ITED 635 Final Exam Study Guide

Total Points: 50 (remember that the class total is 250, so this is 20% of the overall grade).

Possible methods of taking the exam: (you may attempt option1, then decide to 'downgrade' to options 2 or 3).

• In-class, closed book (50 points maximum)
• In-class, open book (45 points maximum)
• Take Home (40 points maximum)

• Look over old quizzes
• Look over old reaction papers
• Review your notes created while doing reaction papers.
• Review your notes from in class.
• Review the following pages in the two texts:
1. Seels and Richey, pages: 1, 10, 14, 26, 82, 101-102.
2. Driscoll, pages: 14, 16, 21, 36, 39, 40, 43, 47, 51, 52, 77, 120, 121, 190, 192, 225, 247, 364, 391.

The following is a result of a brainstorming effort that the class conducted in groups on October 4th, 2000.  The intention of this effort was to list the various applications of Learning Theory, as learned in Marcy Driscoll's book Psychology of Learning for Instruction, 2nd edition, through chapter 8.

Note: As this information was put together by students in the class, the accuracy of the examples may sometimes be questioned.  I encourage independent verification of the reading materials in cases where the examples don't seem 'right'.

Names: Kathy Scott, Wayne Lyndaker, Rory Szwed, Carter Eldridge

Date: November 8, 2000

Community Domain of Instructional Technology

1) Training of Employees

1) Assessment

a) Observation
b) Civil Service Exams

1) Apprenticeship
2) Meaningful Learning (Ausubel)
3) Cognitive Organizers

2) Awareness

1) Motivation

a) Intrinsic
b) Learning Communities

2) Simulations

a) Reenactments
b) Video Scenarios

1) Management
2) Reinforcement

a) Promotion
b) Recognition
c) Compensation

3) Counseling

1) Goals

a) Setting
b) Maintaining

2) Reinforcers

a) Feedback

1) Social Learning Theory

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Names: (Sara Kent, Matt Monette, Virginia Kinch, Jennifer Smith)

Date: October 4th, 2000

Setting: Formal Education: Elementary Education

BEHAVIOR MANAGEMENT

Selective attention:  A student sitting next to you distracts you by playing with his eraser in his desk, therefore the teacher loses their attention.

positive reinforcement:  A child puts their toys away more often because when they do, they are rewarded with a sticker.

negative reinforcement:  If you do your homework all week, you do not have to take the quiz at the end of the week.

punishment:  The student can't go to recess because she didn't do her homework.

contingency contract:  Students in a multi-aged classroom are not all at the same achievement levels, so the teacher and the students negotiate a contract each week which indicates expected progress.

TEACHING

chaining:  Students need to know how to multiply before teahing division.

shaping:  Students write a story.  First, write just sentences, then write paragraphs and so on.

LEARNING

rehearsal:  Students say the math facts over and over.

network models:  learn through models such as the food chain web

mnemonics:  Students learn through things that help them remember, ROY G BIV

encoding:  Learn multiplication by knowing addition facts first.

COMMUNICATION

social knowledge:  Students learn rules through interaction with classmates.

DEVElOPMENT

preoperational stage:  During playtime students pretend to be on the phone like their parents are at night.

concrete operational:  Students can solve a long division problem in logical stages.

Names: Abbi LaPage, Shawn Cummings, Jeff Weker

Date: October 4th, 2000

Setting: Formal Education 7-12 Science (*Formal/informal teacher training* Workshops* Curriculum development* Internet distance learning)

1. Reinforcer- for higher level of behavior

* Classroom management/Effective teaching

3.  Punishment

4.  Primary reinforcer ? a.  variable interval

 b.  fixed ratio

* Inclusion- they give you selective attention

1.  Forgetting- failure to encode and retrieve

 1.  Anchoring ideas

- Local farms

  2.  Advanced organizers

  3.  Automaticity- on Regents questions may be pattern recognition

  1.  Objectivism

  2.  Pragmatism

3.  Interpretivism

Names: Heather Gutchess, Kim Hye-Jin, Eric Pomainville, Beth Elsner, Sue Emerson

Date: October 4th, 2000.

Setting: Formal Education - Secondary Education

1. Behavior Management

2. Cognitive Development

3. Meaningful Learning  (Ausubel)

4. Cognitive Information Processing

5. Higher Mental Process

Names: Suzanne Evra, Shawn Snyder, Katie Winchell

Setting: Formal Education - Elementary Education

Domain: Behavior Management through shaping

Sub-Domains:

Domain: Learning Cognition

Sub-Domains:

Domain: Superordinate Learning

Sub-Domains:

Domain: Preoperational-Concrete Operational

Sub-Domains:

Names: Sandi Shoen, Chad Simpson, Ron Mason, Jenna Brown

Setting: Business and Industry

     1. Reinforcement principles:

1. Positive reinforcements: Paycheck, Commendations, Advancements, Bonus, Company Perks, like access to the health club.
2. Negative reinforcements: Dock pay, lose job, warning in personnel file, poor grade on performance review.
3. Fixed Ratio Reinforcement Interval: Regular paychecks and evaluation dates.
4. Variable Ratio Reinforcement Interval: Bonus hinges on surpassing a quota.

1. Learned Helplessness: The boss is not open to new ideas, so why bother. Menial labor staff, like janitors, see no room for advancement, so don’t perform any duties out of their job description.
2. Automaticity: Factory workers on assembly line, cashiers, truck drivers, perform job duties in automatic mode without focusing their full attention on task.
3. Selective Attention: Focus the learner on a new piece of machinery, or a new method of processing office mail, or a another delivery off the regular route.
4. Chunking, Chaining, Encoding: Ways to help the staff make sense of new processes or new information. grouping similar information together, break down learning to simple steps for job performance. Show how it is relevant to business and provide opportunities for continued use to ensure encoding and transference.
5. Discovery Learning: Important in any business for problem solving and in entrpreneurship,. Owners must discover what works best for them as a continuous learning process as the company evolves and grows.
6. Formal Operations: Many business owners have the ability to see the abstract and develop an idea into something concrete. Especially entrepreneurs.
7. Egocentrism: Often found at the work place. People may feel they are experts and not listen to input from others or not remember that others may not have the same knowledge base and are forcing learning out of zone of proximal development.
8. Sociocultural History: adapting to interoffice culture. Company jargon, dress code, specialties and practices that may distinguish them from others.
9. Dale’s Cone of Experience: Prior knowledge must be established before new training can take place, before new ideas can be conceived, before problems can be solved in the work place.

Drawbacks

1. Experience
2. Prior Knowledge

The "Isms"

An Overview of Learning Theory

Reinforcement (1)

Reinforcement (2)

Reinforcement (3)

Gagne/Dale/Bruner combined

Behaviorism

This page created 10/16/00 by Anthony Betrus.  Last updated 11/5/00.