WGU Learning as a Science - D186

WGU Learning as a Science - D186 29 studiers today 5.0 (1 review) Students also studied Terms in this set (125) Western Governors UniversityD 184 Save WGU D184 Standards-Based Assess...Teacher 50 terms robynnwilhelmi Preview WGU D186 Test Review Teacher 54 terms paul_riley13Preview D184 Study Guide 91 terms toripascucci1 Preview

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Teacher jm3 Practice questions for this set Learn1 / 7Study using Learn Provides support as students develop the skills needed to work independently Brain-Based Learningan approach to teaching that is grounded in the latest research on how the brain learns best. Strategies that align with the natural learning processes of the brain, making education more effective and engaging. Factors like emotion, environment, repetition, and individual neurological differences significantly impact how well students learn.Multisensory InstructionBrain retains information better when multiple senses are engaged.Choose an answer 1Scaffolding2Modeling 3Imprinting4Interleaving Don't know?

Brain BreaksThe brain needs time to process and consolidate information. Implementing short breaks during lessons can improve focus and retention.This is also tied to ideas of "cognitive load," the theory that the brain has limited processing capacity at any given time, and too much sensory or informational input can overwhelm learners.

• Exemplary Areas for Learning as a Science1) Modeling learning progressions and adapting learning experiences, resources,

and feedback to support learners' progress.2) Collaborative learning and scaffolding, scripting, and orchestrating social interaction.3) Simulations, visualization, modeling, and representation.4) Opportunities to engage in hands-on constructive activities.10 Key Learning as a Science Principles1) Environment 2) Student's physical well-being 3) Learning is a process that involves effort, mistakes, reflection, and refinement.4) Motivated to learn through autonomy, interests, and understanding the purpose.5) Think deeply about the "to-be-learned" material to pay attention, build memories, and make meaning.6) Retrieval practice.7) Spacing out learning and interweaving different content.8) Communicating high expectations.9) Students feel safe in their learning.10) Collaboration and social interaction.Retrieval PracticeA learning strategy where you actively recall information from memory, rather than passively reviewing it.Strengthens memory; helps students flexibly apply what they learn, which strengthens the neural pathways associated with that information.Collaboration and social interactionEncourages deeper processing Deliberately creating learning spaces, including desk placement, lighting, etc.Increases learning

Strategies to elaborate on learning:1) Summarizing

2) Drawing Summarizingto create a verbal description that distills the most important information from a set of materials Drawingsthey use graphic strategies to portray important concepts and relationships Representational DrawingA simple diagram or depiction of a theory helps students recall factual information, but falls short when it comes to deeper comprehension.Organizational DrawingsConcept maps, anchor charts, and sketch notes - students can tease out relationships between concepts and see the big picture more clearly.

Summarizing Strategy - Clarify What's Important a summarizing strategy should help students discern the inherent structures in a text Summarizing Strategy - Familiarize students with multiple text structures

Text Structures:

1) Description 2) Generalization 3) Argument 4) Definition 5) Comparison 6) Problem/Solution Description structuresdescribe characteristics of a particular person, place, or thing.Generalization structuresbegin with a general statement like, "There are a wide variety of consequences for breaking federal rules regarding carry-on baggage on commercial airplanes." Argument structuresbegin with a statement that must be proven or supported. Proof or evidence follows the statement. Sometimes qualifiers identify exceptions to the proof or evidence provided Definition Structuresbegin by identifying a specific term and then describing the general category to which the term belongs, along with specific characteristics of the term that distinguish it from other terms within the category Comparison structuresidentify two elements, such as commensalism and mutualism, and list how those elements are similar and dissimilar.Problem/solution structuresbegin by describing a problem. then a possible solution.Summarizing Strategy - Help Students Recognize Layers Knowing that texts have many layers of structures is crucial to unlocking the meaning of extended expository discourse Summarizing Strategy - Encourage Graphic Representation helpful for students to represent those structures graphically.Summarizing Strategy - Review Essential Terminology Teachers should carefully preview texts and ensure that students have at least a basic understanding of important terms.Dual Codingthe process of combining verbal materials with visual materials for the purpose of improving comprehension.Deep LearningAn approach where students focus on understanding the core concept and principles of a subject, rather than just memorizing facts and procedures.

• Key Criteria for Deep Learning1) The teacher has a deep learning mindset

2) Students are heavily engaged in the learning process.3) Instructional activities promote high cognitive challenge 4) Students are given opportunities to apply to learn to authentic situations

Elaborative Interrogationa strategy in deep learning in which learners are asked, or are prompted to ask themselves, questions that invite deep reasoning, such as why, how, what-if, and what-if not (as opposed to shallow questions such as who, what, when, and where) Self-explanationa strategy in deep learning in which learners produce explanations of material or of their thought processes while they are reading, answering questions, or solving problems. In the most general case, learners may simply be asked to explain each step they take as they solve a problem.Teaching Othersa strategy in deep learning in which learners prepare to teach; they must construct explanations, just as they do in elaborative interrogation and self- explanation activities.Open-Ended QuestionsQuestions that encourage discussion and exploration, allowing students to express their thoughts without a single correct answer.Socratic QuestioningThis method involves asking a series of questions that challenge assumptions and stimulate critical thinking.Think-Pair-ShareStudents first think about a question individually, then discuss their thoughts with a partner before sharing with the class, fostering collaborative learning.Problem-Based QuestionsPresenting a real-world problem encourages students to analyze, evaluate, and create solutions.Reflective QuestionsThese questions encourage students to reflect on their learning experiences and connect them to real-world contexts.Analytical QuestionsEncouraging students to break down information and analyze components fosters deeper understanding.Hypothetical QuestionsAsking students to consider hypothetical situations stimulates creative thinking and scenario analysis.Clarifying QuestionsThese questions help students articulate their thoughts more clearly, reinforcing their understanding and communication skills.Metacognitionhigher-order thinking that enables understanding, analysis, and control of one's cognitive processes, especially when engaged in learning—or more simply put, evaluating how one thinks and learns Funnel QuestionsA strategy that begins with broad, general questions and then continues to more pointed, specific questions.Cognitive LoadThe demands we place on our very limited active working memory. Manage cognitive load to prevent overwhelming students' working memory.