ILTS 155; Learning Behavior Specialist
Exam Questions with 100% Correct
Answers
methods of practice - Answer-General Structure: amount to be practiced, time to finsih,
group student or teach led, varied difficulty levles
-level of response: copying, recognition, recall with or without cues
-Types of material: worksheets, audiovisual, text
Methods of testing - Answer-Type: verbal, written, deminstrative
General structure: time to complete, amount to complete, group or individual
Level of response: multiple choice, essay, recall of facts
advance organizers encourage students to... - Answer--comnect information to what
they already know
-make abstract ideas more concrete
-capture students' interest
-help students organzie the info and visualize relationships
-these can be: visual aids, verbal cures, question and graphic-oriented study guides,
concept diagramming, semantic feature analysis: table with concept in one column and
feature in the other. Semantic webbing: concept is placed in middle of chard with
relevant details surrounded. Mneumonic devices
Can be used... - Answer--before lesson to alert students of main point
-during lesson to help organize information
-at close to summarzie and remember main points
Explaining results: Serve as resource for rest of teachers by... - Answer--working with
teachers in classroom to organize setting
-work with small groups of students in classroom
-prepare IEP for students needing extra assistance
-create inclusive classrooms
-track progress and perform assessments
-apply knowledge of guidelines for referring students to appropriate specialists when
more in-depth information about a child's needs is required for making educational
decisions
procedures for developing and implementing Individualized Education Programs (IEPs),
Individual Family Service Plans (IFSPs), and transition plans. - Answer--Demonstrate
knowledge of issues in definition and identification procedures for individuals with
disabilities, including those associated with individuals from culturally and/or
linguistically diverse backgrounds
,IEP team - Answer-parents of child, at least one regular education teacher of the child,
at least one sped teacher, a representative of local educational agency, an individual
who can interpret the instructional implications of evaluation results, at the descrepancy
of the parents, others who have knowledge about the child. whenever appropriate, the
child
Roles of members - Answer--representative of educational agency: provide or supervise
provision of specifically designed instruction to meet the needs of the child (usually the
school principal)
Teachers: identify the short and long term goals on student and give progress reports
including strengths and weaknesses
Transition planning - Answer-preapring the student for post-school starting at age 15
-a student oriented event that necessitate a collaborative endeavor
Team:
-student, parents, secondary personenel, postsecondary personnel
in order to participate in the transition process a student must... - Answer--understand
their disability and how it affects them
-implement acheivable goals
-present a postive self-image
-know how and when to discuss and ask for needed accomodations
-establish support network
Primary function of parent is to assist in goal planning and achievment
Learning Theories: Piaget's stages of development - Answer-Sensory motor (birth-2)
Pre-operational (2-7)
Concrete operation (7-11)
Formal Operational (11-15)
Principles of the brain - Answer--the brain is a complex adaptive system
-it is social
-the search for meaning is innate
-we use patterns to learn more effectively
-emotions are crucial to development
-information is created and perceived simultaneously
-learning involves focused and peripheral attention
-Learning involves focused and peripheral attention
-Learning involves conscious and unconscious processes
-We have two way of organizing memory
-learning is developmental
-Complex learning is enhanced by challenge
-Every brain is unique
Multiple Intelligence Theory - Answer--visual/spatial
,-Kinesthetic/bodily
Interpersonality
muscially
verbally
logically/mathematically
Constructivist Theory - Answer--Learner creates knowledge
-Learner constructs and makes meaningful new knowledge to existing knowledge
-Learner shpaes and constructs knowledge by life experiences and social interactions
-In constructivist learning communities, the student and their teacher and classmates
establish knowledge cooperatively on a daily basis
-Cooperative learning environments= students encouraged to interact with instructional
processes by asking questions and using own ideas to stimulate questions
Metacognition learning theory - Answer--The teacher believes that teaching to student
to process their own learning and mastery of skills provides the greatest learning and
retention opportunities
-Students are taught to develop concepts and teach themselves skills in problem
solving and critical thinking
-Student is active participant and teacher is facilitator of conceptual learning process
Social and Behavioral Theories - Answer--social interactions instruct or impact learning
opportunities in the classroom
-the stimulus of the classroom can promote conducive learning or maladaptive
behaviors
Variety of Learning Styles: Visual Representations - Answer-see it to understand it
-slides, pictures, movies
-create own visual representations
-semantic mapping
Auditory representations - Answer-hear it to undrstand it
-listening to a cassette tape after reading it on paper
Use of nonexamples - Answer-not only what it is but what it is
-demonstrating nonexamples may be as important as demonstrating examples
e.g.: learning about triangles- seeing what is a triangle is just as important as seeing
what is not a triangle
Manipulative - Answer-spatialize it to understand it
-supplying tangible objects that students can move to expand conceptual knowledge
Prior knowledge as the base for New Knowledge - Answer-Prior knowledge: a person's
prior experiences, learning, development before entering a certain situation (can be
incomplete or false)
, -Schoolwork undoubtedly expands prior knowledge for new connections and
comprehension
How to activate prior knowledge - Answer--free recall: tell me what you know about...
-Unstructured discussion: lets talk about...
-Structured question: who exactly was Martin Luther King?
-Word Assocation: When you hear the words tortoise, hair, slow, fast what do you think
of?
-Recognition: union south. what comes to ming?
Without a direct link between new info to something prior in a students memory.... -
Answer-new learning will not be automatic or useful
-these connections allow students to integrate and make sense of new information
THINK OF SCHEMAS
Know-wonder-learn techniques - Answer-Three boxes: wat they know about something,
what they want to learn about that something, what they learned about that something
by the end of the unit
How to facilitate within the classroom: Errorless Learning - Answer-students must learn
to practice errorlessly
-practice doesnt make perfect-perfect practice makes perfect
-once you learn something wrong, its even harder to learn it correctly
Teacher-derived instruction - Answer-teacher is responsible for providing the
information in a teacher led format
-not the time for discovery
-time for listening only
Prompts - Answer-subtle lesson between teacher and one student
e.g.: a student has tendency to shout out answer, teacher and student meet to discuss
they will place a hand on their shoulder to encourage hand raising, teacher does so to
prompt student to remember
-no verbal communication necessary and yet misbehavior is abolished
Discrimination learning - Answer-student is taught only to respond when certain
conditions are in place
-e.g.: see an addition sign, add; dont see an addition sign, do not add
-condition= addition sign
response= add
Teaching Study skills - Answer-teach students to sort through information: what is vital
and what is just fluff
Study attempts: highlighting - Answer-key ideas and vocab
less is more
Exam Questions with 100% Correct
Answers
methods of practice - Answer-General Structure: amount to be practiced, time to finsih,
group student or teach led, varied difficulty levles
-level of response: copying, recognition, recall with or without cues
-Types of material: worksheets, audiovisual, text
Methods of testing - Answer-Type: verbal, written, deminstrative
General structure: time to complete, amount to complete, group or individual
Level of response: multiple choice, essay, recall of facts
advance organizers encourage students to... - Answer--comnect information to what
they already know
-make abstract ideas more concrete
-capture students' interest
-help students organzie the info and visualize relationships
-these can be: visual aids, verbal cures, question and graphic-oriented study guides,
concept diagramming, semantic feature analysis: table with concept in one column and
feature in the other. Semantic webbing: concept is placed in middle of chard with
relevant details surrounded. Mneumonic devices
Can be used... - Answer--before lesson to alert students of main point
-during lesson to help organize information
-at close to summarzie and remember main points
Explaining results: Serve as resource for rest of teachers by... - Answer--working with
teachers in classroom to organize setting
-work with small groups of students in classroom
-prepare IEP for students needing extra assistance
-create inclusive classrooms
-track progress and perform assessments
-apply knowledge of guidelines for referring students to appropriate specialists when
more in-depth information about a child's needs is required for making educational
decisions
procedures for developing and implementing Individualized Education Programs (IEPs),
Individual Family Service Plans (IFSPs), and transition plans. - Answer--Demonstrate
knowledge of issues in definition and identification procedures for individuals with
disabilities, including those associated with individuals from culturally and/or
linguistically diverse backgrounds
,IEP team - Answer-parents of child, at least one regular education teacher of the child,
at least one sped teacher, a representative of local educational agency, an individual
who can interpret the instructional implications of evaluation results, at the descrepancy
of the parents, others who have knowledge about the child. whenever appropriate, the
child
Roles of members - Answer--representative of educational agency: provide or supervise
provision of specifically designed instruction to meet the needs of the child (usually the
school principal)
Teachers: identify the short and long term goals on student and give progress reports
including strengths and weaknesses
Transition planning - Answer-preapring the student for post-school starting at age 15
-a student oriented event that necessitate a collaborative endeavor
Team:
-student, parents, secondary personenel, postsecondary personnel
in order to participate in the transition process a student must... - Answer--understand
their disability and how it affects them
-implement acheivable goals
-present a postive self-image
-know how and when to discuss and ask for needed accomodations
-establish support network
Primary function of parent is to assist in goal planning and achievment
Learning Theories: Piaget's stages of development - Answer-Sensory motor (birth-2)
Pre-operational (2-7)
Concrete operation (7-11)
Formal Operational (11-15)
Principles of the brain - Answer--the brain is a complex adaptive system
-it is social
-the search for meaning is innate
-we use patterns to learn more effectively
-emotions are crucial to development
-information is created and perceived simultaneously
-learning involves focused and peripheral attention
-Learning involves focused and peripheral attention
-Learning involves conscious and unconscious processes
-We have two way of organizing memory
-learning is developmental
-Complex learning is enhanced by challenge
-Every brain is unique
Multiple Intelligence Theory - Answer--visual/spatial
,-Kinesthetic/bodily
Interpersonality
muscially
verbally
logically/mathematically
Constructivist Theory - Answer--Learner creates knowledge
-Learner constructs and makes meaningful new knowledge to existing knowledge
-Learner shpaes and constructs knowledge by life experiences and social interactions
-In constructivist learning communities, the student and their teacher and classmates
establish knowledge cooperatively on a daily basis
-Cooperative learning environments= students encouraged to interact with instructional
processes by asking questions and using own ideas to stimulate questions
Metacognition learning theory - Answer--The teacher believes that teaching to student
to process their own learning and mastery of skills provides the greatest learning and
retention opportunities
-Students are taught to develop concepts and teach themselves skills in problem
solving and critical thinking
-Student is active participant and teacher is facilitator of conceptual learning process
Social and Behavioral Theories - Answer--social interactions instruct or impact learning
opportunities in the classroom
-the stimulus of the classroom can promote conducive learning or maladaptive
behaviors
Variety of Learning Styles: Visual Representations - Answer-see it to understand it
-slides, pictures, movies
-create own visual representations
-semantic mapping
Auditory representations - Answer-hear it to undrstand it
-listening to a cassette tape after reading it on paper
Use of nonexamples - Answer-not only what it is but what it is
-demonstrating nonexamples may be as important as demonstrating examples
e.g.: learning about triangles- seeing what is a triangle is just as important as seeing
what is not a triangle
Manipulative - Answer-spatialize it to understand it
-supplying tangible objects that students can move to expand conceptual knowledge
Prior knowledge as the base for New Knowledge - Answer-Prior knowledge: a person's
prior experiences, learning, development before entering a certain situation (can be
incomplete or false)
, -Schoolwork undoubtedly expands prior knowledge for new connections and
comprehension
How to activate prior knowledge - Answer--free recall: tell me what you know about...
-Unstructured discussion: lets talk about...
-Structured question: who exactly was Martin Luther King?
-Word Assocation: When you hear the words tortoise, hair, slow, fast what do you think
of?
-Recognition: union south. what comes to ming?
Without a direct link between new info to something prior in a students memory.... -
Answer-new learning will not be automatic or useful
-these connections allow students to integrate and make sense of new information
THINK OF SCHEMAS
Know-wonder-learn techniques - Answer-Three boxes: wat they know about something,
what they want to learn about that something, what they learned about that something
by the end of the unit
How to facilitate within the classroom: Errorless Learning - Answer-students must learn
to practice errorlessly
-practice doesnt make perfect-perfect practice makes perfect
-once you learn something wrong, its even harder to learn it correctly
Teacher-derived instruction - Answer-teacher is responsible for providing the
information in a teacher led format
-not the time for discovery
-time for listening only
Prompts - Answer-subtle lesson between teacher and one student
e.g.: a student has tendency to shout out answer, teacher and student meet to discuss
they will place a hand on their shoulder to encourage hand raising, teacher does so to
prompt student to remember
-no verbal communication necessary and yet misbehavior is abolished
Discrimination learning - Answer-student is taught only to respond when certain
conditions are in place
-e.g.: see an addition sign, add; dont see an addition sign, do not add
-condition= addition sign
response= add
Teaching Study skills - Answer-teach students to sort through information: what is vital
and what is just fluff
Study attempts: highlighting - Answer-key ideas and vocab
less is more
