WGU D021 COMPLETE QUESTIONS AND CORRECT
ANSWERS INSTRUCTIONAL PLANNING & PRESENTATION
2024 UPDATE
Types of Small Groups
1.cooperative learning groups
2.ability grouping
3.peer tutoring
Cooperative learning group
Students work in small groups to help one another to learn academic content. (Ex:
Jigsaw, investigations, etc)
Ability grouping
Clustering of students who are judged to be similar in their academic ability into classes
for instruction.
1.Between-class grouping: Separate classes for students with different abilities.
2. Within-class grouping: Create homogenous sub-groups in a classroom
Peer tutoring
Involves students teaching students. The two types of peer tutoring are:
(a) cross-age tutoring, by which older students work with younger students
(b) peer tutoring, by which students within the same class work together.
Informal Groups
short term, often accomplished by asking students to "turn to a neighbor," and used to
clarify information, focus students on objectives, or bring about closure on a topic.
Formal Groups
carefully designed so that a heterogeneous mix of students works together on specific
learning tasks.
Standards
statements that describe the subject matter students should know and perform at each
grade level
instructional objective
a statement of intended learning outcomes of the instruction.
Instructional objectives serve several purposes
(1) provide a focus for instruction
(2) provide guidelines for learning
(3) provide targets for formative and summative assessments
(4) convey instructional intent to others
(5) provide for evaluation of instruction
Types of Instructional Objectives
1. Behavioral Objectives
2.Descriptive Objectives
Behavioral Objectives
State what is to be learned in language that specifies student actions, testing conditions,
and performance criterion. They have 3 parts:
1. Action— identifying the action that the teacher expects students to perform
, 2. Conditions—This is set of conditions or circumstances under which learning will take
place.
3. Criterion—This is the standard or performance level defined as acceptable when
assessment takes place.
-criterion statement identifying the criteria or level of performance expected of students.
Descriptive Objectives
Indicate what the students are to learn without using language that specifies observable
behavior; they state the student performance and the product of learning.
Student Centered Lessons
inquiry approaches, discovery learning and problem solving, role playing and simulation,
gaming, laboratory activities, computer-assisted instruction, and learning or activity
centers
Whole-Group Instruction
(1) lecture, demonstrate, and explain a topic
(2) ask and answer a question in front of the entire class
(3) provide the same recitation, practice, and drill exercises for the entire class
(4) work on the same problems
(5) use the same materials.
Small-Group Instruction
Small groups enable students to be more actively engaged in learning, and teachers
can better monitor student progress. Groups of four students often work well. In a group
of more than six, generally not everyone will actively participate.
Student teams-achievement divisions (STAD)
involves four-member learning teams that are mixed in performance level, gender, and
ethnicity. After the teacher presents a lesson, students work within their teams to make
sure that all members have mastered the lesson. Students then individually take a quiz,
and their scores are based on the degree to which they meet or exceed their earlier
performances. These points are then totaled to form team scores. Teams that meet
certain criteria may earn certificates or other awards.
Teams-games-tournaments (TGT)
uses the same teacher presentations and teamwork as in STAD. In TGT, however,
students demonstrate individual subject mastery by playing academic games.
Team accelerated instruction (TAI)
combination of individualized instruction and team learning. With TAI, students again
work in heterogeneous teams, but each student studies individualized academic
materials. Teammates check each other's work from answer sheets. Team scores are
based on both the average number and the accuracy of units completed by team
members each week.
Jigsaw
involves six-member teams working on academic material that has been broken down
into sections. Each team member reads his or her section. Then members of different
teams who have studied the same sections meet in "expert groups" to discuss their
section, and then teach the material to their group.
Learning together
cooperative approach in which students are organized into teams that include a cross
section of ability levels. Each team is given a task or project to complete, and each team
ANSWERS INSTRUCTIONAL PLANNING & PRESENTATION
2024 UPDATE
Types of Small Groups
1.cooperative learning groups
2.ability grouping
3.peer tutoring
Cooperative learning group
Students work in small groups to help one another to learn academic content. (Ex:
Jigsaw, investigations, etc)
Ability grouping
Clustering of students who are judged to be similar in their academic ability into classes
for instruction.
1.Between-class grouping: Separate classes for students with different abilities.
2. Within-class grouping: Create homogenous sub-groups in a classroom
Peer tutoring
Involves students teaching students. The two types of peer tutoring are:
(a) cross-age tutoring, by which older students work with younger students
(b) peer tutoring, by which students within the same class work together.
Informal Groups
short term, often accomplished by asking students to "turn to a neighbor," and used to
clarify information, focus students on objectives, or bring about closure on a topic.
Formal Groups
carefully designed so that a heterogeneous mix of students works together on specific
learning tasks.
Standards
statements that describe the subject matter students should know and perform at each
grade level
instructional objective
a statement of intended learning outcomes of the instruction.
Instructional objectives serve several purposes
(1) provide a focus for instruction
(2) provide guidelines for learning
(3) provide targets for formative and summative assessments
(4) convey instructional intent to others
(5) provide for evaluation of instruction
Types of Instructional Objectives
1. Behavioral Objectives
2.Descriptive Objectives
Behavioral Objectives
State what is to be learned in language that specifies student actions, testing conditions,
and performance criterion. They have 3 parts:
1. Action— identifying the action that the teacher expects students to perform
, 2. Conditions—This is set of conditions or circumstances under which learning will take
place.
3. Criterion—This is the standard or performance level defined as acceptable when
assessment takes place.
-criterion statement identifying the criteria or level of performance expected of students.
Descriptive Objectives
Indicate what the students are to learn without using language that specifies observable
behavior; they state the student performance and the product of learning.
Student Centered Lessons
inquiry approaches, discovery learning and problem solving, role playing and simulation,
gaming, laboratory activities, computer-assisted instruction, and learning or activity
centers
Whole-Group Instruction
(1) lecture, demonstrate, and explain a topic
(2) ask and answer a question in front of the entire class
(3) provide the same recitation, practice, and drill exercises for the entire class
(4) work on the same problems
(5) use the same materials.
Small-Group Instruction
Small groups enable students to be more actively engaged in learning, and teachers
can better monitor student progress. Groups of four students often work well. In a group
of more than six, generally not everyone will actively participate.
Student teams-achievement divisions (STAD)
involves four-member learning teams that are mixed in performance level, gender, and
ethnicity. After the teacher presents a lesson, students work within their teams to make
sure that all members have mastered the lesson. Students then individually take a quiz,
and their scores are based on the degree to which they meet or exceed their earlier
performances. These points are then totaled to form team scores. Teams that meet
certain criteria may earn certificates or other awards.
Teams-games-tournaments (TGT)
uses the same teacher presentations and teamwork as in STAD. In TGT, however,
students demonstrate individual subject mastery by playing academic games.
Team accelerated instruction (TAI)
combination of individualized instruction and team learning. With TAI, students again
work in heterogeneous teams, but each student studies individualized academic
materials. Teammates check each other's work from answer sheets. Team scores are
based on both the average number and the accuracy of units completed by team
members each week.
Jigsaw
involves six-member teams working on academic material that has been broken down
into sections. Each team member reads his or her section. Then members of different
teams who have studied the same sections meet in "expert groups" to discuss their
section, and then teach the material to their group.
Learning together
cooperative approach in which students are organized into teams that include a cross
section of ability levels. Each team is given a task or project to complete, and each team
