TED 250 Exam 1 Questions and Answers
Theories of How People Learn: - Answer-Constructivism and Behaviorism. Everything stems from these
two theories. Good teaching is a balance between this two.
Constructivism aka Indirect Instruction - Transformation - Answer-Construct own understanding. Learn
by environment and facilitate. Uses Discriminations and Generalizations. Indirect. i.e. the Archeology
and Dinos, Windows, and Ants, Kathy Johnson. Intrinisic - internal rewards "that happy feeling in your
heart." High cognition. Should be 90% of the instructional time. More student centered. High challenge
tasks.
Behaviorism aka Direct Instruction - Transmission - Answer-Teacher is the expert and gives knowledge.
Direct instruction. i.e. the Mountain Lesson and also the Archeology Lesson - Gwen. Uses accuracy and
automaticity. Low cognition. Has extrinsic rewards - things in the environment. Low level kids usually get
these rewards. Should be 10% of instructional time. i.e. when you're trying to get kids to remember
things like their phone number. Low challenge tasks.
Bloom's Taxonomy - Answer-Synthesis
Analysis
Application
Comprehension
Recall
, The lower levels of Bloom's are Behaviorism, the higher levels are Constructivism.
Scaffolding - Answer-When you realize that someone will not get something on the first try, you make it
easier and gradually "moving away from the pegs." You do whatever it takes to make sure they learn the
concept and help them work their way up the ladder. Only used with higher level, constructionism tasks.
Givens - Answer-It's just a given.
Opportunity: When you practice something. The 10,000 hours rule, Do something for 10,000 hours and
you'll be an expert. i.e. the Mountain Lesson - opportunity to listen and memorize. Archeology Lesson -
opportunity to work in groups.
Challenge: The peg. How much you challenge yourself.
-Closer to the peg, behaviorism. Don't want to fail, want an A. i.e. the Mountain Lesson.
-Farther away from the peg - Take risks, may not make a perfect grade, the focus is on learning. i.e.
Windows, Dinos and Ants.
Identity: This is or isn't me. When you're passionate about a class. Deals with relationships with other
students and with the teacher themselves. You live up to what you identify yourself as.
Self-regulation: Marshmallows, self control. i.e. How Children Succeed.
Teaching Continuum - Answer-Constructivism: High cognition and Intrinsic rewards. More student
centered, multiple answers. Social. Active. Encourage student motivation. Instruction, in the moment.
Ambiguity - have no idea what is going to happen.
Behaviorism: Low Cognition and Extrinsic, teacher centered, single answers. Individual. Passive.
Discourages student motivation. Future - just thinking about the test. Certainty - know exactly what is
going to happen
Theories of How People Learn: - Answer-Constructivism and Behaviorism. Everything stems from these
two theories. Good teaching is a balance between this two.
Constructivism aka Indirect Instruction - Transformation - Answer-Construct own understanding. Learn
by environment and facilitate. Uses Discriminations and Generalizations. Indirect. i.e. the Archeology
and Dinos, Windows, and Ants, Kathy Johnson. Intrinisic - internal rewards "that happy feeling in your
heart." High cognition. Should be 90% of the instructional time. More student centered. High challenge
tasks.
Behaviorism aka Direct Instruction - Transmission - Answer-Teacher is the expert and gives knowledge.
Direct instruction. i.e. the Mountain Lesson and also the Archeology Lesson - Gwen. Uses accuracy and
automaticity. Low cognition. Has extrinsic rewards - things in the environment. Low level kids usually get
these rewards. Should be 10% of instructional time. i.e. when you're trying to get kids to remember
things like their phone number. Low challenge tasks.
Bloom's Taxonomy - Answer-Synthesis
Analysis
Application
Comprehension
Recall
, The lower levels of Bloom's are Behaviorism, the higher levels are Constructivism.
Scaffolding - Answer-When you realize that someone will not get something on the first try, you make it
easier and gradually "moving away from the pegs." You do whatever it takes to make sure they learn the
concept and help them work their way up the ladder. Only used with higher level, constructionism tasks.
Givens - Answer-It's just a given.
Opportunity: When you practice something. The 10,000 hours rule, Do something for 10,000 hours and
you'll be an expert. i.e. the Mountain Lesson - opportunity to listen and memorize. Archeology Lesson -
opportunity to work in groups.
Challenge: The peg. How much you challenge yourself.
-Closer to the peg, behaviorism. Don't want to fail, want an A. i.e. the Mountain Lesson.
-Farther away from the peg - Take risks, may not make a perfect grade, the focus is on learning. i.e.
Windows, Dinos and Ants.
Identity: This is or isn't me. When you're passionate about a class. Deals with relationships with other
students and with the teacher themselves. You live up to what you identify yourself as.
Self-regulation: Marshmallows, self control. i.e. How Children Succeed.
Teaching Continuum - Answer-Constructivism: High cognition and Intrinsic rewards. More student
centered, multiple answers. Social. Active. Encourage student motivation. Instruction, in the moment.
Ambiguity - have no idea what is going to happen.
Behaviorism: Low Cognition and Extrinsic, teacher centered, single answers. Individual. Passive.
Discourages student motivation. Future - just thinking about the test. Certainty - know exactly what is
going to happen
