WGU C368 Questions and Answers with complete Solutions

WGU C368 Questions and Answers with complete Solutions What is an instructional strategy? a method for delivering instruction that is intended to help student achieve the learning objectives Direct Instruction Teacher-centered instruction which includes lecture, presentation, and recitation. Inductive instructional approaches Often begin with exploratory activities and then lead to students discovering a concept or generalization. social instructional approaches Students working together in various ways to gather, process, and learn information or skills. Independent Instruction students pursue content directly with less teacher direction Differentiated Instruction Process: What is done Content: delivery of information Product: demonstration of learning Examples of differentiated instruction varying reading comprehension questions, adaptive assessment depending on student performance Teacher responsibility is... heavier at the I DO stage - I DO refers to the teacher, learners have goals, teacher is modeling Guided instruction is... WE DO IT stage - a little more student responsibility, a little less teacher responsibility, check for understanding, prompt them on what to do next Collaborative work is... WE DO IT TOGETHER stage - students are able to do it together, working in groups; teacher is monitoring and clarifying work, provide some support Independent work is.. YOU DO IT ALONE stage - you are the evaluator, evaluate what the student will complete on their own 4 direct instruction key components 1. Clear determination and articulation of goals 2. Teacher-directed instruction 3. Careful monitoring of students outcomes 4. Consistent use of effective classroom organization and management methods Explicit Instruction "Explain" - calls for teacher to gain student, present new material, reinforce correct responses, provide feedback... teacher-led instruction Implicit instruction Implied, indirect teaching, no specific guidance Stages of teacher-centered instruction 1. Daily review 2. Present new material 3. Guided practice 4. Provide feedback 5. Independent practice 6. Periodic reviews Types of Teacher-Centered (Direct) instructional approaches 1. Presentations 2. Demonstrations 3. Direct Questioning 4. Recitations 5. Drill and Practice 6. Seat Work 7. Homework Indirect instruction Student centered, constructivist in nature, students are active within the strategies, strategies take planning but are more loosely structured, collaborative and cooperative approaches, more implicit instruction Types of Student-centered strategies *Classifying: grouping ideas or concepts into categories (compare/contrast) *Metaphors: figure of speech/comparisons or connections between two unlike things ("He was a rock through all of this.") *Analogy: comparison between two similar things ("Galaxy is to a star as a beach is to a sandbox") Teacher centered engagement methods Demonstration: display a skill or concept Lecture: teaching verbalizing for majority of class time Modeling: model out loud Socratic: teacher uses questions to draw out student thinking Activation of prior knowledge Allows learners in on what is about to take place in the classroom, allows learners and opportunity to find a connection to information that they already know. Metacognition thinking about thinking Social approaches discussions; cooperative learning; panels and debates; and role playing, simulations, and games. cooperative learning students work together in mixed ability groups. informal groups are short while formal groups are designed carefully Based groups long-term grouping Key components in technology active engagement, participation in groups, frequent interactions and feedback, connection to real-world problems Formative assessment one of the most informative pieces of information from students. gives indiciation of student progress, I.E exit tickets, quizzes, brief summaries. (benefits include: check for progress, gauge student mastery, less stress for students) Summative assessments a) Occurs at the end of instruction b) Provides a summary of accomplishments d) End of chapter, midterms, final exam (benefits: reflect student learning, learning over time, allows for varied level of mastery) Norm-referenced measures from an assessment are representative of a larger group Product based assessment work samples, research papers - can be graded in absence of student Performance-based assessment live presentation - cannot be graded in absence of student