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Cognition and Instruction
Chapter 7
Marni SaenzShannon Reynolds
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Discovery Learning
Question Structure Optimal Learning
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Meaningful Reception Learning
Advance Organizers
Expository Organizers
Comparative Organizers
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Conditions of Learning (Gange)
Learning Outcomes
Intellectual Skills
Verbal Information
Cognitive Strategies
Motor Skills
Attitudes
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Phases of Learning
Preparation for learningAttendingLearners expectancyRetrieval of relevant information
Acquisition and PerformanceSelective PerceptionSemantic encodingRetrieval and RespondingReinforcement
Transfer of LearningCueing retrievalGeneralizability
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Models of Instruction
Learning TimeTime needed for learningTime spent Learning
Mastery LearningDefinePlanTeachGrade
Inquiry Teaching
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Models of Instruction
Instruction with worked examples
Cognitive LoadIntrinsic Cognitive LoadExtrinsic Cognitive Load
Peer – Assisted LearningPeer TutoringReciprocal TeachingCollaborative Learning
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Research on Teaching
Teacher Planning and Decision Making
Planning ModelsInstructional Grouping
Instructional PracticesEffective TeachingInstructional Grouping
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Learner CharacteristicsAptitude-Treatment Interactions
Cognitive StylesField dependence – independenceCategorization StyleCognitive Tempo
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Technology and Instruction
Functions of TechnologyComputer literacy
Technological ApplicationsComputer-Based InstructionSimulations and GamesProgrammingMultimedia/HypermediaNetworking and Distance LearningE-LearningVirtual Reality