Cognition and Instruction

Chapter 7

Marni SaenzShannon Reynolds

Discovery Learning

Question Structure Optimal Learning

Meaningful Reception Learning

Advance Organizers

Expository Organizers

Comparative Organizers

Conditions of Learning (Gange)

Learning Outcomes

Intellectual Skills

Verbal Information

Cognitive Strategies

Motor Skills

Attitudes

Phases of Learning

Preparation for learningAttendingLearners expectancyRetrieval of relevant information

Acquisition and PerformanceSelective PerceptionSemantic encodingRetrieval and RespondingReinforcement

Transfer of LearningCueing retrievalGeneralizability

Models of Instruction

Learning TimeTime needed for learningTime spent Learning

Mastery LearningDefinePlanTeachGrade

Inquiry Teaching

Models of Instruction

Instruction with worked examples

Cognitive LoadIntrinsic Cognitive LoadExtrinsic Cognitive Load

Peer – Assisted LearningPeer TutoringReciprocal TeachingCollaborative Learning

Research on Teaching

Teacher Planning and Decision Making

Planning ModelsInstructional Grouping

Instructional PracticesEffective TeachingInstructional Grouping

Learner CharacteristicsAptitude-Treatment Interactions

Cognitive StylesField dependence – independenceCategorization StyleCognitive Tempo

Technology and Instruction

Functions of TechnologyComputer literacy

Technological ApplicationsComputer-Based InstructionSimulations and GamesProgrammingMultimedia/HypermediaNetworking and Distance LearningE-LearningVirtual Reality