of a theory helps students recall factual informa-
al Drawing tion, but falls short when it comes to deeper comprehension.
13. Organizational Concept maps, anchor charts, and sketch notes - students can tease out relation-
Drawings ships between concepts and see the big picture more clearly.
14.
, WGU Learning as a Science - D186
Study online at https://quizlet.com/_hk7ub9
Summarizing a summarizing strategy should help students discern the inherent structures in a
Strategy - Clarify text
What's
Important
15. Summarizing Text Structures:
Strategy - 1) Description
Familiarize 2) Generalization
students with 3) Argument
multiple text 4) Definition
structures 5) Comparison
6) Problem/Solution
16. Description describe characteristics of a particular person, place, or thing.
structures
17. Generalization begin with a general statement like, "There are a wide variety of consequences
structures for breaking federal rules regarding carry-on baggage on commercial airplanes."
18. Argument struc- begin with a statement that must be proven or supported. Proof or evidence
tures follows the statement. Sometimes qualifiers identify exceptions to the proof or
evidence provided
19. Definition Struc- begin by identifying a specific term and then describing the general category
tures to which the term belongs, along with specific characteristics of the term that
distinguish it from other terms within the category
20. Comparison identify two elements, such as commensalism and mutualism, and list how those
structures elements are similar and dissimilar.
21. Problem/solu- begin by describing a problem. then a possible solution.
tion structures
22.
